Criterion Validation of the Scales of Autonomy, Collaboration, Empathy, Problem-solving and Self-confidence of the 3SQ. Soft Skills Self-evaluation Questionnaire Adapted for Lower Secondary School

Abstract

The Soft Skills Self-evaluation Questionnaire (3SQ, 41 items) was validated using the responses of 1216 Italian students attending the fourth and the fifth grade of upper secondary school (Lucisano & du Mérac, 2019a), demonstrating good psychometric properties (du Mérac & De Santis, 2020; du Mérac, Livi, & Lucisano, 2020). The adaptation of the 3SQ (40 items) for 8th-grade students was validated in Rome using the responses of 507 students, confirming the factorial structure, sufficient independence, and a good internal consistency (Cronbach alpha between .75 and .92 and 52.23% of the total variance explained). Here, we present the criterion-related validity of the five scales of the adapted 3SQ: Self-confidence, Autonomy, Problem-solving, Cooperation, Empathy. During a PhD research project (Scippo, 2021), these dimensions were also measured in Rome with other instruments, using a sample of 403 8th grade students. The analysis of the data confirms good reliability of the five scales (between .79 and .92), shows good indices of the confirmatory factor analysis of all the scales (RMSEA = .05, SRMR = .08), and reveals significant correlations (between .38 and .68) between the scales of the adapted 3SQ and the other scales measuring the same dimensions. In conclusion, this concurrent validity check reinforces the validity of the adapted 3SQ construct and, consequently, its usefulness for both research and guidance.

Developing emotionally competent engineers for the ever-changing built environment

“…(2012). Empathy also refers to an individual's sensitivity to the emotions of others which can also involve paying close attention to problems they might be facing (Eggenberger, 2021; Scippo and du Mérac, 2021). Empathy is related to sympathy, but there exist some differences.…”

Validazione e standardizzazione del questionario «Quin – Quando insegno»

“…Per il futuro si prevede di procedere all'adattamento e alla validazione dello strumento in inglese, francese, spagnolo e russo. Inoltre è in fase di revisione il modello di restituzione dei dati alle scuole e ai singoli in funzione della costruzione di una piattaforma online destinata alle scuole che dovrebbe offrire un'ampia gamma di strumenti per la rilevazione del benessere degli insegnanti e dei docenti, delle percezioni del contesto scolastico, dell'uso delle soft-skills (Lucisano & du Mérac, 2019;Scippo & du Mérac, 2021), e degli aspetti emersi dall'osservatorio Teen-Voice 5 (du Mérac, Livi, & Lucisano, 2020).…”

Influencia del interés por las artes visuales en las soft skills de los futuros maestros

“…L as soft skills, también conocidas como habilidades blandas, son características concretas de la personalidad de los seres humanos necesarias para el bienestar de las personas y un desempeño exitoso (Scippo et al, 2021;Tito-Maya y Serrano-Orellana, 2016). Estas se conocen como habilidades de la personalidad basadas tanto en el carácter del individuo como en las características socioemocionales, y son relevantes tanto para el éxito social y la salud mental, como para el mantenimiento de empleo y el desarrollo profesional (OECD, 2015).…”

“…El avance científico ha demostrado que no solo es necesario presentar conocimientos técnicos y específicos para tener éxito laboral, lo que se conoce como hard skills o habilidades duras (Perelley, 2017), sino también son relevantes este tipo de habilidades personales -soft skills-como pueden ser el entusiasmo, la puntualidad, el cuidado del aspecto, la profesionalidad, la inteligencia interpersonal, y la adaptabilidad (Tito-Maya y Serrano-Orellana, 2016), entre otras como confianza en sí mismo, curiosidad, resiliencia, apertura a la experiencia, empatía, colaboración, liderazgo, compromiso, autonomía y resolución de problemas (De Santis y Stanzione, 2020; European Union, 2011; Scippo et al, 2021).…”

“…No obstante, a pesar de observarse estas habilidades como una ventaja empresarial y/o académica (Scippo et al, 2021;Tito-Maya y Serrano-Orellana, 2016), la comunidad educativa parece ser que todavía le brinda poca importancia al fomento de las soft skills, pese a mostrar relevancia por el fomento de valores impuesto como algo intrínseco incluso en el currículum (De Santis y Stanzione, 2020;OECD, 2015).…”