Development and Validation of the Groupwork Skills Questionnaire (GSQ) for Higher Education

Autor/inn/en	Cumming, Jennifer; Woodcock, Charlotte; Cooley, Sam J.; Holland, Mark J. G.; Burns, Victoria E.
Titel	Development and Validation of the Groupwork Skills Questionnaire (GSQ) for Higher Education
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 7, S. 988-1001Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.957642
Schlagwörter	Forschungsbericht; Questionnaires; Test Construction; Test Validity; Skills; Interpersonal Competence; Group Activities; Psychometrics; Higher Education; College Students; Factor Analysis; Factor Structure; Self Efficacy; Test Reliability; Self Evaluation (Individuals); Student Attitudes; Foreign Countries; Multivariate Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Fragebogen; Testaufbau; Testvalidität; Skill; Fertigkeit; Interpersonale Kompetenz; Gruppenaktivität; Psychometry; Psychometrie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Faktorenanalyse; Faktorenstruktur; Self-efficacy; Selbstwirksamkeit; Testreliabilität; Schülerverhalten; Ausland; Multivariate Analyse; Großbritannien
Abstract	The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test-retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01