Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

Valentini, Felipe; Mose, Leonardo de Barros; Ramos, Isabella de Sousa; Conceição, Nathalia Martins da

doi:10.1590/1982-0275202037e180161

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Thematic Section: Socio-Emotional Competences • Estud. psicol. (Campinas) 37 • 2020 • https://doi.org/10.1590/1982-0275202037e180161 copy

Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

Construção, estrutura interna e controle de aquiescência do Inventário de Suporte às Habilidades Socioemocionais

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study aims to develop the Inventory of Supporting for Socio-Emotional Skills, which is an instrument for assessing the support for socio-emotional development provided by teachers, rated by students. It also aims to gather validity evidence of the internal structure of Inventory of Supporting for Socio-Emotional Skills and to control acquiescence. We elaborated the items, which content were evaluated by six experts. For the internal structure, a sample composed of elementary and high-school students (N = 443) was used to answer the instrument. The instrument presented good psychometric parameters after controlling for acquiescence using the Random Intercept Model. The final structure was set as unidimensional. We suggest controlling acquiescence to avoid biased scores. In addition, we make an inventory available that can be helpful for socio-emotional skills development.

Keywords:
Assessment; Emotional development; Test bias; Test construction

Dimension / Item	Style	Keyed
Interpersonal Axis
Agreeableness
My teachers talk about the importance of understanding each other's feelings	Support	+
My teachers decide the workgroups	Demand	+
My teachers don't care if the students have friends	Authoritarian/negligent	-
Engagement with others
My teachers keep the students in a good mood	Support	+
My teachers ask students to say their opinions	Demand	+
My teachers prevent students from being participatory	Authoritarian/negligent	-
My teachers make students moody	Authoritarian/negligent	-
Intrapersonal / learning axis
Opening
My teachers motivate students to use their imagination	Support	+
My teachers take students to museums (or cultural events)	Demand	+
My teachers are closed to new ideas	Authoritarian/negligent	-
Self-management
My teachers help students to complete assignments	Support	+
My teachers demand students to be organized	Demand	+
My teachers don't give homework	Authoritarian/negligent	-
Emotional Stability Axis
Emotional Resilience
My teachers help the student who is sad	Support	+
My teachers ask students to be patient	Demand	+
My teachers laugh at students	Authoritarian/negligent	-

Models	χ²	(gl)	TLI	CFI	RMSEA
Three-factors with 22 selected items
Random Intercept	492.7	(203)	0.95	0.95	0.06
Without bias control	1190.8	(204)	0.84	0.81	0.10
Unidimensional model
Random Intercept	507.4	(206)	0.95	0.94	0.06
Without bias control	1192.5	(207)	0.84	0.82	0.10

Items	Random Intercept		Without Random Intercept
Items	Random Intercept	General Factor	General Factor
4. My teachers motivate students to use the creativity	0.30	0.63	0.65
5. My teachers demand the best effort from students	0.30	0.53	0.57
12. My teachers do not care about the students	0.30	-0.70	-0.66
14. My teachers say the students can have a wonderful future	0.30	0.54	0.57
15. My teachers do not care if students are bullied	0.00	-0.71	-0.70
18. My teachers demands to always use the same way to get things done	0.30	-0.43	-0.40
23. My teachers motivate students to be optimistic	0.30	0.62	0.65
25. My teachers inspire the students to be confident	0.30	0.73	0.76
28. My teachers believe students are skillful	0.30	0.75	0.77
30. My teachers make students moody	0.30	-0.60	-0.58
33. My teachers ignore the students felling	0.30	-0.66	-0.63
34. My teachers motivate students to use their imagination	0.30	0.51	0.53
35. My teachers ask students to say their opinions	0.30	0.60	0.63
41. My teachers discourages the students	0.30	-0.56	-0.54
43. My teachers believe students are unable to learn	0.30	-0.46	-0.44
45. My teachers motivate students to collaborate with colleges	0.30	0.52	0.55
46. My teachers are not sympathetic with students	0.30	-0.64	-0.62
48. My teachers keep the students in a good mood	0.00	0.62	0.62
50. My teachers yell at students	0.30	-0.45	-0.42
51. My teachers guide students to be polite	0.30	0.58	0.62
53. My teachers laugh at students	0.30	-0.67	-0.64
58. My teachers do not praise the student’s creativity	0.30	-0.35	-0.32
Correlations
	FG	FInterRand	FG
FG
FInterRand	0 (fixo)		-
Aquiec_TCT	0,22	0,99	0,31

Items	Without bias control	MIMIC for controlling bias
Items	Without bias control	General factor	Acq_TCT
item 14	0.60	0.57	0.26
item 23	0.69	0.52	0.45
item 25	0.80	0.64	0.47
item 28	0.77	0.75	0.31
item 34	0.58	0.39	0.44
item 35	0.68	0.48	0.49
item 4	0.69	0.52	0.46
item 45	0.62	0.40	0.48
item 48	0.56	0.46	0.33
item 5	0.64	0.48	0.43
item 51	0.67	0.48	0.47

Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Núcleo de Editoração SBI - Campus II, Av. John Boyd Dunlop, s/n. Prédio de Odontologia, 13060-900 Campinas - São Paulo Brasil, Tel./Fax: +55 19 3343-7223 - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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[1] Correspondence to: F. VALENTINI. E-mail: valentini.felipe@gmail.com.