Design, construction and validation of the emotional skills questionnaire for school children (QESSC) Pilot test
DOI:
https://doi.org/10.35366/112697Keywords:
emotional skills, cognitive profile, test construction, test validationAbstract
Introduction: emotional skills are associated with feelings and/or perception of the elements and
relationships of reality or imagination, which is expressed through physiological reactions such as
changes in breathing, sweating, increased heart rate, and includes some behavioral reactions such as
relaxation, well-being, anxiety, depression, aggressiveness or crying. Objective: design, development
and validation of a questionnaire to assess emotional skills, such as: emotion recognition, behavioral
and cognitive self-regulation of emotions, interpersonal relationships and interpersonal sensitivity;
for schoolchildren attending official schools in the Iztacalco Delegation of Mexico City. Material and
methods: this is a descriptive-cross-sectional research study, in the construction and validation of
the questionnaire a test-validation design has been used, according to which the instrument has been
applied, in the pilot study to 150 schoolchildren and has been submitted to expert judgment, to be
applied to a sample of students representative of the population aged 7 to 12 years. The questionnaire
(QESSC) consists of 40 items organized into four factors: 1. Recognition of emotions, 2. Behavioral
and cognitive regulation of emotions, 3. Interpersonal relationships, and 4. interpersonal sensitivity.
Results: in order to validate the questionnaire, it was applied to a sample of 150 subjects. The sample
had a mean and standard deviation of 9.1 ± 1.6 (SD). Construct, criterion, appearance and content
validation was performed. Cronbach’s alpha of the total scale was 0.82 with a variance explanation
of 72.5%. Factor 1: recognition of emotions (10 items, α = 0.82), factor 2: behavioral and cognitive
self-regulation of emotions (10 items, α = 0.81), factor 3: interpersonal relationships (10 items, α =
0.85), factor 4: interpersonal sensitivity (10 items, α = 0.87). The Mesquite questionnaire was used
as a gold standard and correlations were observed between emotion recognition and moderate
emotional intelligence (7-15) (r = 0.753) p < 0.01) behavioral and cognitive self-regulation of emotions
and high emotional intelligence (15-25) (r = 0.751) (p < 0.01). Interpersonal sensitivity and moderate
interpersonal intelligence (7-15) (r = 0.791 p < 0.01) test-retest correlations on the total scale items
ranged from r = 0.76 to r = 0.82. Conclusion: CHENE is a questionnaire that allows the assessment
of emotional skills in school-age children. The validity and reliability of the CHENE were established.
The goodness of this questionnaire is supported by the empirical data achieved both in reliability and
validity. According to the statistical analysis, it is observed that in general the CHENE questionnaire
has a good correlation between the different fields proposed. In relation to the Mesquite questionnaire
(gold standard) it presents a positive and significant correlation.
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