Diseño y validación del Test Situacional Desarrollo de Competencias Socioemocionales de Jóvenes (DCSE-J)

  1. Rodríguez-Pérez, Sara 1
  2. Sala-Roca, Josefina 2
  3. Doval, Eduardo 2
  4. Urrea-Monclús, Aida 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

  3. 3 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

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Revista:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Año de publicación: 2021

Volumen: 27

Número: 2

Tipo: Artículo

DOI: 10.30827/RELIEVE.V27I2.22431 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Objetivos de desarrollo sostenible

Resumen

Este artigo apresenta a conceção e validação do teste situacional de Desenvolvimento de Competências Socioemocionais de Jovens (DCSE-J), um instrumento psicoeducativo gratuito (copy-left) para jovens dos 12 aos 18 anos. O teste consiste em 5 histórias da vida quotidiana com diferentes situações-problema. Para construir as diferentes opções de resposta, foram entrevistados 117 jovens. A atribuição das diferentes respostas às dimensões inicialmente propostas foi realizada por 7 especialistas. Além disso, 11 especialistas atribuíram pontuações descontínuas a cada opção de resposta. Resultados: Foi realizada uma análise fatorial exploratória com base nos dados de 1227 estudantes de 12 escolas. O teste-reteste foi comprovado com 123 estudantes. A validade convergente foi comprovada com 215 estudantes que também responderam ao TMMS-24 e ao STEM_Y. O DCSE-J é um instrumento de avaliação psicoeducativa promissor. Destaca a aceitação e avaliação positiva por parte dos professores e os resultados dos testes de validade e fiabilidade realizados até à data.

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Información de financiación

The present study was supported by a grant from the Ministry of Economy and Competitiveness (Spain) and co-funded by FEDER funds (EDU2016-77284-R). We would like to thanks the secondary schools and students for their participation in the study.

Financiadores

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Fuente de los datos: Dialnet