, and : Development of a self-reported questionnaire to validate a theoretical model of Collaborative Problem Solving: exploring the collaborative component

In this paper a self-reported questionnaire exploring the collaborative component of Collaborative Problem Solving (CPS) and the results of its testing are presented. The aim of the study was (1) to create such an instrument based on one of the theoretical models of CPS which gives feedback on individual level and describes general collaborative skills (does not base the judgement on a single situation); (2) to deepen our knowledge about the structure of CPS skills by validating a theoretical model of it. The questionnaire was built on the collaborative component of the model created by the Assessment & Teaching of 21st Century Skills project experts. 36 items were developed to assess the three main skills and the nine subskills within. Students could rate on a five-point scale how much a given statement described them. The questionnaire was tested in the framework of a large-scale online data collection via the eDia online diagnostic platform by 8th grade students (N=871). Confirmatory factor analysis was applied to test whether the theoretical model appeared behind our dataset. After removing the items with low factor loadings the remained 17 items fitted to a three dimensional model (χ2=386.06 df=116; p<0.01; CFI=0.918; TLI=0.904; RMSEA=0.052) so the three main collaborative skills (participation, perspective taking, social regulation) of the ATC21S model were clearly outlined. The reduced, 17-item scale (Cronbach-α=0.91) and its subscales (Cronbach-α=0.70–0.85) give an estimation of students’ collaborative skills with an eligible level of reliability.

Keywords: collaborative skills, collaborative problem solving, cooperation, collaboration, Collaborative Skills Questionnaire

Year: 2019
Issue: 2
Page: 5-21