Network analysis of physical activity and depressive and affective symptoms during COVID-19 home confinement.

INTRODUCTION: The aim of this study was to analyze the network structure of physical activity, frequency, depressive, and affective symptoms in people under home isolation due to COVID-19. METHOD: A longitudinal study was conducted in two phases (beginning (March 19, 2020) and end of home confinement (April 8, 2020)). The sample consisted of 579 participants from Spain (250 men and 329 women) aged 16 to 92 years (overall sample: M = 47.06, SD = 14.52). A network analysis was performed. RESULTS: Four clusters emerged (PA, depressive symptoms, positive affect, and negative affect). A higher frequency of physical activity was related to better-sustained attention, increased alertness, and enthusiasm. In addition, feelings of guilt and shame were mitigated, and confinement distress and irritability were reduced. Physical activity also mitigated fatigue in women, whereas feelings of unhappiness were reduced in men. CONCLUSION: Physical activity seems to be an effective option for mitigating the negative effects of the COVID-19 pandemic. Public health policymakers should develop programs to promote physical activity in order to be able to cope with confinement or similar scenarios in the future.

Impact of Teachers' Autonomy Support in Students' Basic Psychological Needs, Intrinsic Motivation and Moderate-to-Vigorous Physical Activity.

The students' active participation in physical education does not always guarantee the fulfilment of the international guidelines on moderate-to-vigorous physical activity (MVPA). The goal of the study was to examine the effects of the teacher autonomy support on the MVPA, basic psychological needs, and intrinsic motivation of primary education students. A three-phase, crossed research design was used in four groups of primary education (grades three, four, five, and six). Eighty-three students (40 boys; 43 girls) completed three physical education sessions with three levels of teacher autonomy support: low, intermediate, and high. They wore WGT3x accelerometers and answered a questionnaire. Results showed significant differences in MVPA, autonomy, competence, and intrinsic motivation (p < 0.001) between sessions one (controlling), two (intermediate-supportive autonomy), and three (full-supportive autonomy). In session three, the students' MVPA increased to 73.70%. In conclusion, teacher's autonomy-supportive environment can be modified to increase the students' intrinsic motivation, basic physiological needs, and MVPA to reach the minimum international standards.

A Longitudinal Examination of Withholding All or Part of School Recess on Children's Physical Activity and Sedentary Behavior: Evidence from a Natural Experiment.

School recess is a daily opportunity for school-age students to be physically active. However, in some territories teachers often use recess for other purposes (e.g., children's poor classroom behavior might be punished with reduced time for recess). This study aimed to examine the impact of such practices on children's physical activity (PA) and the relationships between PA, gender, body mass index (BMI), and academic achievement. Forty-six first-grade students from two natural classrooms wore an accelerometer over the course of 6 weeks to measure their metabolic equivalent of task (METs) and sedentary behavior during school recess. Gender, age, BMI, the classroom to which students belonged, and academic achievement were also analyzed in two Generalized Estimating Equations models. Results revealed that boys achieved more METs and spent less time participating in sedentary behavior than girls during recess. Children within a healthy weight range of BMI yielded more METs than underweight and overweight/obese children. Academic achievement was positively associated with the METS and negatively with the sedentary behavior. Finally, withholding all or part of school recess significantly reduced children's PA and extended their sedentary behavior. The literature indicates that school recess plays an important role in promoting numerous children's health outcomes. Therefore, students should not be excluded from participation in all or part of recess.

COVID-19 and home confinement: data on physical activity / COVID-19 y confinamiento en casa: datos de actividad física

In March 14th 2020, the Spanish Government declared the "State of Emergency" due to the pandemic caused by the COVID-19 and all the population was forced to "shelter-at-home" for two weeks. Citizens had less than 24 hours to prepare for the self-quarantine. The goal of the present was to assess Spanish citizens' physical activity practice at the end of the first week of the home quarantine. A total of 1858 Spanish citizens, 674 males and 1184 females (M = 40.18, SD = 15.84 years) agreed to participate. The study is descriptive in nature, based on an on-line questionnaire conducted seven days after the mandatory shelter-at-home health order issued by the Spanish Government. It included The International Physical Activity Questionnai-re, Anthropometric parameters, Sociometric and COVID-19 information. Global results showed that the vast majority of the confined population was below the World Health Organization recommendations on Vigorous Physical Activity, Moderate Physical Activity or a combination. Physical activity practice was dependent on personal factors such as gender, age or weight, but also on contextual factors such as living with a dependent person or the type of house (square meters, having a balcony or a backyard). Insufficient physical activity has been considered a prominent risk factor for non-communicable diseases, mental health and, consequently, quality of life. Mandatory shelter-at home orders like the ones issued due to COVID-19 could be repeated in the future. National authorities should consider the findings from the present study to prevent citizens from putting their health at jeopardy while in confinement

El 14 de marzo de 2020, el gobierno español decretó el "estado de emergencia" debido a la pandemia provocada por la COVID-19 y la población fue forzada a confinarse en sus casas durante dos semanas. Los ciudadanos tuvieron menos de 24 horas para prepararse. El objetivo del estudio fue evaluar la práctica de actividad física de los españoles al final de la primera semana de la cuarentena en el hogar. Un total de 1858 ciudadanos españoles, 674 varones y 1184 mujeres (M = 40.18, SD = 15.84 años) accedieron a participar. El estudio siguió un diseño descriptivo, basado en un cuestionario on-line distribuido siete días después de decretarse por el Gobierno de España la orden de confinamiento de la población. Incluía el International Physical Activity Questionnaire, medidas antropométricas, sociométricas e información relacionada con el COVID-19. Los resultados globales mostraron que la amplia mayoría de la población confinada estaba por debajo de las recomendaciones de la Organización Mundial de la Salud de Actividad Física Vigorosa, Actividad Física Moderada o una combinación. La práctica de actividad física dependió de factores personales como el género, la edad o el peso, pero también de factores contextuales como convivir con una persona dependiente o el tipo de casa (metros cuadrados, disponer de un balcón o de un patio). Una insuficiente cantidad de actividad física ha sido considerada como un factor de riesgo importante para el desarrollo de enfermedades no-comunicables, para la salud mental y, consecuentemente, para la calidad de vida y los ciudadanos españoles confinados tenían niveles por debajo de los recomendados. Órdenes de confinamiento como las que se han decretado a raíz del COVID-19 podrían repetirse en el futuro. Las autoridades nacionales deberían tener en cuenta los resultados del presente estudio para prevenir que los ciudadanos pongan en riesgo su salud durante el confinamiento

Physical Activity and Prevention of Depressive Symptoms in the Spanish Population during Confinement due to COVID-19.

BACKGROUND: In March 2020, the Spanish government established an official lockdown across the country in response to the COVID-19 pandemic and confined the population to their homes, restricting their mobility. The objectives of the study are twofold: a) to examine dose-response relationships between physical activity (PA) components (volume, intensity, frequency, duration) and depressive symptoms of the population during confinement, and b) to identify the optimal levels of PA to mitigate notable depressive symptoms (NDS). METHODS: 4,811 (2,952 women) Spanish citizens, age range 16-92 years, completed an online questionnaire (snowball sampling) to measure their levels of depressive symptoms, PA, and various anthropometric and sociometric variables. Volume (METs-min/week), frequency (days/week), and duration (hours) were examined using logistic regressions with restricted cubic splines. RESULTS: The PA components were inversely associated with NDS. Performing at least 477 METs-min/week was associated with a 33% decrease in probability of NDS, and reaching 3,000 METs-min/week was associated with the lowest risk of NDS (47%). As for frequency, with 10 times/week the probability of NDS was 56% lower. At 10 hours of weekly practice, the probability of NDS was 39% lower. CONCLUSIONS: A range and optimal amount of PA is suggested to reduce the appearance of SDN during confinement.

Resilience and physical activity in people under home isolation due to COVID-19: A preliminary evaluation.

BACKGROUND: The recent shelter-in-place order issued by the Spanish government (due to the outbreak of the COVID-19) forced the Spanish population to self-isolate at home. The psychological and social effects of this new situation are unknown. Therefore, this study aimed to examine the impact of such scenario on citizens' resilience, as well as the connections between resilience, physical activity (PA), gender, weight and body mass index (BMI) before and after confinement, and COVID-19-related information. METHODS: A total of 1795 people answered an online questionnaire conducted on March 21st, , 2020, seven days after the mandatory shelter-in-place health order was issued. RESULTS: Results showed that individuals who regularly engaged in Vigorous PA during the first week of confinement reported higher resilience in terms of higher locus of control, higher self-efficacy, and higher optimism. Moreover, inter-personal resilience differences were observed based on gender, age groups, BMI, weight, and people living with dependent persons or under health risk conditions. CONCLUSION: To the best of our knowledge, these findings are the first quantitative evidence pointing towards a link between engagement in Vigorous PA and resilience within the COVID-19 restrictions in Spain. These findings may have important implications for general population during the course of this pandemic, or future ones.

COVID-19, Psychological Well-being and Physical Activity Levels in Older Adults During the Nationwide Lockdown in Spain.

OBJECTIVE: The novel coronavirus disease (COVID-19) has forced nationwide lockdowns in many countries. As a result, most of the Spanish population had to self-isolate at home. The physical and psychological consequences of this unexpected scenario could be particularly worrisome for people older than 60 years. This study is aimed to examine the psychological well-being of older adults during the home isolation due to the COVID-19 pandemic and to investigate whether meeting the World Health Organization's global recommendations on physical activity (PA) for health is associated with their resilience, affect, and depressive symptoms. DESIGN, SETTING, AND PARTICIPANTS: In this cross-sectional study, a total of 483 citizens whose ages ranged from 60 to 92 years (overall sample: M = 65.49, SD = 5.14) were recruited via a snowball sampling strategy to answer to an online questionnaire. MEASUREMENTS: The four instruments used were The Connor-Davidson CD-RISC resilience scale, The Positive and Negative Affect Schedule, the six-item self-report scale of Depressive Symptoms, and The international Physical Activity Questionnaire. RESULTS: Results showed that older adults who regularly engaged in vigorous (VPA) and moderate-vigorous physical activity (MVPA) during the quarantine reported higher scores in resilience (Locus, Self-efficacy, and Optimism), positive affect, and lower in depressive symptoms. CONCLUSION: These finding are the first quantitative evidence pointing toward a link between engagement in VPA and/or MVPA and resilience, positive affect, and depressive symptoms within the COVID-19 restrictions in Spain. Acknowledging these associations may be important in developing health promotion programs for older people during the remaining period of confinement or future ones.

Weight changes during the COVID-19 home confinement. Effects on psychosocial variables.

INTRODUCTION: The goal was to assess individuals' weight changes and their connections with depressive symptoms, optimism and physical activity. METHOD: 4379 Spanish citizens, 16-84 years, participated. RESULTS: Most participants declared no weight changes. Males, young and obese individuals had greater weight variability. Depressive symptoms were linked to larger weight changes. Optimism and MVPA followed a descending pattern from ≥-3 kg. MVPA minutes/week and fulfilling physical activity recommendations were inversely associated to weight changes. CONCLUSION: The COVID-19 confinement impacted individuals' weight, expanding depreobesity to include weight loss. Optimism and physical activity seemed to be "protective elements".

Perceived classroom responsibility climate questionnaire: a new scale / Evaluación del Clima de Responsabilidad Percibida en el Aula: una nueva escala

BACKGROUND: Given the lack of measuring instruments, we aimed to develop and validate a scale to assess the classroom responsibility climate fostered by the teacher and the students in different school subject lessons. METHOD: 810 students from all secondary education years agreed to participate. Data were obtained from three different subjects: Mathematics (n = 240; 118 female, 13.10 ± 1.07 years), Spanish Language and Literature (n = 318; 169 female 13.37 ± 1.03 years) and Physical Education (n = 252, 112 female, 13.23 ± .99 years). The first version of the questionnaire underwent a three-phase refining process: a) Assessment by experts (n = 8), b) Pilot study one (n = 100) to assess comprehensive adequacy, and c) Pilot study two (n = 300), an exploratory factor analysis. RESULTS: the instrument consists of two factors: climate generated by the teacher and by the students. Confirmatory factor analyses showed that all fit indices were acceptable. CONCLUSION: the instrument presented adequate convergent, discriminant and concurrent validity and completes other existing tools, being suitable for use in the different secondary school subjects to assess the responsibility climate produced by the teacher and students

ANTECEDENTES: la ausencia de instrumentos de medida ha llevado a plantear el objetivo de desarrollar y validar una escala sobre el clima de responsabilidad de aula promovido por docente y estudiantes en las diferentes materias educativas. MÉTODO: participaron 810 estudiantes de Educación Secundaria Obligatoria. Los datos se obtuvieron de tres materias diferentes: Matemáticas (n = 240; 118 mujeres; 13.10 ± 1.07 años), Lengua Castellana y Literatura (n = 318; 169 mujeres; 13.37 ± 1.03 años) y Educación Física (n = 252; 112 mujeres; 13.23 ± .99 años). Una primera versión del cuestionario fue sometida a un triple proceso de depuración: a) Juicio de expertos (n = 8), b) Estudio piloto uno (n = 100) para valorar la adecuación comprensiva, y c) Estudio piloto dos (n = 300) análisis factorial exploratorio. RESULTADOS: consta de dos subescalas: clima desarrollado por el docente y por los compañeros. Los análisis factoriales confirmatorios mostraron que todos los índices de ajuste eran aceptables. CONCLUSIONES: el instrumento mostró una adecuada validez convergente, discriminante y concurrente que completa a otros instrumentos ya existentes, siendo adecuado su uso en las diferentes materias del currículum de Secundaria para valorar el clima de responsabilidad promovido por docente y estudiantes

Perceived Classroom Responsibility Climate Questionnaire: A new scale.

BACKGROUND: Given the lack of measuring instruments, we aimed to develop and validate a scale to assess the classroom responsibility climate fostered by the teacher and the students in different school subject lessons. METHOD: 810 students from all secondary education years agreed to participate. Data were obtained from three different subjects: Mathematics (n = 240; 118 female, 13.10 ± 1.07 years), Spanish Language and Literature (n = 318; 169 female 13.37 ± 1.03 years) and Physical Education (n = 252, 112 female, 13.23 ± .99 years). The first version of the questionnaire underwent a three-phase refining process: a) Assessment by experts (n = 8), b) Pilot study one (n = 100) to assess comprehensive adequacy, and c) Pilot study two (n = 300), an exploratory factor analysis. RESULTS: The instrument consists of two factors: climate generated by the teacher and by the students. Confirmatory factor analyses showed that all fit indices were acceptable. CONCLUSION: The instrument presented adequate convergent, discriminant and concurrent validity and completes other existing tools, being suitable for use in the different secondary school subjects to assess the responsibility climate produced by the teacher and students.

Understanding olympic champions and their achievement goal orientation, dominance and pursuit and motivational regulations: a case study / Comprendiendo a campeones olímpicos y su orientación, dominancia y búsqueda de meta y regulaciones motivacionales: un estudio de caso

Background: The goal was to compare the achievement goal profile and the motivational regulations of one world-class and two high-level athletes during their preparation for the Rio Olympic Games. Method: Three kayakers from the Spanish Olympic team participated. One (P1) and two (P2) were high-level athletes: finalists at the World and European championships, and several national championships. Participant three (P3) was a world-class athlete: 2 Olympic medals, 7 World championship medals, 4 European championship medals, and several national championships. Before and after three training sessions and 4 international competitions (including World and European championships) all participants completed a questionnaire to assess their achievement goal orientation, dominance and pursuit, as well as their motivational regulation. Generalized estimated equations (GEE) analysis was used to assess significant differences between subjects. Results: P3 had lower performance-approach goal orientation, stronger mastery-approach goal dominance, lower performance-approach and performance-avoidance goal pursuit, higher mastery-avoidance goal pursuit and lower controlled motivation than the other two participants. Conclusion: Our world-class athlete has a strong mastery-approach achievement goal dominant profile, and a low performance-oriented profile (both approach and avoidance) and controlled motivation. This profile should be confirmed in similar athletes to help coaches and their young athletes make appropriate decisions (AU)

Antecedentes: el objetivo fue comparar el perfil de meta y las motivaciones regulaciones de atletas durante su preparación para los Juegos Olímpicos de Río. Método: tres kayakistas del equipo olímpico español participaron. Uno (P1) y dos (P2) eran deportistas de alto nivel: diploma en campeonatos del mundo y de Europa, campeones nacionales. Tres (P3) era un deportista de clase mundial: dos medallas olímpicas, once medallas en campeonatos del mundo y de Europa, varios campeonatos nacionales. Antes y después de tres entrenamientos y cuatro competiciones internacionales (campeonatos del mundo y de Europa) cumplimentaron un cuestionario para evaluar su orientación de meta, dominancia y búsqueda, así como sus motivaciones regulacionales. Se usó un análisis de ecuaciones estimadas generalizadas para analizar los datos. Resultados: P3 tuvo una orientación de aproximación-rendimiento más baja, dominancia de aproximación-maestría más fuerte, búsqueda más baja de metas de aproximación-rendimiento y evitación-rendimiento y motivación controlada más baja. Conclusiones: nuestro deportista de nivel mundial tiene un fuerte perfil de meta de logro de dominancia de aproximación-maestría y un perfil bajo de orientación al rendimiento (aproximación y evitación) y de motivación controlada. Este perfil debería ser confirmado en deportistas similares para ayudar a entrenadores y jóvenes deportivas a tomar decisiones apropiadas (AU)

Understanding olympic champions and their achievement goal orientation, dominance and pursuit and motivational regulations: A case study.

BACKGROUND: The goal was to compare the achievement goal profile and the motivational regulations of one world-class and two high-level athletes during their preparation for the Rio Olympic Games. METHOD: Three kayakers from the Spanish Olympic team participated. One (P1) and two (P2) were high-level athletes: finalists at the World and European championships, and several national championships. Participant three (P3) was a world-class athlete: 2 Olympic medals, 7 World championship medals, 4 European championship medals, and several national championships. Before and after three training sessions and 4 international competitions (including World and European championships) all participants completed a questionnaire to assess their achievement goal orientation, dominance and pursuit, as well as their motivational regulation. Generalized estimated equations (GEE) analysis was used to assess significant differences between subjects. RESULTS: P3 had lower performance-approach goal orientation, stronger mastery-approach goal dominance, lower performance-approach and performance-avoidance goal pursuit, higher mastery-avoidance goal pursuit and lower controlled motivation than the other two participants. CONCLUSION: Our world-class athlete has a strong mastery-approach achievement goal dominant profile, and a low performance-oriented profile (both approach and avoidance) and controlled motivation. This profile should be confirmed in similar athletes to help coaches and their young athletes make appropriate decisions.

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)

Does Context, Practice or Competition affect Female Athletes' Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?

The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7), mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes' burnout (emotional and physical exhaustion and devaluation of sport participation) and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance.

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)

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.

Connecting Athletes' Self-Perceptions and Metaperceptions of Competence: a Structural Equation Modeling Approach.

This study explored the relationships between athletes' competence self-perceptions and metaperceptions. Two hundred and fifty one student-athletes (14.26 ± 1.89 years), members of twenty different teams (basketball, soccer) completed a questionnaire which included the Perception of Success Questionnaire, the Competence subscale of the Intrinsic Motivation Inventory, and modified versions of both questionnaires to assess athletes' metaperceptions. Structural equation modelling analysis revealed that athletes' task and ego metaperceptions positively predicted task and ego self-perceptions, respectively. Competence metaperceptions were strong predictors of competence self-perceptions, confirming the atypical metaperception formation in outcome-dependent contexts such as sport. Task and ego metaperceptions positively predicted athletes' competence metaperceptions. How coaches value their athletes' competence is more influential on what the athletes think of themselves than their own self-perceptions. Athletes' ego and task metaperceptions influenced their competence metaperceptions (how coaches rate their competence). Therefore, athletes build their competence metaperceptions using all information available from their coaches. Finally, only task-self perfections positively predicted athletes' competence self-perceptions.

Effects of Epstein's TARGET on adolescents' intentions to be physically active and leisure-time physical activity.

The aim of this study was to examine the effects of Epstein's TARGET strategies on adolescents' intentions to be physically active and leisure-time physical activity (LTPA) levels. A total of 447 secondary education students (193 females and 254 males), range age 12-17 years, were divided in two groups: control (N = 224) and experimental (N = 223). Epstein's TARGET strategies were applied by especially trained teachers only to the experimental group in their physical education (PE) classes during 12 consecutive weeks. Participants' intentions to be physically active and their LTPA levels were assessed prior to the intervention (pre), at the end of it (post-1) and 3 months after the intervention (post-2). Significant increases were observed only in the experimental group in post-1 and post-2 on both variables. PE interventions based on TARGET strategies seem to be effective increasing adolescents' intentions to be physically active, as well as time spent in LTPA. As most adolescents participate in PE, these interventions could lead to substantial public health benefits.