Validation of the emotional and social parenting competencies scale for mothers (ESPCS-M)

Authors

  • Raquel Amaya Martínez-González Universidad de Oviedo
  • María Teresa Iglesias-García Universidad de Oviedo
  • María Henar Pérez-Herrero Universidad de Oviedo

DOI:

https://doi.org/10.7179/PSRI_2021.37.04

Keywords:

Parenting Competencies; Scale; Evaluation; Parenting Programs; Positive Parenting.

Abstract

The Council of Europe Recommendation 2006/19 on Policies to Support Positive Parenting and the World Health Organization (2013) state the difficulty that families of the normalized population experience to cope with their parental role. Validated instruments to assess parental competencies in these families are still scarce, which makes it advisable to increase them to identify current needs in the dynamics of family interaction and coexistence. The objective of this study was to validate the Emotional and Social Parenting Competencies Scale (ECPES). 2437 representative mothers of a population of 145,902 families from the Principality of Asturias (Spain) with children between 0 and 18 years old participated. To study the factorial structure or construct validity, exploratory (EFA) and confirmatory factor analysis (CFA) were carried out; invariance was verified considering the developmental or school stage of the children. Internal consistency or reliability was analyzed using Cronbach's Alpha. Concurrent validity was analyzed using Pearson's correlation between the resulting factors and external variables selected as criteria. A scale of 15 items was obtained, distributed in four factors that explain 42.096% of the variance: Factor 1-Self-esteem; Factor 2-Self-control; Factor 3-Verbal Aggression; and Factor 4-Imposition. A simple and useful instrument is offered in the field of family assessment and intervention to identify parenting competencies and their promotion through family education programs for positive parenting. The scale can be applied with mothers of the general population from a family coexistence promotion and preventive perspective to anticipate family difficulties. It can also be applied in vulnerable situations. It is also useful for evaluating parenting programs and identifying evidence of their effectiveness.

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Author Biographies

Raquel Amaya Martínez-González , Universidad de Oviedo

Catedrática de Universidad en el Departamento de Ciencias de la Educación de la Universidad de Oviedo (España). Doctora en Pedagogía y Licenciada en Psicología. Coordina el Grupo de Investi­gación Acreditado “Intervención Educativa en el ámbito Familiar, Escolar y Social (IEFES)” de la Universidad de Oviedo. Desarrolla estudios y programas con Familias y Profesionales del sector Educativo, Servicios Sociales, de la Salud y otros sectores afines. Es Convenor de la European Educational Research Association (EERA) en el Network on Communities, Families, and Schooling in Educa­tional Research (http://www.eera-ecer.de/networks/network14/convenors/). Forma parte del Comité Científico del European Research Network About Parents in Education (ERNAPE).

María Teresa Iglesias-García , Universidad de Oviedo

Profesora Contratada Doctora en el Departamento de Ciencias de la Educación (Universidad de Oviedo, en el área de Métodos de Investigación y Diagnóstico en Educación (MIDE). Es miembro de Grupo de Investigación Acreditado “Intervención Educativa en el ámbito Familiar, Escolar y Social (IEFES)”. Entre las líneas de investigación que desarrolla están: atención socio-educativa de las personas con discapacidad, aplicación de las TIC a las dificultades del lenguaje, gestión de la información, orientación educativa familiar, y relaciones de pareja. Desde el curso 2015-2016 es coordinadora del Máster Universitario en Intervención e Investigación Socioeducativa.

María Henar Pérez-Herrero , Universidad de Oviedo

Profesora Titular en el Departamento de Ciencias de la Educación (Universidad de Oviedo). Doctora en Psicología y Licenciada en Pedagogía. Miembro del Grupo de Investigación Acreditado “Intervención Educativa en el ámbito Familiar, Escolar y Social (IEFES)” de la Universidad de Oviedo. Ha sido Vicedecana de Posgrado y Directora del Máster en Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional, y Vicedecana de Prácticum de la Titulación de Pedagogía. Sus publicaciones se centran en Prácticas Externas-Practicum, Educación emocional, Metodología e innovación docente en Educación Superior, Orientación Educativa Familiar y Relación centro educativo-familias-comunidad. 

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Published

2021-01-18