Psychometric properties of an instrument for assessing socio-emotional competencies in secondary school students
Abstract
The study of socioemotional competencies (SEC) contributes to the multicausal vision of a person's successful development. Following the Classical Test Theory and an ability approach, the design and psychometric analysis of the CSE-AS-Peru was proposed to evaluate these competencies in schoolchildren between 12 and 17 years of age belonging to public schools. A total of 1402 schoolchildren distributed among the seven Local Educational Management Units (UGEL) of Lima - Peru participated. A Likert-type test was constructed with 23 items distributed according to the dimensions proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2021). Content and construct validity was determined; reliability was calculated and scales were constructed to interpret the scores obtained. Coefficients within the statistical parameters are evident. Thus, Fleis' Kappa and Aiken's V coefficients reached significant scores. The Confirmatory Factor Analysis allowed for the validation of the internal structure of the test with coefficients higher than the empirical criterion. Reliability obtained congruent values by different analyses such as Cronbach's alpha, McDonald's Omega and Halving. The scales were unique because no significant differences were found between age groups. The instrument contributes to the need for relevant tests for diagnosis, research and psycho-pedagogical intervention on emotional education with adolescents in Peru. In addition, it confirms that SEC are stable over time in the range of 12 to 17 years.
Downloads
References
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142. https://doi-org/10.1177/0013164485451012
Aguilar, P.; Lopez-Cobo, I.; Cuadrado, F., & Benítez, I. (2019). Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers. Frontiers in Psycholy, 10, Article 2127. https://doi.org/10.3389/fpsyg.2019.02127
American Educational Research Association, American Psychological Association y National Council on Measurement in Education (2018). ESTÁNDARES para Pruebas Educativas y Psicológicas. Washington D.C.: American Educational Research Association
Arbuckle, J. L. (2017). IBM SPSS Amos 25 User’s Guide. Armonk. IBM Corporation. https://usermanual.wiki/Document/IBMSPSSAmosUserGuide.308874530/view
Arias-Gómez, J., Villasís-Keever, M., y Novales, M. G. (2016). El protocolo de investigación III: la población de estudio. Revista Alergia México, 63(2), 201-206. https://www.redalyc.org/pdf/4867/486755023011.pdf
Ato, Manuel; López-García, Juan y Benavente, Ana (2013). Un sistema de clasificación de los diseños de investigación en psicología, Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Berg, J., Osher, D., Same, M., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, Defining, and Measuring Social and Emotional Competencies. Final Report. Washington D. C.: American Institutes for Research.
Bisquerra, R. (2020). Emociones: instrumentos de medición y evaluación. Madrid: Síntesis.
Bisquerra, R., y Chao Rebolledo, C. (2021). Educación emocional y bienestar: por una práctica fundamentada. Revista Internacional de Educación Emocional y Bienestar (RIEEB), 1(1), 9-29. https://rieeb.ibero.mx/index.php/rieeb/article/view/4
Bisquerra Alzina, R., y López Cassà, È. (2021). La evaluación en la educación emocional: Instrumentos y recursos. Aula abierta, 50(4), 57-766. https://doi.org/10.17811/rifie.50.4.2021.757-766
Cartagena-Beteta, M.A., Pedrera-Rodríguez, M.I., Revuelta-Domínguez, F.I., Soria-Valencia, E., & Rivera-Oliva, R. (2021, Sept. 30 - Oct. 1). Relationship between the Social Emotional Competences of Secondary School Teachers and Students in a virtual teaching experience [Conference presentation]. 2021 XI International Conference on Virtual Campus (JICV) (pp. 1-4). https://doi-org/10.1109/JICV53222.2021.9600417
Castro-Olivo, S.M. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A study of the culturally adapted Strong Teens program. School Psychology Quarterly, 29(4), 567–577. https://doi.org/10.1037/spq0000055
Chester, D. S., & Lasko, E. N. (2021). Construct validation of experimental manipulations in social psychology: Current practices and recommendations for the future. Perspectives on Psychological Science, 16(2), 377-395. https://doi-org/10.1177/1745691620950684
Collaborative for Academic, Social, and Emotional Learning (2021), SEL: What Are the Core Competence Areas and Where are they Promoted?. https://casel.org/sel-framework/
Dell'Angela, L., Zaharia, A., Lobel, A., Vico Begara, O., Sander, D., & Samson, A. C. (2020). Board Games on Emotional Competences for School-Age Children. Games for health journal, 9(3), 187-196. https://doi-org/10.1089/g4h.2019.0050
DeVellis, R. (2017). Scale Development Theory and Applications. (4ª ed.). Washington D.C.: SAGE Publications
Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in chil¬dren from a longitudinal perspective. Journal of Epidemiology and Community Health, 63(1), I37-I52. http://dx.doi.org/10.1136/jech.2007.070797
Domitrovich, C. E., Durlak, J. A., Staley, K., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416. https://doi.org/10.1111/cdev.12739
Donohue, M. R., Tillman, R., & Luby, J. (2020). Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence. Development and psychopathology, 32(2), 573-585. https://doi-org/10.1017/S0954579419000397
Durlak, J. A., Domitrovich, C. E., Weissberg, R., & Gullotta, T. P. (Eds.). (2017). Handbook of social and emotional learning research and practice. New York: Guilford Press.
Escobar-Pérez, J., y Cuervo-Martínez, Á. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en medición, 6(1), 27-36.
Fernández-Berrocal, P. y Ruíz-Aranda, D. R. (2008). La inteligencia emocional en la educación. Electronic Journal of Research in Education Psychology, 6(15), 421-436. https://doi.org/10.25115/ejrep.v6i15.1289
Fernández-Martín, F. D., Romero-Rodríguez, J. M., Marín-Marín, J., & Gómez-García, G. (2021). Social and Emotional Learning in the Ibero-American Context: A Systematic Review. Frontiers in Psychology, 12, Article 738501. https://doi.org/10.3389/fpsyg.2021.738501
Ferrándiz, C., Hernández, D., Berjemo, R., Ferrando, M., & Sáinz, M. (2012). Social and emotional intelligence in childhood and adolescence: Spanish validation of a measurement instrument. Revista de Psicodidáctica, 17(2), 309–338. https://doi.org/0.1387/Rev.Psicodidact.2814
Gonzales-Sánchez, A., Berrío-Quispe, M., Fernández Díaz, C., & Ocaña-Fernández, Y. (2021). Social-emotional Competencies in Peruvian Educational Institutions. International Journal of Early Childhood Special Education, 13(2), 586 – 592. https://doi.org/10.9756/INT-JECSE/V13I2.211096
Hair, J. F., Black, W., Babin, B. & Anderson, R. (2010). Multivariate Data Analysis (7° Ed.). Pearson Prentice Hall.
Hooper, D., Coughlan, J., & Mullen, M. (2008, June 19-20). Evaluating model fit: a synthesis of the structural equation modelling literature [Conference presentation]. 7th European Conference on research methodology for business and management studies (pp. 195-200). Regent College. http://academic-conferences.org/ecrm/ecrm2008/ecrm08-home.htm
Huerta, M. (2019). Evaluación de habilidades socioemocionales y transversales: un estado del arte. DIALOGAS.
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185-204. https://doi.org/10.1080/00461520.2019.1633924
International Test Commission. (2017). The ITC Guidelines for Translating and Adapting
Tests (2° Ed.). www.InTestCom.org
Iriarte Redin, C., Ibarrola-García, S., & Aznarez-Sanado, M. (2020). Proposal for a school mediation evaluation tool (MEQ). Revista Española de Pedagogía, 78(276), 309-326. https://doi.org/10.22550/REP78-2-2020-08
Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, Article 1590. https://doi.org/10.3389/fpsyg.2021.637547
Jiménez-Macías, I. U., Vázquez-González, G. C., Juárez-Hernández, L. G. y Bracamontes-Ceballos, E. (2021). Inventario de habilidades socioemocionales y salud mental para profesores de educación superior: validez de contenido. Revista Fuentes, 23(2), 204 - 220 https://doi.org/10.12795/revistafuentes.2021.12052
Kao, K., Tuladhar, C. T., & Tarullo, A. R. (2020). Parental and family-level sociocontextual correlates of emergent emotion regulation: Implications for early social competence. Journal of Child and Family Studies, 29(6), 1630-1641. https://doi.org/10.1007/s10826-020-01706-4
Keefer, K. V., Parker, J. D., & Saklofske, D. H. (2018). Emotional Intelligence in Education. Integrating Research with Practice. London, Canadá: Springer.
Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: The Guilford Press.
Koludrović, M., & Mrsić, A. (2021). The attitudes of initial teacher education students towards teacher socioemotional competence. Economic Research-Ekonomska Istraživanja, 1-15. https://doi-org/10.1080/1331677X.2021.2010114
Landis J., & Koch G. (1977). The measurement of observer agreement forcategorical data. Biometrics, 33(1), 159-174. http://www.jstor.org/stable/2529310
López-González, L., & Oriol, X. (2016). The relationship between emotional competence, classroom climate and school achievement in high school students. Culture and Education, 28(1), 130–156. https://doi-org/10.1080/11356405.2015.1120448
Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021) Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality. Sustainability, 13, Article 12142. https://doi.org/10.3390/su132112142
Meiselman, H. L. (2017). Emotion measurement: Theoretically pure or practical? Food Quality and Preference, 62, 374–375. http://dx.doi.org/10.1016/j.foodqual.2017.05.011
Merino, C., y Livia, J. (2009). Intervalos de confianza asimétricos para el índice la validez de contenido: Un programa Visual Basic para la V de Aiken. Anales de Psicología, 25(1), 169-171.
Müller, F., Denk, A., Lubaway, E., Sälzer, C., Kozina, A., Perše, T., Rasmussonf, M., Jugovićg, I., Lund, B., Rozman, M., Ojsteršek, A., & Jurko, S. (2020). Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review. Educational Research Review, 29, Article 100304. https://doi.org/10.1016/j.edurev.2019.100304
Muñiz, J., y Fonseca-Pedrero, E. (2019). Diez pasos para la construcción de un test. Psicothema, 31(1), 7 – 16. https://doi-org/10.7334/psicothema2018.291
Portela-Pino, I., Alvariñas-Villaverde, M., & Pino-Juste, M. (2021). Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables. International Journal of Environmental Research and Public Health, 18(9), 4811. https://doi.org/10.3390/ijerph18094811
Saarni, C. (2008). The interface of emotional development with social context. En M. Lewis, J. Haviland-Jones, & L. Feldman Barrett (Eds.). The handbook of emotions (pp. 332–347). New York: Guilford Press.
Safrudiannur, S. (2020). Measuring Teachers’ Beliefs Quantitatively: Criticizing the Use of Likert Scale and Offering a New Approach. Colonia: Springer. https://doi.org/10.1007/978-3-658-30023-4
Sampeiro, V. M. (2019). Ecuaciones estructurales en los modelos educativos: características y fases en su construcción. Apertura, 11(1), 90-103. https://doi.org/10.32870/Ap.v11n1.1402
Sánchez-Teruel, D., y Robles-Bello, M.A. (2018). Instrumentos de evaluación en inteligencia emocional: una revisión sistemática cuantitativa. Perspectiva Educacional. Formación de Profesores, 57(2), 27-50. https://doi.org/10.4151/07189729
Schoon, I. (2021). Towards an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, Article 515313. https://doi.org/10.3389/fpsyg.2021.515313
Schonert-Reichl, K. A. (2019). Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychologist, 54(3), 222-232. https://doi.org/10.1080/00461520.2019.1633925
Sierra-Sánchez, V., Rodríguez-Martínez, A., y Cortés-Pascual, M. P. (2022). La competencia socioemocional: Análisis de percepciones parentales. Revista Internacional de Educación Emocional y Bienestar, 2(1), 119-137. https://rieeb.ibero.mx/index.php/rieeb/article/view/29
Sim, J., & Wright, C. C. (2005). The kappa statistic in reliability studies: use, interpretation, and sample size requirements. Physical therapy, 85(3), 257-268. https://doi.org/10.1093/ptj/85.3.257
Simms, L., Zelazny, K., Williams, T., & Bernstein, L. (2019). Does the number of response options matter? Psychometric perspectives using personality questionnaire data, Psychological assessment, 31(4), 557 - 566. https://doi.org/10.1037/pas0000648
Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and disaster Medicine, 36(4), 373-374. https://doi.org/10.1017/S1049023X21000649
Toma, R. B. (2021). Problemas de validez y fiabilidad en los cuestionarios ROSE: revisión sistemática de la producción española. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(3), Artículo 3102. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i3.3102
Vargas, T. y Mora-Esquivel, R. (2017). Tamaño de la muestra en modelos
de ecuaciones estructurales con constructos latentes: Un método práctico. Revista
Actualidades Investigativas en Educación, 17(1), 1-34. https://doi.org/10.15517/aie.v17i1.27294
Yates, T., Ostrosky, M.M., Cheatham, G. A., Fettig, A., Shaffer, L., & Santos, R. M. (2008). Research synthesis on screening and assessing social-emotional competence. Recuperado de http://csefel.vanderbilt.edu/documents/rs_screening_assessment.pdf
Copyright (c) 2023 Servicio de Publicaciones de la Universidad de Murcia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Original work publishes in this journal is subject to the following terms:
1. Murcia University Press (the publishing house) holds the copyright of the publishes work, and favours and allows their reutilization under the use license stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2015
2. Work is published in the electronic edition under a license (Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 España (legal text). They can be copied, used, disseminated, transmitted and publicly presented, as long as: i) authorship and original publication source is acknowledged (journal, publishing house and URL of the work); ii) are not used for commercial purposes; iii) the existence and specifications of this use license is stated.
3. Conditions for self-archive. Authors are allowed and encouraged to disseminate electronically the pre-pint (before review) and/or post-print (accepted for publication) versions of their work before their publication since that favours earlier circulation and dissemination resulting in an increased chance for the authors to be cited and for the work to reach a bigger share of the academic community. Colour: RoMEO: green.
