Self-Assessment of Teamwork in Higher Education: Adaptation and Validation of the CATME-S to Spanish Version
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Teamwork is one of the transversal skills to be acquired for an integral performance in life. Thus, higher education must address it effectively, but one of the great challenges of competence-based learning in higher education is the measurement of their acquisition. For this reason, to ensure an adequate competence acquisition, reliable instruments adapted to the particular context are needed. In this sense, one of the most used instruments to measure said competence is not translated or validated in Spanish. This study aimed to adapt and validate the Comprehensive Assessment of Team Member Effectiveness–Short (CATME-S) questionnaire on teamwork competence in a self-assessment version in a university population in the Basque Country. This research began with the questionnaire’s back-translation and adaptation by two experts in educational research. The study involved 949 students pursuing bachelor’s degrees in physical activity and sports sciences and primary education at a university in the Basque Country, Spain (381 women and 568 men aged 17–24 years: M = 20.5; SD = 1.5). A confirmatory factor analysis returned adequate goodness-of-fit indices, confirming the validity of the CATME-S scale measurement model. Therefore, it may be concluded that it represents a suitable tool for self-assessing teamwork competence in university students in the Basque Country.
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