Validation of a Cooperative Learning Measurement Questionnaire From a Teaching Perspective.

BACKGROUND: Having measurement tools for assessing the application of cooperative learning from the teaching perspective is essential for the successful implementation of this methodology in schools. The purpose of this study was to develop and validate a tool created from the five essential elements of cooperative learning: positive interdependence, face-to-face interaction, individual responsibility, group processing and social skills. METHOD: The sample consisted of 4,004 teachers (61.1% female and 38.9% male) with an average age of 42.7 years old (DT = 10.04) from all non-university educational stages teaching in 68 schools throughout Spain. RESULTS: The results from the confirmatory factor analysis with the final questionnaire, comprising 19 items in five factors, were optimal in all indicators via indices of global or absolute fit (Chi-squared, RMSEA, GFI, NFI, and CFI). The reliability achieved by the definitive test was adequate via both Cronbach's α and McDonald's w (α = 0.958 and w = 0.960). CONCLUSIONS: The questionnaire is presented as a valid, reliable instrument for evaluating the application of cooperative learning from the teaching perspective in early childhood education.

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.

Predictive Strength of Contextual and Personal Variables in Soccer Players' Goal Orientations.

Psychological variables, such as perceived motivational climate, goal orientation, self-determined motivation, and personality, have an influence on sports success performance. This study aimed to examine the relationships among a set of psychological variables (perceived motivational climate, goal orientation, self-determined motivation, and personality) in male and female footballers. Participants were 167 footballers (106 male, 61 female), aged 12 to 26, competing with clubs in the Spanish Football League. They all took four questionnaires aimed at evaluating motivational climate, goal orientations, self-determined motivation, and personality. The analyses of correlation and regression showed statistically significant relations among the variables. Neuroticism and psychoticism negatively relate to mastery motivational climate, the best predictor of self-determined motivation. It was concluded that contextual variables carry more weight in predicting goal orientations and self-determined motivation among participant footballers.

Cross-Cultural Adaptation and Preliminary Reliability of the Adolescents and Adults Coordination Questionnaire into European Spanish.

Developmental Coordination Disorder (DCD) is a developmental disorder affecting motor coordination skills, that frequently persists into adolescence and adulthood. Despite this, very few instruments exist to identify DCD in this population, and none of them are available for Spanish young adults. The purpose of this study was to cross-culturally adapt and preliminarily validate the Adolescents and Adults Coordination Questionnaire (AAC-Q) into European Spanish. The AAC-Q was translated and adapted following international recommendations, including: (a) two independent forward translations; (b) synthesis and reconciliation; (c) expert committee review; and (d) a comprehensibility test. In addition, the internal consistency and homogeneity were examined using a sample of 100 Spanish higher education students. Cultural equivalence and idiomatic differences were addressed to produce the AAC-Q-ES. Findings show that the AAC-Q-ES is a cross-culturally adapted instrument with good preliminary reliability indicators in Spanish young adults (Cronbach's α = 0.74; corrected item-total correlations = 0.217-0.504).

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.

Effect of 3x2 achievement goals and classroom goal structures on self-determined motivation: a multilevel analysis in secondary education / Efecto de las metas de logro y las estructuras de metas de clase 3x2 en la motivación autodeterminada: un análisis multinivel en educación secundaria

Effect of 3x2 achievement goals and classroom goal structures on self-determined motivation: a multilevel analysis in secondary education0 Abstract: The study faces two objectives: (a) to examine the construct validity of the 3x2 Classroom Goal Structures Questionnaire, and (b) to jointly analyze the influence of the classroom goal structures and 3x2 achievement goals on high school students' self-determined motivation. 2284 students participated (51.6% men and 48.4% women) aged 12-17 years (M = 14.31 years, SD = 1.15), from 148 classrooms. The results of confirmatory factor analysis supported the hypothesized model. The validity and internal consistency of the questionnaire were satisfactory. The results of hierarchical linear models provided support to the direct, indirect and interaction models. Regarding direct effects, self-approach structure, and self-approach and task-approach goals were positive predictors of self-determined motivation, whereas the other-approach structure, and other-approach and taskavoidance goals were negative predictors. In relation to indirect effects, the results revealed that the three approach goals, and task-avoidance goals were partial mediators of the relationship between the self-approach structure and self-determined motivation, whereas other-approach goals were partial mediators in the relationship with their parallel structure. Regarding the interaction effects, the relationship between task-approach goals and self-determination varied depending on the other-approach structure (AU)

El estudio afronta dos objetivos: (a) examinar la validez de constructo del Cuestionario de Estructuras de Meta de Clase-3x2, y (b) analizar conjuntamente la influencia de las estructuras de metas de clase y las metas de logro 3x2 en la motivación autodeterminada del alumnado de secundaria. Participaron 2284 estudiantes (51,6% varones y 48,4% mujeres) de 12- 17 años (M = 14.31 años; DT = 1.15), distribuidos en 148 clases. Los resultados del análisis factorial confirmatorio apoyaron el modelo hipotético. La validez y consistencia interna del cuestionario fueron satisfactorias. Los resultados de los modelos lineales jerárquicos proporcionaron apoyo a los modelos directo, indirecto y de interacción. Respecto a efectos directos, la estructura de aproximación-yo, y las metas de aproximación-yo y aproximación-tarea fueron predictores positivos de la motivación autodeterminada, mientras que la estructura de aproximación-otro, y las metas de aproximación-otro y evitación-tarea fueron predictores negativos. En cuanto a efectos indirectos, los resultados revelaron que las tres metas de aproximación y la de evitación-tarea eran mediadores parciales de la relación entre la estructura de aproximación-yo y la motivación autodeterminada, mientras que las metas de aproximación-otro lo eran en la relación con su estructura correspondiente. Respecto a la interacción, la relación entre las metas de aproximación-tarea y la autodeterminación varió en función de la estructura de aproximación-otro (AU)

Design and validation of a questionnaire to assess cooperative learning in educational contexts / Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

The goal of the present study was to design and validate an instrument to assess the basic elements of cooperative learning, as well as a cooperation index. 11.202 primary education (grades 5, 6), secondary education and baccalaureate students (5.838 males, 5.364 females) from 68 different schools in 62 cities all over Spain agreed to participate. The age range was 11-18 years. The participating students had experienced several cooperative learning techniques during the last six months. The first version of the questionnaire was assessed by a group of experts. A pilot study with 60 students similar to the target sample was conducted on the second version of the instrument. The final version underwent several statistical tests. The Cooperative Learning Questionnaire included five subscales: Promotive Interaction, Positive Interdependence, Individual Accountability, Group Processing and Interpersonal skills. Factorial and confirmatory analysis showed that all reliability indices were acceptable, even under the most difficult conditions. The questionnaire showed adequate convergent, discriminant and concurrent validity. Results showed that it is an easy instrument to assess all the basic elements of cooperative learning in primary, secondary and baccalaureate students and obtain a global cooperation factor (AU)

El objetivo del estudio fue elaborar y validar un instrumento que pudiera evaluar los elementos fundamentales del aprendizaje cooperativo, así como proporcionar un factor de cooperación. Participaron 11.202 estudiantes de educación primaria (5º-6º curso), secundaria y bachillerato (5.838 varones, 5.364 mujeres) de 68 centros educativos en 62 ciudades españolas repartidas por toda su geografía. Las edades oscilaron entre los 11 y los 18 años. El único requisito para participar era haber experimentado varias técnicas de aprendizaje cooperativo en los últimos 6 meses. Tras elaborar una primera versión y ser sometida sucesivamente a un juicio de expertos y un estudio piloto se realizó un segundo estudio en el que se sometió la versión definitiva a diferentes pruebas estadísticas. El Cuestionario de Aprendizaje Cooperativo está formado por cinco sub-escalas: Interacción Promotora, Interdependencia Positiva, Responsabilidad Individual, Procesamiento Grupal y Habilidades Sociales. Los análisis factoriales confirmatorios mostraron que todos los índices de fiabilidad eran aceptables, incluso bajo las condiciones más exigentes. El cuestionario mostró una adecuada validez convergente, discriminante y concurrente. Se confirma como un instrumento sencillo para evaluar todos los elementos fundamentales del aprendizaje cooperativo en estudiantes de primaria, secundaria y bachillerato y proporcionar un factor de cooperación global (AU)

3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School.

The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R 2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R 2 = .064). Physical self-concept was predicted by the task-approach and other-approach CGS's (p < .05; p < .001, respectively; R 2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's (p < .001; R 2 = .137), whereas negative affect was predicted by other-approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

3x2 Classroom goal structures, motivational regulations, self-concept, and affectivity in secondary school

The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The otherapproach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R2 = .064). Physical self-concept was predicted by the taskapproach and other-approach CGS's (p < .05; p < .001, respectively; R2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's (p < .001; R2 = .137), whereas negative affect was predicted by other-approach (positively) and selfapproach (negatively) CGS (p < .001; p < .05, respectively; R2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and taskbased goals for students in their classes (AU)

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