Cooperative Learning and Approach-Goals in Physical Education: The Discriminating Role of Individual Accountability // Aprendizaje cooperativo y metas de aproximación en educación física: el rol discriminante de la responsabilidad individual



Published 13-01-2022
Sergio Rivera Pérez Benito León del Barco Jerónimo J. González Bernal Damián Iglesias Gallego


The aim of the present study is two-fold: (a) to analyze whether the cooperative learning factors discriminate the different approach goals of the 3 × 2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (M = 13.05, SD = 2.45). The CAC and CML 3 × 2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals. In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG.

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