Acceso usuarios
Isabel María Mikulic, Melina Crespi, Pablo Radusky
Se presenta la construcción y validación de un Inventario para medir las Competencias Socioemocionales en adultos (ICSE). De acuerdo a Bisquerra Alzina (2003), tales competencias se definen como un conjunto de conocimientos, capacidades, habilidades y actitudes necesarias para comprender, expresar y regular apropiadamente los fenómenos emocionales. Dado que no existe consenso acerca de las variables que conforman las competencias socioemocionales, se efectuó un análisis de las dimensiones que los principales autores en el tema han investigado, a fin de integrar aquellas que resultaron comunes en los diferentes planteos teóricos. En función de este criterio se definió operacionalmente el concepto como un constructo multidimensional conformado por las siguientes dimensiones: asertividad, autoeficacia, autonomía, conciencia emocional, comunicación expresiva, empatía, optimismo, prosocialidad y regulación emocional.
El proceso de construcción del ICSE siguió los lineamientos de la International Test Commission y comprendió: (a) definición conceptual y operacional del constructo, (b) elaboración de los ítemes, (c) análisis de la validez de contenido, (d) prueba piloto, (e) análisis y selección de reactivos y (f) estudio de las propiedades psicométricasde la versión depurada. Se obtuvieron evidencias favorables acerca de la discriminación de los ítemes, validez factorial, validez concurrente y consistencia interna del instrumento. Este inventario puede cubrir un vacío importante ya que no existen instrumentos diseñados y validados para medir este constructo, aportando así una herramienta valiosa, tanto para ser utilizada en actividades de investigación como en programas de intervención y prevención.
This study focuses on the design and validation of a psychometric instrument to assess Socio-emotional Competences (SECI) in adults. According to Bisquerra Alzina (2003) such competences are defined as knowledge, abilities and attitudes necessary to understand, express and properly regulate emotions.
Previous studies show positive association between socio-emotional competences and better academic and professional performance, higher levels of psychological and physical well-being and more satisfying interpersonal relationships (Bisquerra Alzina & Pérez Escoda, 2007; Pérez Escoda, Bisquerra, Filella, & Soldevila, 2010).Levy-Leboyer (1997) states that competences integrate aptitudes, knowledge and personality traits expressing behavior repertoires shown in people's efficacy coping with specific situations.Therefore, assessment and training of such competences represent an important psychological topic. Though there is no agreement on which are the socio-emotional competences to be included, itis possible to analyze those considered by the main authors and researchers in the international literature in the area. After analyzing different theoretical frameworks, nine competences were found to be in common to most of them: assertiveness, self-efficacy, autonomy, emotional awareness, expressive communication, empathy, optimism,pro-social behavior and emotional regulation. This construct, defined as a multidimensional concept, lacks of an instrument to operationalize and assess the whole set of socio-emotional competences in our local context. The Socio-emotional Competences Inventory (SECI) was designed and built according to the International Test Commission Guidelines and included the following steps: (a) Conceptual and operational definition of the construct, as described above, (b) Elaboration of items, following recommendations on clarity, simplicity and comprehension, (c) Analysis of content validity, (d) Pilot test, (e) Depuration of items of low discrimination, and (f) Analysis of psychometric properties of the final version.
Content validity (Step C) was obtained through agreement among judges method: 18 judges with expertise in psychometrics grouped items considering the nine competences definitions. They were also required to judge clearness of each item, syntactic correctness and adequacy to target population. Percentage of agreement was calculated to depurate the first set of items. For the pilot test (Step D) a preliminary version of SECI was administered to 446 participants from Buenos Aires, ages between 18 and 55 (M = 26, SD = 7); same proportion of men and women. Items of low discrimination (under .30) were eliminated (Step E). A factors analysis was performed and items with loads under .30, as well as those not loading in any factor or in more than one, were eliminated, producing a final version of 72 items. To evaluate psychometric properties of SECI (Step F) this final version was administered to a new sample of 509 participants from Buenos Aires (M = 29, SD = 10, same proportion of men and women). A new factors analysis was performed and nine factors were found, in correspondence with the nine proposed competencies, showing evidence of construct validity. This final version proved to be reliable with an average alpha of .72. Evidence of concurrent validity was also obtained through significant and positive correlations between eight scales of SECI and other valid instruments that assess equivalent constructs. Expected significant differences according to gender in specific competencies (as suggested by previous studies) were considered evidence of external validity. In conclusion, the empirical data obtained in this study proved internal consistency, items discrimination as well as factorial, content, external and concurrent validity of the SECI. These findings support SECI as a psychometric valid and reliable instrument to be used with non-clinical population. It also can be useful for research and intervention purposes in different psychological areas, where socio-emotional competences should be assessed.
