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Este estudio adapta y valida el cuestionario Comprehensive Assessment of Team Member Effectiveness–Short (CATME-S) en una versión de autoevaluación para población universitaria del País Vasco. El proceso incluyó retrotraducción y adaptación por expertos y contó con 949 estudiantes (17–24 años). El análisis factorial confirmatorio mostró índices de ajuste adecuados y confirmó la validez del modelo de medida de la escala CATME-S.",{"@graph":59,"@context":115},[60,77,98],{"@type":61,"itemListElement":62},"BreadcrumbList",[63,68,71,74],{"item":64,"name":65,"@type":66,"position":67},"https://docshare.wps.com","Home","ListItem",1,{"item":69,"name":9,"@type":66,"position":70},"https://docshare.wps.com/es/document/",2,{"item":72,"name":27,"@type":66,"position":73},"https://docshare.wps.com/es/document/investigación-e-informes/",3,{"item":75,"name":55,"@type":66,"position":76},"https://docshare.wps.com/es/document/self-assessment-of-teamwork-in-higher-education-adaptation-and-validation-of-catme-s-in-spanish/578520/",4,{"url":75,"name":55,"@type":78,"image":79,"author":84,"headline":55,"publisher":87,"fileFormat":90,"inLanguage":53,"description":57,"dateModified":91,"datePublished":92,"encodingFormat":90,"isAccessibleForFree":93,"interactionStatistic":94},"DigitalDocument",{"url":80,"@type":81,"width":82,"height":83},"https://docshare.wps.com/thumbnails/self-assessment-of-teamwork-in-higher-education-adaptation-and-validation-of-catme-s-in-spanish/578520.png","ImageObject",300,407,{"name":85,"@type":86},"Hazel","Person",{"url":64,"name":88,"@type":89},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":95,"interactionType":96,"userInteractionCount":70},"InteractionCounter",{"@type":97},"ViewAction",{"@type":99,"mainEntity":100},"FAQPage",[101,107,111],{"name":102,"@type":103,"acceptedAnswer":104},"¿Cuál es el objetivo del estudio?","Question",{"text":105,"@type":106},"Adaptar y validar el cuestionario CATME-S en una versión de autoevaluación para medir la competencia de trabajo en equipo en estudiantes universitarios del País Vasco.","Answer",{"name":108,"@type":103,"acceptedAnswer":109},"¿Cómo se realizó la adaptación del cuestionario?",{"text":110,"@type":106},"El estudio comenzó con la retrotraducción y adaptación del cuestionario por dos expertos en investigación educativa.",{"name":112,"@type":103,"acceptedAnswer":113},"¿Qué evidencias aportó el análisis factorial confirmatorio?",{"text":114,"@type":106},"El análisis factorial confirmatorio mostró índices de bondad de ajuste adecuados, confirmando la validez del modelo de medida de la escala CATME-S.","https://schema.org",{"og:url":75,"og:type":117,"og:title":55,"og:site_name":88,"og:description":57},"article",{"robots":119,"canonical":75},"index,follow",{"doc_id":121,"site_id":52},578520,1792441838,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":85,"user_avatar":126,"doc_module":4,"category_id":26,"category_name":27,"doc_title":55,"doc_description":57,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":70,"is_deleted":4,"is_public":67,"is_downloadable":67,"audit_status":67,"page_count":132,"language":133,"language_code":53,"site_id":52,"html_lang":53,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":57,"update_tm":137,"read_time":138},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","International Journal Educational Psychology Volume 14, Issue 1, 24th February, 2025, Pages 20–40  The Author(s) 2025  \n[http://dx.doi.org/10.17583/ijep.14868](http://dx.doi.org/10.17583/ijep.14868)  \nSelf-Assessment of Teamwork in Higher Education: Adaptation and Validation of the CATME-S to Spanish Version  \nAlain Garalde 1, Itziar Urquijo 1, Isabel Rubio 1, & Josu Solabarrieta 1  \n1) Faculty of Education and Sports, University of Deusto, Bilbao, Spain  \nAbstract  \nTeamwork 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.  \nKeywords  \nTeamwork, Comprehensive Assessment of Team Member Effectiveness (CATME), competency-based assessment, validation, self-assessment, university  \nTo cite this article: Garalde, A., Urquijo, I., Rubio, I., & Solabarrieta, J. (2025) . SelfAssessment of Teamwork in Higher Education: Adaptation and Validation of the CATME-Sto Spanish Version. International Journal of Educational Psychology, 14(1), pp. 20-40.  \n[http://dx.doi.org/10.17583/ijep.14868](http://dx.doi.org/10.17583/ijep.14868)  \n[Corresponding author](Corresponding author)([s](s)) [:](:) Alain Garalde  \nContact address: [agaralde@deusto.es](agaralde@deusto.es)  \nInternational Journal Educational Psychology  \nVolumen 14, Número 1, 24 de febrero de 2025, Páginas 20–40  Autor(s) 2025  \n[http://dx.doi.org/10.17583/ijep.14868](http://dx.doi.org/10.17583/ijep.14868)  \nAutoevaluación del Trabajo en Equipo en Educación Superior: Adaptación y Validación de CATME-S al Castellano  \nAlain Garalde 1, Itziar Urquijo 1 , Isabel Rubio, y Josu Solabarrieta 1  \n1) Facultad de Educacióny Deporte, Universidad de Deusto, Bilbao, España  \nResumen  \nEl trabajo en equipo es una competencia clave, por lo tanto, es necesario abordarla y medirlade manera efectiva en educación superior. Por esta razón, se requieren instrumentos confiables y adaptados al contexto particular. Uno de los instrumentos más utilizados para medir la competencia de trabajo en equipo no está traducido ni validado al español. Este estudio tiene como objetivo adaptar y validar el cuestionario Comprehensive Assessment of Team Member Effectiveness-Short (CATME-S) sobre la competencia de trabajo en equipoen una versión de autoevaluación en la población universitaria del País Vasco. Esta investigación comenzó con la retrotraducción y adaptación del cuestionario por parte de dos expertos en investigación educativa. Han participado 949 estudiantes del grado en ciencias de la actividad física y el deporte y educación primaria en una universidad del País Vasco, España,(381 mujeres y 568 hombres de edades comprendidas entre 17 y 24 años: M = 20,5; DE = 1,5) . Un análisis factorial confirmatorio arrojó índi","cbCaiqCJS8GEixng","https://ap.wps.com/l/cbCaiqCJS8GEixng","pdf",517228,21,"Spanish","# Resumen\n# Palabras clave\n# Metodología y participantes\n# Análisis y resultados\n# Conclusión","[{\"question\":\"¿Cuál es el objetivo del estudio?\",\"answer\":\"Adaptar y validar el cuestionario CATME-S en una versión de autoevaluación para medir la competencia de trabajo en equipo en estudiantes universitarios del País Vasco.\"},{\"question\":\"¿Cómo se realizó la adaptación del cuestionario?\",\"answer\":\"El estudio comenzó con la retrotraducción y adaptación del cuestionario por dos expertos en investigación educativa.\"},{\"question\":\"¿Qué evidencias aportó el análisis factorial confirmatorio?\",\"answer\":\"El análisis factorial confirmatorio mostró índices de bondad de ajuste adecuados, confirmando la validez del modelo de medida de la escala CATME-S.\"}]","Autoevaluación del Trabajo en Equipo en Educación Superior - Adaptación y Validación de CATME-S al Castellano | PDF",1792033900,32]