Revised Inventory of Supporting for Socio-emotional Skills: internal structure and acquiescence control

Franco, Gabriel Carvalho; Valentini, Felipe; Mendes, Lívia; Miguel, Fabiano Koich

doi:10.1590/1982-0275202643e230115

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RESEARCH REPORT | Psychological Assessment • Estud. psicol. 43 • 2026 • https://doi.org/10.1590/1982-0275202643e230115 linkcopy

Revised Inventory of Supporting for Socio-emotional Skills: internal structure and acquiescence control

Inventário de Suporte às Habilidades Socioemocionais versão revisada: estrutura interna e controle de aquiescência

Authorship SCIMAGO INSTITUTIONS RANKINGS

The study aimed to revise the Inventory of Supporting Socio-emotional Skills - Revised and explore models of internal structure controlling for acquiescence bias. The instrument assesses students’ perceptions of socioemotional support provided by their teachers. The sample consisted of Brazilian students (N = 232) who responded to the Supporting Socio-emotional Skills with 72 items. Based on preliminary analyses, the 20 items with the best psychometric performance were selected. The four-factor model revealed that acquiescence accounted for 6.6% of the total variance. High correlations among the factors and low discriminant validity led us to choose the bifactor model to structure the scale. This model exhibited the best fit, and the data explained item behavior better through a general factor. The reduced version of the Supporting Socio-emotional Skills showed adequate psychometric properties and aligns with the original scale, advancing the understanding of the construct.

Keywords
Educational measurement; Psychological assessment; Psychometric; Socioemotional skills

Models	c² (df)	TLI	CFI	RMSEA (90% CI)
Four factors with 71 items (w/o_Acq)	4311.2 (2408)	0.86	0.87	0.06 (0.056–0.061)
Two factors with 71 items (w/o_Acq)	4994.6 (2413)	0.81	0.82	0.07 (0.065–0.071)
Four factors with 71 items (Acq)	3928.4 (2407)	0.89	0.89	0.05 (0.049–0.055)
Two factors with 71 items (Acq)	3937.4 (2412)	0.89	0.89	0.05 (0.049–0.055)
Four factors with 20 items (w/o_Acq)	455.1 (164)	0.94	0.95	0.09 (0.078–0.097)
Two factors with 20 items (w/o_Acq)	703.7 (169)	0.89	0.90	0.12 (0.108–0.126)
Four factors with 20 items (Acq)	41.5 (163)	0.95	0.96	0.08 (0.071–0.081)
Two factors with 20 items (Acq)	483.4 (168)	0.94	0.94	0.09 (0.081–0.099)

Item	Content	4 Factors			2 Factors
Item	Content	W/o_Acq	With_Acq	Dimension	W/o_Acq	With_Acq	Dimension
7	My teachers ask students to express their opinions	0.81	0.93	Dem_Pos	0.74	-0.73	Demand
11	My teachers demand that students express their opinions	0.65	0.79	Dem_Pos	0.59	-0.58	Demand
12	My teachers couldn’t care less about students’ feelings	0.79	0.87	Sup_Neg	0.77	0.77	Support
15	My teachers care about students’ feelings	0.79	0.87	Sup_Pos	-0.76	-0.78	Support
16	My teachers ignore students’ opinions	0.76	0.86	Dem_Neg	-0.71	0.71	Demand
35	My teachers abandon students who are struggling	0.84	0.94	Sup_Neg	0.81	0.81	Support
40	My teachers believe in the students’ abilities	0.89	0.98	Sup_Pos	-0.86	-0.86	Support
41	My teachers doubt the students’ abilities	0.82	0.93	Sup_Neg	-0.77	0.78	Support
43	My teachers try to show the bright side of things	0.73	0.85	Dem_Pos	0.67	-0.67	Demand
46	My teachers ask students who understand the material to help those who are struggling	0.67	0.79	Dem_Pos	0.61	-0.61	Demand
49	My teachers encourage students to express their opinions	0.84	0.96	Sup_Pos	-0.82	-0.81	Support
51	My teachers believe that students’ opinions don’t count	0.83	0.94	Dem_Neg	-0.78	0.78	Demand
53	My teachers prohibit students from bullying each other	0.59	0.68	Dem_Pos	0.54	-0.54	Demand
62	My teachers ridicule students	0.84	0.96	Sup_Neg	0.82	0.81	Support
65	My teachers leave students feeling upset	0.72	0.85	Dem_Neg	-0.67	0.66	Demand
67	My teachers don’t care about students	0.84	0.94	Sup_Neg	0.81	0.81	Support
68	My teachers prevent students from participating	0.64	0.76	Dem_Neg	-0.59	0.59	Demand
69	My teachers say that students can have a bright future	0.83	0.93	Sup_Pos	-0.80	-0.80	Support
70	My teachers motivate students to use their imagination	0.79	0.90	Sup_Pos	-0.76	-0.76	Support
72	My teachers yell at students	0.66	0.78	Dem_Neg	-0.61	0.61	Demand

Item	Factors
Item	General	Support	Demand
7	-0.69	–	0.49
11	-0.55	–	0.50
12	0.77	0.07	–
15	-0.77	0.09	–
16	0.71	–	0.15
35	0.80	0.23	–
40	-0.87	0.09	–
41	0.77	0.34	–
43	-0.68	–	0.21
46	-0.61	–	0.25
49	-0.80	0.42	–
51	0.77	–	0.25
53	-0.54	–	-0.02
62	0.79	0.38	–
65	0.65	–	0.36
67	0.81	0.20	–
68	0.59	–	0.25
69	-0.81	0.12	–
70	-0.75	0.30	–
72	0.61	–	0.27

Item	Content	4 Factors			2 Factors
Item	Content	W/o_Acq	With_Acq	Dimension	W/o_Acq	With_Acq	Dimension
1	My teachers encourage students to think deeply about ideas	0.660	0.613	Sup_Pos	0.634	0.621	Support
2	My teachers overemphasize the importance of feelings	0.294	0.260	Sup_Pos	0.275	0.264	Support
3	My teachers are human; sometimes they lose their temper	0.311	0.276	Sup_Neg	-0.270	-0.278	Support
4	My teachers are “square”, they prefer students to do things the same way all the time	0.769	0.715	Sup_Neg	-0.716	-0.721	Support
5	My teachers encourage students to persist, even when facing difficulties	0.754	0.711	Sup_Pos	0.724	0.721	Support
6	My teachers interfere in the emotional lives of students	0.099	0.075	Sup_Pos	0.086	0.076	Support
7	My teachers ask students to express their opinions	0.796	0.733	Dem_Pos	0.713	0.702	Demand
8	My teachers don’t allow students to give up	0.445	0.407	Sup_Pos	0.419	0.414	Support
9	My teachers are tolerant of the drama that students create	-0.294	-0.277	Sup_Neg	0.285	0.281	Support
10	My teachers like students to think in a simple way (without getting too abstract)	0.322	0.281	Sup_Neg	-0.278	-0.285	Support
11	My teachers insist that students express their opinions	0.648	0.585	Dem_Pos	0.571	0.560	Demand
12	My teachers couldn’t care less about students’ feelings	0.816	0.766	Sup_Neg	-0.763	-0.772	Support
13	My teachers prefer students to do things the same way all the time	0.723	0.666	Sup_Neg	-0.670	-0.672	Support
14	My teachers praise students who share the same opinions as them	0.368	0.324	Dem_Neg	-0.326	-0.335	Demand
15	My teachers care about students’ feelings	0.815	0.770	Sup_Pos	0.776	0.781	Support
16	My teachers disregard students’ opinions	0.735	0.673	Dem_Neg	-0.689	-0.695	Demand
17	My teachers understand students’ feelings	0.692	0.643	Sup_Pos	0.663	0.652	Support
18	My teachers are so laid-back that they lose the respect of students	-0.269	-0.273	Sup_Pos	-0.272	-0.278	Support
19	My teachers prefer students to think superficially	0.517	0.467	Sup_Neg	-0.468	-0.472	Support
20	My teachers are neutral; they prefer not to get close to students	0.564	0.523	Sup_Neg	-0.520	-0.527	Support
21	My teachers can keep their cool	0.405	0.388	Sup_Pos	0.390	0.391	Support
22	My teachers are very meticulous; they want analysis down to the smallest details	0.231	0,640	Sup_Pos	0.209	0.198	Support
23	My teachers value students who do things the same way all the time	0.468	0.411	Sup_Neg	-0.416	-0.416	Support
24	My teachers easily lose their temper	0.600	0.549	Sup_Neg	-0.546	-0.553	Support
25	My teachers value students who are creative	0.576	0.532	Sup_Pos	0.550	0.539	Support
26	My teachers criticize students who are creative	0.660	0.609	Sup_Neg	-0.609	-0.615	Support
27	My teachers always let students give their opinions and forget the subject matter	0.004	-0.019	Sup_Pos	-0.015	-0.019	Support
28	My teachers encourage students to think of various alternatives to problems	0.687	0.637	Sup_Pos	0.659	0.646	Support
29	My teachers propose so many alternatives that sometimes it leads nowhere	-0.347	-0.346	Sup_Pos	-0.352	-0.351	Support
30	My teachers encourage students to think of a single alternative to solve all problems	0.351	0.320	Sup_Neg	-0.314	-0.322	Support
31	My teachers only discuss subjects related to the material	0.406	0.370	Sup_Neg	-0.364	-0.373	Support
32	My teachers are very strict; they don’t allow students to talk about feelings	0.725	0.668	Sup_Neg	-0.671	-0.674	Support
33	My teachers are available to discuss students’ love lives	0.649	0.607	Sup_Pos	0.622	0.615	Support
34	My teachers support students in abandoning activities they don’t understand	0.605	0.553	Sup_Neg	-0.551	-0.559	Support
35	My teachers abandon students who are struggling	0.848	0.791	Sup_Neg	-0.797	-0.798	Support
36	My teachers are intolerant to quitting	0.144	0.111	Sup_Pos	0.125	0.113	Support
37	My teachers encourage students to use their creativity	0.814	0.753	Sup_Pos	0.787	0.763	Support
38	My teachers require creative tasks	0.575	0.499	Dem_Pos	0.494	0.478	Demand
39	My teachers want things done the same way all the time	0.704	0.642	Sup_Neg	-0.650	-0.648	Support
40	My teachers believe in the students’ abilities	0.890	0.838	Sup_Pos	0.856	0.849	Support
41	My teachers doubt the students’ capability	0.827	0.766	Sup_Neg	-0.776	-0.772	Support
42	My teachers demand that students put effort into their activities	0.499	0.448	Dem_Pos	0.433	0.429	Demand
43	My teachers try to show the bright side of things	0.796	0.728	Dem_Pos	0.712	0.697	Demand
44	My teachers encourage students to be optimistic	0.711	0.657	Sup_Pos	0.681	0.667	Support
45	My teachers leave students feeling discouraged	0.806	0.746	Sup_Neg	-0.753	-0.753	Support
46	My teachers ask students who understand the material to help those who are struggling	0.755	0.688	Dem_Pos	0.671	0.659	Demand
47	My teachers encourage students to collaborate with their peers	0.751	0.696	Sup_Pos	0.724	0.705	Support
48	My teachers discourage students from being selfish	0.749	0.697	Sup_Neg	-0.702	-0.703	Support
49	My teachers encourage students to express their opinions	0.834	0.777	Sup_Pos	0.807	0.787	Support
50	My teachers require students to participate in discussions	0.484	0.422	Dem_Pos	0.421	0.405	Demand
51	My teachers believe that students’ opinions don’t count	0.844	0.775	Dem_Neg	-0.797	-0.801	Demand
52	My teachers don’t care if students experience bullying	0.782	0.725	Sup_Neg	-0.730	-0.731	Support
53	My teachers prohibit students from bullying each other	0.620	0.582	Dem_Pos	0.558	0.559	Demand
54	My teachers understand the feelings of students who suffer from bullying	0.716	0.667	Sup_Pos	0.688	0.676	Support
55	My teachers maintain students’ good mood	0.703	0.663	Sup_Pos	0.680	0.671	Support
56	My teachers tease students to make the class laugh	-0.358	-0.360	Sup_Pos	-0.355	-0.366	Support
57	My teachers are fun and make students cheerful	0.706	0.660	Sup_Pos	0.680	0.669	Support
58	My teachers encourage students to help their peers	0.781	0.722	Sup_Pos	0.753	0.732	Support
59	My teachers instruct students to collaborate with their classmates	0.504	0.437	Dem_Pos	0.437	0.419	Demand
61	My teachers don’t notice when students are experiencing bullying	0.448	0.418	Sup_Neg	0.412	-0.420	Support
62	My teachers ridicule students	0.846	0.784	Sup_Neg	-0.454	-0.790	Support
63	My teachers don’t discuss bullying	0.490	0.459	Dem_Neg	-0.809	-0.473	Demand
64	My teachers guide students to be polite	0.577	0.532	Sup_Pos	0.551	0.540	Support
65	My teachers leave students in a bad mood	0.722	0.656	Dem_Neg	-0.674	-0.678	Demand
66	My teachers make students feel confident	0.763	0.708	Sup_Pos	0.735	0.717	Support
67	My teachers don’t care about students	0.845	0.789	Sup_Neg	-0.789	-0.796	Support
68	My teachers prevent students from being participating	0.636	0.584	Dem_Neg	-0.595	-0.602	Demand
69	My teachers say that students can have a bright future	0.818	0.767	Sup_Pos	0.788	0.777	Support
70	My teachers motivate students to use their imagination	0.827	0.770	Sup_Pos	0.798	0.780	Support
71	My teachers believe that students are incapable of learning	0.730	0.694	Sup_Neg	-0.684	-0.680	Support
72	My teachers shout at students	0.671	0.611	Dem_Neg	-0.621	-0.631	Demand

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Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Editora Splendet, Pontifícia Universidade Católica de Campinas, Campus I, Rua Prof. Dr. Euryclides de Jesus Zerbini, 1516, Pq. Rural Fazenda Santa Cândida, Telefone: (55 19) 3343-7223. - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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[1] Note: CFI: Comparative Fit Index; RMSEA: Root Mean Square Error of Approximation; TLI: Tucker–Lewis Index; w/o_Acq: Model without acquiescence; Acq: Model with acquiescence.