Validation of a Cooperative Learning Measurement Questionnaire From a Teaching Perspective / Validación de un Cuestionario de Medición del Aprendizaje Cooperativo Desde la Perspectiva Docente

Background: Having measurement tools for assessing the applicationof cooperative learning from the teaching perspective is essential for thesuccessful implementation of this methodology in schools. The purpose ofthis study was to develop and validate a tool created from the five essentialelements of cooperative learning: positive interdependence, face-to-faceinteraction, individual responsibility, group processing and social skills.Method: The sample consisted of 4,004 teachers (61.1% female and38.9% male) with an average age of 42.7 years old (DT = 10.04) fromall non-university educational stages teaching in 68 schools throughoutSpain. Results: The results from the confirmatory factor analysis with thefinal questionnaire, comprising 19 items in five factors, were optimal in allindicators via indices of global or absolute fit (Chi-squared, RMSEA, GFI,NFI, and CFI). The reliability achieved by the definitive test was adequatevia both Cronbach’s alpha and McDonald’s ω (α = 0.958 and ω = 0.960).Conclusions: The questionnaire is presented as a valid, reliable instrumentfor evaluating the application of cooperative learning from the teachingperspective in early childhood education.

Antecedentes: disponer de instrumentosde medida que valoren la aplicación del aprendizaje cooperativo desde laperspectiva docente resulta imprescindible para una exitosa implementaciónde esta metodología en los centros escolares. El objetivo de este estudio fueelaborar y validar un instrumento creado a partir de los cinco elementosesenciales del aprendizaje cooperativo: interdependencia positiva,interacción cara a cara, responsabilidad individual, procesamiento grupaly habilidades sociales. Método: la muestra estuvo formada por un total de4.004 docentes (61,1 % mujeres y 38,9% varones) con una edad mediade 42,7 años (DT = 10.04), pertenecientes a todas las etapas educativasno universitarias de 68 colegios distribuidos por todo el territorio español.Resultados: los resultados alcanzados en el análisis factorial confirmatoriocon el cuestionario final de 19 ítems distribuidos en cinco factores fueronóptimos en todos los indicadores, mediante los índices de ajuste global oabsoluto (Chi-cuadrado, RMSEA, GFI, NFI y CFI). La fiabilidad alcanzadapor la prueba definitiva es adecuada tanto en el α de Cronbach como laω de McDonald (α= 0.958 y ω= 0.960). Conclusiones: el cuestionario sepresenta como un instrumento válido y fiable para evaluar la aplicación delaprendizaje cooperativo desde la perspectiva docente.

Influence of Psychological Factors on the Success of the Ultra-Trail Runner.

The aim of this study was to analyze the psychological variables of runners of ultra-trail mountain races and their association with athletic performance and success. The sample was made up of 356 mountain runners, 86.7% men and 13.2% women, with a mean age of 42.7 years and 5.7 years of experience. Using pre- and post-race questionnaires, data were collected regarding mental toughness, resilience, and passion. The performance of each runner in the race was also recorded. The results showed very high values in the psychological variables analyzed compared with other sports disciplines. Completion of the race (not withdrawing) and the elite quality of the runners were presented as the most relevant indicators in the processes of resilience, mental toughness, and obsessive passion. Differences were noted between the pre- and post-race results, suggesting that the competition itself is a means of training those psychological factors that are essential to this sports discipline. It can be concluded that psychological factors are decisive to athletic performance and race completion in mountain ultra-marathon races.