Translation and Adaptation of the Social-Emotional Competence Questionnaire for Hungarian Population

Petric, Evelin

doi:10.5593/sgemsocial2018/3.2/s11.069

Cited by 3 publications

(10 citation statements)

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“…In another study, Petric and Szamoskozi (2018) tested the ve-factor structure on the sample of 546 in Hungary, in which results also showed a borderline acceptable t of the CFA model as: χ 2 = 733.957 (df = 265, p<.001); χ 2 /df = 2.77; RMSEA = .056; CFI = .89; and IFI = .89.…”

Section: Discussionmentioning

confidence: 99%

Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents

Jabeen,

Maqsood

2023

Psych. Rus.

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Background. For the last few years, in the field of school education, social-emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021). Objective. The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social-Emotional Competence Questionnaire (SECQ) for Pakistani adolescents. Design. Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sampling method for 910 adolescents who were between 10 to 17 years old. Results. The findings of the pilot study (n = 64) show that the Social-Emotional Competence Questionnaire is a reliable questionnaire, as Cronbach’s alpha reliabilities of both versions (English and Urdu) were acceptable (Version 1 α = 0.77; Version 2 α = 0.77). After 15 days, the Pearson product-moment correlation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The riginal author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Results of the confirmatory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version. Conclusion. The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.

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Section: Discussionmentioning

confidence: 99%

Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents

Jabeen,

Maqsood

2023

Psych. Rus.

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“…Our findings are in line with several of the studies reviewed, which have in common that boys have greater self-management; that is, they have more ability to manage their own emotions [ 52 , 53 ]. However, girls have higher scores in the interpersonal dimension [ 50 ], relationship management [ 13 , 51 ] or social awareness and prosocial behaviour [ 51 , 52 ]. Schoeps et al [ 48 ] observe in a recent study with Spanish adolescents that girls perceive and understand emotions better than boys, although they present greater emotional problems.…”

Section: Discussionmentioning

confidence: 99%

“…However, it was generally distinguishing for a certain dimension, but not for the overall socio-emotional competence. Boys usually score higher in emotion self-regulation [ 51 , 52 , 53 ]. By contrast, girls tend to achieve higher values in variables related to interpersonal relationships [ 50 , 54 ].…”

Section: Introductionmentioning

confidence: 99%

Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables

Portela-Pino

Alvariñas-Villaverde

Juste

2021

IJERPH

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Social-emotional skills have been an important object of study in recent years due to their relationship with academic, personal and professional success. The aim of this study was to analyse the relationship between these skills and different influential variables. The participants had a mean age of 14.18 years. The instruments used were the Social Emotional Competence Questionnaire (SECQ) and the Physical Activity Questionnaire for Adolescents (PACQ-A). Generally, the results indicated gender differences and no influence of age. Those who engaged in after-school activities scored higher on social awareness. In addition, artistic and musical extracurricular activities were associated with social-emotional skills, whereas sports activities were not. It was also found that the physical activity index was not related to socioemotional factors, except in self-awareness and in a negative way. It is necessary to analyse the quality of the extracurricular programmes offered and the training of the professionals in charge of their development. It also seems important to take into account the gender perspective in competence work, increasing self-management in girls and relationship management in boys.

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“…In fact, some are too long for children and youth populations, while others are aimed at adult populations and groups with specific characteristics, which makes it difficult for participants to self-report [16]. Faced with this problem, Zhou and Ee [17] designed the Social Emotional Competence Questionnaire (SECQ), a questionnaire that assesses socio-emotional competence in the adolescent period, which has already proved to be reliable and has been validated in other populations in Eastern and Asian countries [18,19]. The authors argued that it would be necessary to replicate their findings using students from other cultures, such as Western cultures, which are diverse and heterogeneous.…”

Section: Introductionmentioning

confidence: 99%

“…However, taking into account that the SECQ was originally built in English and has been used in studies with almost exclusively Asian [17,19] and European [18] populations, the main aim of the present study was to examine the factorial validity and reliability of a Spanish-translated version of the SECQ, based on a sample of Spanish adolescents, with the purpose of contributing to the development of social and emotional skills, which are so relevant to an individual's life. Likewise, the aim was to check whether gender is a determining factor in the development of socio-emotional competencies.…”

Section: Introductionmentioning

confidence: 99%

Can We Measure the Level of Socio-Emotional Competencies of Adolescents?

Portela-Pino,

Domínguez-Alonso,

Alvariñas-Villaverde

2024

Education Sciences

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The present study aimed to evaluate the evidence of validity and reliability of the Social Emotional Competence Questionnaire (SECQ) in Spanish students and to verify if gender is a determining factor in their development. An intentional sampling was carried out on 429 students between 12 and 16 years old. Three factorial structures were tested: the original model, the original re-specified model, and the six-factor model that was achieved. The results maintain that the original re-specified model presented values with the best absolute fit, a slightly more favorable comparative fit, and a parsimonious fit with lower values than the other models. The reliability analysis showed considerable internal consistency. Boys were shown to have better self-management, and girls showed greater management in their social relationships. It is concluded that the questionnaire has adequate psychometric properties and is expressly useful in the population of interest with a relevant weight in the evaluation of socio-emotional competence.

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Translation and Adaptation of the Social-Emotional Competence Questionnaire for Hungarian Population

Cited by 3 publications

References 0 publications

Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents

Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents

Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables

Can We Measure the Level of Socio-Emotional Competencies of Adolescents?

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