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.

Research on emotional intelligence (EI) and its relationship with motivational and health factors in educational contexts is scarce. The objectives of this study were three: (a) to explore emotional intelligence profiles of adolescents; (b) to examine how these profiles relate to different types of motivation, basic psychological needs, friendship goals, subjective well-being, and intentions to be physically active; and (c) to analyze how these emotional profiles evolve during a full year in physical education contexts. It is a longitudinal study with three measurement occasions. Participants were 282 students (151 boys and 131 girls) from six high schools (Mage = 13.03, SD = 0.93). Hierarchical and k-means cluster analysis were performed, three inter-group MANOVAs (one for each time) and one 2 x 3 (group x time) MANOVA to explore longitudinal changes. Two EI clusters emerged: high EI (n = 168) and low EI (n = 114). Significant effects were found for the group in the three MANOVAs. The high EI cluster was more adaptive, self-determined, with greater psychosocial adjustment, subjective well-being, and intentions to be physically active. La investigación sobre la inteligencia emocional (IE) y su relación con factores motivacionales y de salud en contextos educativos es escasa. Los objetivos del estudio fueron tres: (a) explorar los perfiles de inteligencia emocional de los adolescentes en el contexto de la educación física, (b) examinar cómo se relacionan estos perfiles con los diferentes tipos de motivación, las necesidades psicológicas básicas, las metas de amistad, el bienestar subjetivo y las intenciones de ser físicamente activo y (c) analizar cómo evolucionan estos perfiles emocionales durante un año completo en contextos de educación física. Se trata de un estudio longitudinal con tres ocasiones de medida. Participaron 282 estudiantes (151 varones y 131 mujeres) de seis institutos de Educación Secundaria (,M,edad, = 13.03, ,DT, = 0.93). Se realizaron análisis de conglomerados jerárquicos y k-medias, tres MANOVA intergrupo (una para cada tiempo) y un MANOVA 2 x 3 (grupo x tiempo) para explorar los cambios longitudinales. Aparecieron dos clusters de IE: alto (,n, = 168) y bajo (,n, = 114). En los tres MANOVA se encontraron efectos significativos para el grupo. El cluster alto en IE se mostró más adaptativo y autodeterminado y con mayor nivel de ajuste psicosocial, bienestar subjetivo y la intención de ser físicamente activo.

The goal of the article was to compare the effects of two different cooperative learning programmes on prospective teachers. A total of 332 students enrolled in a Teacher Training Programme agreed to participate. At the beginning of the semester, they all experienced low-structured cooperative learning (LSCL) for 10 sessions. At the end of this phase (T1), research variables were assessed and the groups were randomly divided into two different conditions for 10 new sessions: high-structured cooperative learning (HSCL) and LSCL. At the end of this period, research variables were assessed again (T2). Results at T2 showed that only participants in the HSCL group significantly increased their motivation, content knowledge, responsibility and the five elements that mediate Cooperative Learning effectiveness: positive interdependence, individual accountability, promotive interaction, group processing, and social skills. There was also a significant increase in shared-regulation dominance. In conclusion, cooperative learning can have a positive impact on prospective teachers’ academic performance, but it needs to be highly structured.

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.