Validation of the Portuguese version of the Social-Emotional Expertise Scale

• Autor(a) principal: Neto Dos Santos, Ana Beatriz
• Data de Publicação: 2022
• Outros Autores: Cunha, Marina, Novo, Mariana, Massano-Cardoso, Ilda, Galhardo, Ana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.31211/rpics.2022.8.1.245
• topic: Assessment; Factor Analysis; Self-report Instrument; Socioemotional skills; Validation; Análise fatorial; Avaliação; Competências Socioemocionais; Instrumentos de autorresposta; Validação

Objective: Given the relevance of new instruments for assessing socio-emotional skills validated for the Portuguese population, the present study aimed to translate and validate the Social-Emotional Expertise (SEE) scale. The factor structure of the SEE, reliability, test-retest reliability and the association with other theoretically relevant variables were analyzed. Methods: Participants completed a set of self-report measures assessing social-emotional skills, emotional intelligence, subjective happiness, and social interaction anxiety. The SEE validation study was conducted on two independent samples (N = 466) aged between 18–64 (27.33 ± 11.52). The SEE factor structure, reliability, and validity were analyzed in Sample 1 (n = 258). Additionally, the plausibility of the hierarchical scale model represented by a global score with two second-order factors was tested in Sample 2 (n = 208). Results: The SEE showed a two-factor structure: (1) Adaptability and (2) Expressiveness factors. Confirmatory factor analysis of the second-order hierarchical model revealed a poor fit to the data. The SEE showed good reliability for the total score and factors and adequate test-retest reliability. As measured by the SEE, social-emotional skills revealed positive correlations with emotional intelligence and subjective happiness and negative an association with social interaction anxiety. No significant gender differences were found, and age and years of education were not significantly associated with socio-emotional skills, as assessed by the SEE. Conclusions: The Social-Emotional Expertise scale proved to be a valid and reliable instrument to assess socio-emotional skills in adults in the Portuguese population, being useful for research and intervention practices in the educational and clinical context.