Keywords
desarrollo afectivo
enseñanza primaria
evaluación
familia
How to Cite
Abstract
The assessment of emotional competences in Primary School students is fundamental to promote their comprehensive development. However, existing instruments do not always consider the perspective of families, a crucial factor to obtain a complete vision. Therefore, a questionnaire was designed and validated to assess these competences from a family perspective. This study presents the design and validation of the Emotional Competence Questionnaire for Primary Education (CCEEP) aimed at assessing students' emotional competences from the perspective of their families. Its construction was based on a theoretical matrix derived from a comprehensive review of relevant literature and regulations. The initial version of the questionnaire was subjected to a content validation process by a group of experts and was applied to a sample of 551 families. The data obtained were analyzed by means of a Confirmatory Factor Analysis (CFA). The questionnaire showed high levels of content validity and internal consistency and confirmed the proposed theoretical structure, as well as significant convergent validity with other similar instruments. The instrument designed is valid and reliable for assessing emotional competencies in primary school students from the perspective of their families.
References
Agulló, M. J., Filella Guiu, G., García Navarro, E., López Cassà, E., y Bisquerra, R. (Coords.). (2010). La educación emocional en la práctica. Horsori-ICE.
Bar-On, R., y Parker, J. (2000). The emotional quotient inventory. Youth Version: Technical manual. Multi-Health System.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
Bartroli, M., Angulo-Brunet, A., Bosque-Prous, M., Clotas, C., y Espelt, A. (2022). The Emotional Competence Assessment Questionnaire (ECAQ) for children aged from 3 to 5 years: validity and reliability evidence. Education Sciences, 12(7) 489. https://doi.org/10.3390/educsci12070489
Bisquerra, R. (2009). Psicopedagogía de las emociones. Síntesis.
Bisquerra, R., y Lopez Cassà, E. (2021). La evaluación en la educación emocional: instrumentos y recursos. Aula Abierta, 50(4), 757-766. https://doi.org/10.17811/rifie.50.4.2021.757-766
Bisquerra, R. (2016). 10 ideas clave. Educación emocional. Graó.
Bisquerra, R., y Mateo, J. (2019). Competencias emocionales para un cambio de paradigma en educación. Horsori-ICE
Bisquerra, R., y Pérez-Escoda, N. (2007). Las competencias emocionales. Educación XX1: Revista de la Facultad de Educación, 10, 61-82.
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://doi.org/10.48102/rieeb.2021.1.1.4
Boyatzis, R. E., y Sala, F. (2004). The Emotional Competence Inventory (ECI). En G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 147–180). Nova Science Publishers.
Brasseur, S., Grégoire, J., Bourdu, R., y Mikolajczak, M. (2013). The Profile of Emotional Competence (PEC): Development and validation of a self-reported measure that fits dimensions of Emotional Competence Theory. PLoS One, 8(5), e62635. https://doi.org/10.1371/journal.pone.0062635
Byrne, B. M. (1998). Structural equation modeling with Lisrel, Prelis and Simplis: Basic concepts, applications and programming. Lawrence Erlbaum.
Chin, CL., y Yao, G. (2023). Convergent Validity. En F. Maggino (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer. https://doi.org/10.1007/978-3-031-17299-1_573
Damásio, B. F., y Educação, G. S. (2017). Measuring socioemotional skills of children and adolescents: Development and validation of battery. Trends Psychology, 25(4), 2043-2050. https://doi.org/10.9788/TP2017.4-24Pt
Elangovan, N., y Sundaravel, E. (2021). Method of preparing a document for survey instrument validation by experts. MethodsX, 8, 101326. https://doi.org/10.1016/j.mex.2021.101326
Fernández-Berrocal, P., y Cabello, R. (2021). La inteligencia emocional como fundamento de la educación emocional. Revista Internacional de Educación Emocional y Bienestar, 1(1), 31–46. https://doi.org/10.48102/rieeb.2021.1.1.5
Froiland, J. M., Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17, 1-17. https://doi.org/10.1007/s11218-013-9237-3
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Golzar, J., Noor, S., y Tajik, O. (2022). Convenience sampling. International Journal of Education & Language Studies, 1(2), 72-77.
Gutiérrez-de-Rozas, B., y Carpintero-Molina, E. (2021). Análisis de la evaluación de programas de educación emocional y motivación en Educación Secundaria. Revista de Investigación Educativa, 39(2), 503–525. http://dx.doi.org/10.6018/rie.442341
Humphrey, N., Lendrum, A., y Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary schools: National evaluation. Research Report DFE-RR049. UK Government, Department for Education.
Izard, C. E. (2005). The developmental of emotions and emotion-cognition relations. En J. J. Gross (Ed.), Handbook of emotion regulation (pp. 218- 238). Guilford Press.
Kalkbrenner, M. T. (2023). Alpha, omega, and H internal consistency reliability estimates: Reviewing these options and when to use them. Counseling Outcome Research and Evaluation, 14(1), 77-88. https://doi.org/10.1080/21501378.2021.1940118
Kankaras, M., y Suarez-Álvarez, J. (2019). Assessment framework of the OECD study on social and emotional skills. OECD Education Working Papers, 207. https://doi.org/10.1787/5007adef-en
Kit Ng, D. T., Wu, W., Lok Leung, J. K., Fung Chiu, T. K., y Wah Chu, S. K. (2024). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082-1104. https://doi.org/10.1111/bjet.13411
Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. Guilford Press.
López-Cassà, E., y Pérez-Escoda, N. (2009). Cuestionario de desarrollo emocional CDE (9-13) [Comunicación de Congreso]. II Congreso Internacional de Inteligencia Emocional. Santander, 16-18 de febrero de 2009.
Martínez-González, R. A., Iglesias-García, M. T., y Pérez-Herrero, M. H. (2021). Validación de la escala de competencias parentales emocionales y sociales para madres (ECPES-M). Pedagogía Social. Revista Interuniversitaria, 37, 143-158. https://doi.org/10.7179/PSRI_2021.37.04
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. https://doi.org/10.1037/h0054346
Mayer, J. D., Salovey, P., y Caruso, D. (2002). Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) User’s manual. MHS Assesments.
National Research Council (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press. https://doi.org/10.17226/13398
Nunnally, J. C., y Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.
Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., y Duckworth, A. L. (2017). A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16–27. https://doi.org/10.1016/j.cedpsych.2016.08.001
Pérez-Escoda, N., Alegre-Rosselló, A., y López-Cassà, È. (2021). Validación y fiabilidad del cuestionario de desarrollo emocional en Adultos (CDE-A35). Educatio Siglo XXI, 39(3), 37-60. https://doi.org/10.6018/educatio.422081
Pérez-Escoda, N., y Filella, G. (2019). Educación emocional para el desarrollo de competencias emocionales en niños y adolescentes. Praxis & Saber, 10(24), 23-44. https://doi.org/10.19053/22160159.v10.n25.2019.8941
Pérez-González, J. C., Jiménez-Cantón, G., Rodríguez-Donaire, A., y Cejudo-Prado, J. (2022). Vademécum de la evaluación comprehensiva del aprendizaje social y emocional y de la inteligencia emocional. En N. Pérez-Escoda, y E. López-Cassà (Eds.), Retos para el bienestar social y emocional (pp. 247-271). Wolters Kluwer.
Petrides, K. V. (2009). Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue). En C. Stough, D. H. Saklofske, y J. D. A. Parker (Eds.), Assessing Emotional Intelligence. Theory, Research, and Applications (pp. 85-101). Springer.
Petrides, K. V., y Furnham, A. (2001). Trait emotional Intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425-448. https://doi.org/10.1002/per.416
Priego-Ojeda, M., López-Cassà, È., Pérez-Escoda, N., y Filella-Guiu, G. (2024). Construcción y validación de la escala de desarrollo emocional en educación primaria inicial (EDEEPI-28). Educación XX1, 27(2), 253-281. https://doi.org/10.5944/educxx1.38358
Postigo, Á., González-Nuevo, C., García-Fernández, J., García-Cueto, E., Soto, C. J., Napolitano, C. M., Roberts, B.W., y Cuesta, M. (2024). The Behavioral, Emotional, and Social Skills Inventory: A Spanish adaptation and further validation in adult population. Assessment, 31(7), 1525-1547. https://doi.org/10.1177/10731911231225197
Pulido-Acosta, F., y Herrera-Clavero, F. (2019). Prediciendo el Rendimiento Académico Infantil a través de la Inteligencia Emocional. Psicología Educativa, 25(1), 23-30. https://doi.org/10.5093/psed2018a16
Roebianto, A., Savitri, S. I., Aulia, I., Suciyana, A., y Mubarokah, L. (2023). Content validity: Definition and procedure of content validation in psychological research. TPM. Testing, Psychometrics, Methodology in Applied Psychology, 30(1), 5-18. https://doi.org/10.4473/TPM30.1.1
Rogers, C. (1961). El proceso de convertirse en persona: Mi técnica terapéutica. Paidós.
Rogers, P. (2024). Best practices for your confirmatory factor analysis: A JASP and lavaan tutorial. Behavior Research Methods, 56(7), 6634-6654. https://doi.org/10.3758/s13428-024-02375-7
Salovey, P., y Mayer, D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., y Palfai, T. P. (1995). Emotional attention, clarity and repair: exploring emotional intelligence using the trait meta-mood scale. En J. Pennebaker (Ed.), Emotion, Disclosure and Health (pp. 125-154). American Psychological Association. https://doi.org/10.1037/10182-006
Sánchez-Camacho, R., y Grane, M. (2022). Instrumentos de Evaluación de Inteligencia Emocional en Educación Primaria: Una Revisión Sistemática. Revista de Psicología y Educación, 17(1), 21–43. https://doi.org/10.23923/rpye2022.01.214
Schmeiser, C. B., y Welch, C. J. (2006). Test development. En R. L. Brennan (Ed.), Educational Measurement. American Council on Education and Praeger Publishers.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., y Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4
Soto, C. J., Napolitano, C. M., Sewell, M. N., Yoon, H. J., y Roberts, B. W. (2022). An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI. Journal of Personality and Social Psychology, 123(1), 192–222. https://doi.org/10.1037/pspp0000401
Zhu, X., Dou, D., y Karatzias, T. (2024). Parental influence on child social and emotional functioning. Frontiers in Psychology, 15, 1096359. https://doi.org/10.3389/fpsyg.2024.1392772
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 Aula Abierta