Psychoeducational instruments for socio-pedagogical intervention: validation of criteria employed in the situational test for socio-emotional competence development among young people (DCSE-J)
Socio-emotional competences are fundamentally important for the psychological, social and academic development of young people, and especially those in highly vulnerable contexts. It is essential that Social Pedagogy socio-educational interventions with these young people take these competences into consideration. However, there are no copyleft diagnostical instruments in this area. In this study, we present a validation of the criteria employed in the situational test for Socio-emotional Competence Development among Young People (DCSE-J), a copyleft instrument designed for 12- to 18-year-old boys and girls and adapted for use with both young people who live with their families and in care centres. A total of 409 secondary school students were asked to take the test and identify peers whose behaviour showed signs of these competences. The results showed that those students nominated most often by their peers also scored highest in the test. It was also observed that girls were nominated more often and had higher test scores. In addition, the results showed the multidimensional nature of the test items and the multilevel interrelationship of the competences, meaning that the mastery of more complex competences requires the mastery of more basic ones. The results demonstrated the criterion validity of the test and that the DCSE-J test is a valid psycho-educational evaluation instrument for measuring socio-emotional competences among young people. This, in turn, allows for specific pedagogical intervention that addresses the specific socio-emotional competences of the group.
Bar-On, R. & Parker, J. (2000). EQ-I: YV. Bar-On Emotional Quotient inventory: Youth version. Technical manual. Multi Health Systems, Inc.
Bono, J.E., & Vey, M.A. (2007). Personality and emotional performance: Extraversion, neuroticism, and self-monitoring. Journal of Occupational Health Psychology, 12(2), 177–192. https://doi.org/10.1037/1076-89188.8.131.52
Dozier, M., & Rutter, M. (2008). Challenges to the development of attachment relationships faced by young children in foster and adoptive care. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (p. 698–717). The Guilford Press.
Extremera, N., Fernández-Berrocal, P., & Salovey, P. (2006). Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Version 2.0: reliabilities, age and gender differences. Psicothema, 18(Suppl), 42–48. Retrieved fromhttp://www.psicothema.com/psicothema.asp?ID=3274
Fernández-Berrocal, P., Cabello, R., Castillo, R., & Extremera, N. (2012). Gender differences in emotional intelligence: The mediating effect of age. Behavioral Psychology / Psicología Conductual: Revista Internacional Clínica y de la Salud, 20(1), 77–89.
Franco, M.G., Beja, M., Candeias, A. & Santos, N. (2017). Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Frontiers in Psychology, 8, Article 1376. https://doi.org/10.3389/fpsyg.2017.01376
Golubovich, J., Lake, C. J., Anguiano-Carrasco, C., & Seybert, J. (2020). Measuring achievement striving via a situational judgment test: the value of additional context. Journal of Work and Organizational Psychology, 36(2), 157-167.
Herde, C.N., Lievens, F., Solberg, E.G., Harbaugh, J.L., Strong, M.H., & Burkholder, G.J. (2019). Situational judgment tests as measures of 21st century competences: Evidence across Europe and Latin America. Journal of Work and Organizational Psychology, 35, 65-74. https://doi.org/10.5093/jwop2019a8
Lievens, F. (2017). Construct-driven SJTs: Toward an agenda for future research. International Journal of Testing, 17(3), 269-276. https://doi.org/10.1080/15305058.2017.1309857
Lievens, F., & Chan, D. (2017). Practical Intelligence, Emotional Intelligence, and Social Intelligence. En J.L. Farr, N.T. Tippins (Eds.), Handbook of Employee Selection (pp.342-364). Routledge. Retrieved from https://ink.library.smu.edu.sg/soss_research/550
Lievens, F., & Motowidlo, S. J. (2016). Situational judgment tests: From measures of situational judgment to measures of general domain knowledge. Industrial and Organizational Psychology: Perspectives on Science and Practice, 9(1), 3–22. https://doi.org/10.1017/iop.2015.71
Lievens, F., Peeters, H., & Schollaert, E. (2008). Situational judgment tests: A review of recent research. Personnel Review, 37(4), 426-441. https://doi.org/10.1108/00483480810877598
Mancini, G., Passini, S. y Biolcati, R. (2020). The Influence of Trait Emotional Intelligence and Gender Interaction on Draw-A-Person Emotional Indicators during Childhood. Child Indicators Research 13, 1187–1201. https://doi.org/10.1007/s12187-019-09690-y
Mayer, J.D. & Salovey, P. (1997). What is emotional intelligence?. En P. Salovey y D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp.3-31). Basic Books. https://doi.org/10.1037/t05047-000
Mayer, J. D., Salovey, P., Caruso, D. R., & Cherkasskiy, L. (2011). Emotional intelligence. In R. J. Sternberg & S. B. Kaufman (Eds.), The Cambridge Handbook of Intelligence. (pp. 528-549). New York, NY: Cambridge University Press.
McDaniel, M.A., Hartman, N.S., Whetzel, D.L., & Grubb, W.L. (2007). Situational judgment tests, response instructions, and validity: A meta-analysis. Personnel Psychology, 60(1), 63–91. https://doi.org/10.1111/j.1744-6570.2007.00065.x
McDaniel, M.A., Morgeson, F.P., Finnegan, E.B., Campion, M.A., & Braverman, E.P. (2001). Use of situational judgment tests to predict job performance: A clarification of the literature. Journal of Applied Psychology, 86(4), 730–740. https://doi.org/10.1037/0021-9010.86.4.730
McDaniel, M., List, S., & Kepes, S. (2016). The “Hot Mess” of Situational Judgment Test Construct Validity and Other Issues. Industrial and Organizational Psychology, 9(1), 47-51. https://doi.org/10.1017/iop.2015.115
Meshkat, M., & Nejati, R. (2017). Does Emotional Intelligence Depend on Gender? A Study on Undergraduate English Majors of Three Iranian Universities. SAGE Open. https://doi.org/10.1177/2158244017725796
Monnier, M. (2015). Difficulties in defining socio-emotional intelligence, competences and competences-a theoretical analysis and structural suggestion. International journal for research in vocational education and training, 2(1), 59-84. https://doi.org/10.13152/ijrvet.2.1.4
Oriol, X., Sala-Roca, J., & Filella, G. (2014). Emotional competences of adolescents in residential care: Analysis of emotional difficulties for intervention. Children and Youth Services Review, 44, 334-340.
Pérez-González, J.C., Petrides, K.V., & Furnham, A. (2007). La medida de la inteligencia emocional rasgo. En J.M. Mestre y P. Fernández-Berrocal (Coords.) Manual de inteligencia emocional (pp.81-98). Pirámide.
Riggio, H.R. & Riggio, R.E. (2002). Emotional Expressiveness, Extraversion, and Neuroticism: A Meta-Analysis. Journal of Nonverbal Behavior, 26, 195–218. https://doi.org/10.1023/A:1022117500440
Roberts, R.D., MacCann, C., Matthews, G., & Zeidner, M. (2010). Emotional intelligence: Toward a consensus of models and measures. Social and Personality Psychology Compass, 4(10), 821-840. https://doi.org/10.1111/j.1751-9004.2010.00277.x
Saarni, C. (1997). Emotional Competence and Self-Regulation in Childhood. En P. Salovey y D. Sluyter (Eds.), Emotional Development and Emotional Intelligence. Educational Implication (pp.35-64). Basic Books.
Saarni, C. (2000). Emotional competence: A developmental perspective. En R. Bar-On, J.D.A. Parker y D. Goleman (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp.68-91). Jossey-Bass.
Saarni, C. (2008). The interface of emotional development with social context. en M. Lewis, J. Haviland-Jones, y L. Feldman Barrett (Eds.), The handbook of emotions, Third edition (pp.332–347). Guilford Press.
Sala-Roca, J., Filella, G., Oriol, X., Ros, A., Secanilla, E., Rodríguez, M., Soldevila, A. (2016). Test Situacional de Desarrollo de Competencias Socioemocionales (DCSE-J). Versión revisada por Josefina Sala, Anna Soldevila, Sara Rodríguez Pérez, Aida Urrea-Monclús y Nair Zárate en 2020. Universitat Autònoma de Barcelona. Retrieved from https://ddd.uab.cat/record/212951
Sala-Roca, J., Rodríguez-Pérez, S., Doval-Dieguez, E. (2021). Design and validation of a Situational Judgment Test of Socioemotional Competence Development in Young People. In revision
Sánchez-Núñez, M.T., Fernández-Berrocal, P., Montañés, J., & Latorre, J.M. (2008). Does emotional intelligence depend on gender? The socialization of emotional competences in men and women and its implications. Electronic Journal of Research in Educational Psychology, 6(2), 455–474.
Schneider, T.R., Lyons, J.B., & Khazon, S. (2013). Emotional intelligence and resilience. Personality and Individual Differences, 55(8), 909-914. https://doi.org/10.1016/j.paid.2013.07.460
Secanilla, E. & Rodríguez, M. (2016). Guia per al desenvolupament de competències socioemocionals per a joves : estratègies per a les famílies. Universitat Autònoma. Retrieved from https://ddd.uab.cat/record/147585
Soldevila, A. (2016). Guia per al desenvolupament de competències socioemocionals per a joves: estratègies d'intervenció per a professionals. Universitat Autònoma. DDD: Retrieved from https://ddd.uab.cat/record/147654
Sorrel, M.A., Olea, J., Abad, F.J., de la Torre, J., Aguado, D., & Lievens, F. (2016). Validity and Reliability of Situational Judgement Test Scores A New Approach Based on Cognitive Diagnosis Models. Organizational Research Methods, 19(3), 506-532. https://doi.org/10.1177/1094428116630065
Webster, E.S., Paton, L.W., Crampton, P., & Tiffin, P.A. (2020). Situational judgement test validity for selection: a systematic review and meta‐analysis. Medical Education, 54(10), 888-902. https://doi.org/10.1111/medu.14201
Wu, Y., Lu, J., Chen, N., & Xiang, B. (2018). The influence of extraversion on emotional expression: A moderated mediation model. Social Behavior and Personality: an international journal, 46(4), 641-652. https://doi.org/10.2224/sbp.7049
Zárate-Alva, N. E., & Sala-Roca, J. (2019). Socio-emotional skills of girls and young mothers in foster care. Children and Youth Services Review, 100, 50-56. https://doi.org/10.1016/j.childyouth.2019.02.036
Copyright (c) 2021 Pedagogía Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.