Search

The importance of supporting students' emotional development is increasingly apparent in education, especially in secondary education. In this stage, adolescents experience a variety of changes and needs that require training and emotional support. However, in order to be able to implement effective educational programmes that promote emotional development, it is essential to know the level of emotional competence of students, and assessment instruments that can appropriately evaluate this competence are needed for this purpose. This paper presents the validation of the emotional development questionnaire for secondary school students (CDE-SEC). A sample of 1296 students from years one to four of compulsory secondary education from different schools in Spain was used, although partial samples were used for specific analyses. Several studies were carried out to demonstrate the internal consistency and validity of the instrument: calculation of the reliability coefficient, confirmatory factor analysis, and the correlation of the CDE-SEC with recognised measures of emotional intelligence, personality, adjustment difficulties, social behaviour, and self-esteem. In addition, a regression study was used to calculate the incremental validity. The results indicate that the CDESEC is a theoretically well-founded questionnaire with good psychometric characteristics. In short, it is considered to be an optimal tool for assessing the emotional competence of secondary school students and evaluating the effectiveness of educational programmes to promote personal, emotional, and social development. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to analyze the psychometric properties of the Spanish version of the MOOD Questionnaire in child population. This instrument was developed to cover the existing gap in the evaluation of mood in children. Method: The MOOD was administered to 1489 children (mean age= 9.11 years old). Results: The psychometric properties of the Mood questionnaire are adequate. Moreover, the questionnaire was associated with somatic complaints and emotional awareness. Conclusions: According to the results of the study, the use of this diagnostic tool with Spanish children seems justified. [ABSTRACT FROM AUTHOR]