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The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

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  • Senad Bećirović

Abstract

Cooperative learning, cultural intelligence and learning English as a foreign language (EFL) represent important concepts in contemporary education, particularly in a diverse environment where students need to collaborate with individuals from different cultural backgrounds. This study aimed to investigate the interrelationships among cooperative learning, cultural intelligence, EFL motivation, achievement, and grade point average (GPA). The previously developed and validated questionnaires were used for data collection, while convenience sampling was applied to select 211 participants studying at a high school level. A Confirmatory Factor Analysis was performed to determine the reliability and a Structural Equation Modeling approach was employed to test the measurement and the hypothesized model. The results showed that cooperative learning positively predicted students’ cultural intelligence and EFL motivation, which was a significant predictor of EFL achievement. Furthermore, cooperative learning negatively predicted EFL achievement, and insignificantly predicted GPA, while cultural intelligence insignificantly predicted both GPA and EFL achievement. These results may contribute to a broader understanding of the relationship between the investigated constructs, and may help instructors design effective classes that will imbed key components of cooperative learning and increase students’ motivation, cultural intelligence, and learning success.

Suggested Citation

  • Senad Bećirović, 2023. "The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach," SAGE Open, , vol. 13(4), pages 21582440231, November.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231208975
    DOI: 10.1177/21582440231208975
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    References listed on IDEAS

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    1. Van Dat Tran, 2019. "Does Cooperative Learning Increase Students’ Motivation in Learning?," International Journal of Higher Education, Sciedu Press, vol. 8(5), pages 1-12, October.
    2. Soon Ang & Linn Van Dyne & Christine Koh & K. Yee Ng & Klaus J. Templer & Cheryl Tay & N. Anand Chandrasekar, 2007. "Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance," Management and Organization Review, The International Association for Chinese Management Research, vol. 3(3), pages 335-371, November.
    3. Christopher Lynn Brown, 2021. "Literature Review: Effect of Cooperative Learning on Intrinsic Motivation," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 8(7), pages 01-07, July.
    4. Petr Wawrosz & Miroslav Jurásek, 2021. "Developing Intercultural Efficiency: The Relationship between Cultural Intelligence and Self-Efficacy," Social Sciences, MDPI, vol. 10(8), pages 1-21, August.
    5. Jui-Che Tu & Xiu-Yue Zhang & Shu-Ping Chiu, 2019. "Assessing the Impact of Cultural Intelligence on Sustainable Career Competitive Advantage for Students in College of Design," Sustainability, MDPI, vol. 12(1), pages 1-23, December.
    6. Senad Bećirović & Vildana Dubravac & Amna Brdarević-Čeljo, 2022. "Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom," SAGE Open, , vol. 12(1), pages 21582440221, February.
    7. Van Dat Tran, 2013. "Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms," International Journal of Higher Education, Sciedu Press, vol. 2(4), pages 101-101, November.
    8. Ang, Soon & Van Dyne, Linn & Koh, Christine & Ng, K. Yee & Templer, Klaus J. & Tay, Cheryl & Chandrasekar, N. Anand, 2007. "Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance," Management and Organization Review, Cambridge University Press, vol. 3(3), pages 335-371, November.
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