Title: Problematika měření socio-emočních schopností u dětí : srovnatelnost faktorové struktury posuzovací škály mezi otci, matkami a pedagogy
Variant title:
- The issue of measuring socio-emotional abilities in children : comparability of the factor structure of a rating scale across fathers, mothers, and teachers
Source document: Studia paedagogica. 2021, vol. 26, iss. 1, pp. 69-90
Extent
69-90
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2021-1-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/143771
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Cílem studie je s použitím české adaptace metody Škály emoční inteligence (Emotional Intelligence Scale) amerických autorů Vallerové a Pfeiffera z roku 2015 ověřit faktorovou strukturu přeložené verze dotazníku a její srovnatelnost napříč různými skupinami hodnotitelů. Sběru výzkumných dat se zúčastnilo celkem 87 učitelů, 251 matek a 117 otců, kteří s pomocí uvedené metody hodnotili socio-emoční schopnosti 315 dětí z 51 škol. Výsledkem byla identifikace dvoufaktorového modelu české verze dotazníku s faktory Prosociální chování a Emoční sebeuvědomění a seberegulace. Zároveň jsme z jistili, že daný model vykazuje dobrou shodu s daty matek a otců, v případě pedagogů však není akceptovatelný. Výsledky a implikace z jištění jsou diskutovány v kontextu dalšího využití metody a dopadu na budoucí výzkumy socio-emočních dovedností pomocí dotazníkových metod.
The aim of this study was to assess the factor structure of the Czech adaptation of the Emotional Intelligence Scale by U.S. researchers Valler and Pfeiffer (2015) and its equivalence across different groups of raters. Altogether, 87 teachers, 251 mothers, and 117 fathers participated in the data collection, rating the socio-emotional competencies of 315 children from 51 schools. A two-factor model, consisting of prosocial behavior and emotional conscientiousness and self-regulation, proved to be most likely, showing an acceptable fit in both mothers and fathers; however, the fit was unsatisfactory in teachers. The results and possible implications are further discussed.
Note
Tato studie je výsledkem badatelské činnosti podporované v rámci projektu MUNI/A/1458/2020 "Doménově specifické schopnosti intelektově nadaných žáků".
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[26] Grob, A., Reimann, G., Gut, J., & Frischknecht, M. C. (2018). IDS-P – Inteligenční a vývojová škála pro předškolní děti. Testcentrum.
[27] Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & Ch. F. Spielberg (Eds.), Adapting educational and psychological test for cross-cultural assessment (s. 3–38). Lawrence Elbaum Associates.
[28] Humphrey, N., Curran, A., Morris, E., Farrell, P., & Woods, K. (2007). Emotional intelligence and education: A critical review. Educational Psychology, 27(2), 235–254. https://doi.org/10.1080/01443410601066735
[29] Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617–637. https://doi.org/10.1177/0013164410382896
[30] Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic empathy scale. Journal of Adolescence, 29(4), 589–611. https://doi.org/10.1016/j.adolescence.2005.08.010
[31] Junttila, N., Voeten, M., Kaukiainen, A., & Vauras, M. (2006). Multisource assessment of children's social competence. Educational and Psychological Measurement, 66(5), 874–895. https://doi.org/10.1177/0013164405285546
[32] Lee, D., & Pfeiffer, S. I. (2006). The reliability and validity of a korean-translated version of the Gifted rating scales. Journal of Psychoeducational Assessment, 24(3), 210–224. https://doi.org/10.1177/0734282906287829
[33] Linares, L. O., Rosbruch, N., Stern, M. B., Edwards, M. E., Walker, G., Abikoff, H. B., & Alvir, J. Ma. J. (2005). Developing cognitive-social-emotional competencies to enhance academic learning. Psychology in the Schools, 42(4), 405–417. https://doi.org/10.1002/pits.20066
[34] MacCann, C., Joseph, D. L., Newman, D. A., & Roberts, R. D. (2014). Emotional intelligence is a second-stratum factor of intelligence: Evidence from hierarchical and bifactor models. Emotion, 14(2), 358–374. https://doi.org/10.1037/a0034755
[35] Manz, P. H., Fantuzzo, J. W., & McDermott, P. A. (1999). The parent version of the preschool social skills rating scale: An analysis of its use with low-income, ethnic minority children. School Psychology Review, 28, 493–504. https://doi.org/abs/10.1080/02796015.1999.12085980
[36] Mavroveli, S., Petrides, K. V., Shove, C., & Whitehead, A. (2008). Investigation of the construct of trait emotional intelligence in children. European Childhood Adolescent Psychiatry, 17, 516–526. https://doi.org/10.1007/s00787-008-0696-6
[37] Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). The Mayer-Salovey-Caruso emotional intelligence test (MSCEIT) – User's manual. Multi-Health Systems.
[38] Mayer, J. D., Salovey, P., & Caruso, D. R. (2014). Mayer-Salovey-Caruso emotional intelligence test youth research version: Researcher's guide. Multi-Health Systems.
[39] McCarney, S. B., & Arthaud, T. J. (2009). Gifted evaluation scale, third edition. Technical manual. Hawthorne Educational Services.
[40] McKown, C. (2017). Social-emotional assessment, performance, and standards. The Future of Children, 27(1), 157–178.
[41] Mlázovská, B. (2018). Empatie a socio-emoční kompetence u dětí v různých formách náhradní péče (nepublikovaná diplomová práce). Univerzita Karlova.
[42] Neber, H. (2004). Teacher identification of students for gifted programs: Nominations to a summer school for highly-gifted students. Psychology Science, 46(3), 348–362.
[43] Newsome, S., Day, A. L., & Catano, V. M. (2000). Assessing the predictive validity of emotional intelligence. Personality and Individual Differences, 29(6), 1005–1016. https://doi.org/10.1016/S0191-8869(99)00250-0
[44] Petrides, K. V., Niven, L., & Mouskounti, T. (2006). The trait emotional intelligence of ballet dancers and musicians. Psicothema, 18, 101–107.
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