Social and Emotional Competencies of Polish Pupils: Psychometric Properties of the Polish Version of the Social and Emotional Competencies Questionnaire (SEC–Q)

• Authors: Estera Twardowska-Staszek , Izabela Zych

Abstracts

EN

Objectives of the research: Social and emotional competencies are crucial predictors of effective human psychosocial functioning. Although research on social and emotional competencies has been carried out for many years almost worldwide, in the current era of rapid social changes, further research is necessary. Thus, it is still essential to validate international questionnaires to measure social and emotional competencies in different geographic areas, including Poland. This would make it possible to study the dynamics of the development of these competencies and to conduct comparative studies between different countries. Therefore, the aim of the study was to validate the Social and Emotional Competencies Questionnaire (SEC–Q) in Poland. Research methods: This study was conducted with the Social and Emotional Competencies Questionnaire (SEC-Q). A short description of the context of the issue: The Social and Emotional Competencies Questionnaire (SEC-Q) was completed by 1,052 students aged 9 to 16. The psychometric properties of the SEC-Q were tested through Confirmatory Factor Analysis (CFA). Research findings: The results showed that the SEC-Q has good psychometric properties and, as in its original version, it includes four components: self-awareness, self-management and motivation, social-awareness and relationship skills, and responsible decision-making. Conclusions and recommendations: Validation of the SEC-Q will allow for more research on social and emotional competencies in Poland, including an evaluation of programs for increasing social and emotional competencies and international comparative studies.

Keywords

EN

social competencies; emotional competencies; validation study; SEC-Q; Poland

• Publisher: Akademia Ignatianum w Krakowie
• Journal: Multidisciplinary Journal of School Education
• Year: 2023
• Volume: 12
• Issue: 2 (24)
• Pages: 187-202

Dates

published

2023

Contributors

author

Estera Twardowska-Staszek

• Ignatianum University in Cracow

• https://orcid.org/0000000154997393

author

Izabela Zych

• University of Cordoba

• https://orcid.org/0000000229620276

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Identifiers

DOI

10.35765/mjse.2023.1224.09

Biblioteka Nauki

44446699