Validação da versão portuguesa da Social-Emotional Expertise Scale

Ana Beatriz Neto Dos Santos; Marina Cunha; Mariana Novo; Ilda Massano-Cardoso; Ana  Galhardo

doi:10.31211/rpics.2022.8.1.245

Authors

Ana Beatriz Neto Dos Santos Instituto Superior Miguel Torga https://orcid.org/0000-0002-7637-2383
Marina Cunha Instituto Superior Miguel Torga; CINEICC – Centro de Investigação em Neuropsicologia e Intervenção Cognitivo-Comportamental – Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra https://orcid.org/0000-0002-5957-1903
Mariana Novo Instituto Superior Miguel Torga https://orcid.org/0000-0002-6512-6320
Ilda Massano-Cardoso Instituto Superior Miguel Torga; Faculdade de Medicina da Universidade de Coimbra, Coimbra; Faculdade de Economia da Universidade de Coimbra, Centro de Estudos e Investigação em Saúde da Universidade de Coimbra (CEISUC), Coimbra https://orcid.org/0000-0003-2510-2348
Ana Galhardo Instituto Superior Miguel Torga; Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra, Centro de Investigação em Neuropsicologia e Intervenção Cognitivo-Comportamental (CINEICC), Coimbra https://orcid.org/0000-0002-3484-6683

DOI:

https://doi.org/10.31211/rpics.2022.8.1.245

Keywords:

Assessment, Factor Analysis, Self-report Instrument, Socioemotional skills, Validation

Abstract

Objective: Given the relevance of new instruments for assessing socio-emotional skills validated for the Portuguese population, the present study aimed to translate and validate the Social-Emotional Expertise (SEE) scale. The factor structure of the SEE, reliability, test-retest reliability and the association with other theoretically relevant variables were analyzed. Methods: Participants completed a set of self-report measures assessing social-emotional skills, emotional intelligence, subjective happiness, and social interaction anxiety. The SEE validation study was conducted on two independent samples (N = 466) aged between 18–64 (27.33 ± 11.52). The SEE factor structure, reliability, and validity were analyzed in Sample 1 (n = 258). Additionally, the plausibility of the hierarchical scale model represented by a global score with two second-order factors was tested in Sample 2 (n = 208). Results: The SEE showed a two-factor structure: (1) Adaptability and (2) Expressiveness factors. Confirmatory factor analysis of the second-order hierarchical model revealed a poor fit to the data. The SEE showed good reliability for the total score and factors and adequate test-retest reliability. As measured by the SEE, social-emotional skills revealed positive correlations with emotional intelligence and subjective happiness and negative an association with social interaction anxiety. No significant gender differences were found, and age and years of education were not significantly associated with socio-emotional skills, as assessed by the SEE. Conclusions: The Social-Emotional Expertise scale proved to be a valid and reliable instrument to assess socio-emotional skills in adults in the Portuguese population, being useful for research and intervention practices in the educational and clinical context.

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