Convergent Validity of the Situational Test of Social-Emotional Development (DCSE-J)
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| Title: | Convergent Validity of the Situational Test of Social-Emotional Development (DCSE-J) |
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| Language: | English |
| Authors: | Josefina Sala-Roca, Aida Urrea-Monclús, Sara Rodríguez-Pérez |
| Source: | Electronic Journal of Research in Educational Psychology. 2025 23(65):221-244. |
| Availability: | University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, College Freshmen, Social Emotional Learning, Convergent Thinking, Test Validity, Emotional Intelligence, Self Esteem, Assertiveness, Gender Differences, Grade Level Differences, Comparative Testing, Situational Tests |
| Geographic Terms: | Spain (Barcelona) |
| ISSN: | 1699-5880 1696-2095 |
| Abstract: | Introduction: The Situational Judgment Test of Socioemotional Competence Development in Young People (DCSE-J) is a copyleft psychoeducational instrument for evaluating socioemotional competencies in adolescents. Different studies have analysed its psychometric validity, reliability and criterion validity. The present study aims to analyse convergent validity. Method: The participants were 215 secondary school students and 396 first-year university students. The DCSE-J test was administered with four tests related to the different competencies measured by the DCSE-J to 215 secondary school students and 396 first-year university students. Specifically, a situational test measuring Emotional Regulation (STEM-Y) and three self-report tests measuring self-perception of intrapersonal emotional intelligence skills (TMMS24), Assertiveness (Rathus) and Self-esteem (AF5) were administered. The incidence of gender and education level in the test was also analysed. Results: The results support the convergent validity of the DCSE-J. The two DCSE-J factors correlated with the STEM-Y situational test of emotional regulation. Positive correlations were also observed with the AF5, weak correlations with two of the TMMS-24 scales and no correlations were found with the Rathus test. An improvement associated with education level was also found in DCSE-J scores in Emotional Regulation, Assertiveness, and Self-esteem. Discussion and conclusions: The results of this study provide new evidence of the validity of the DCSE-J. The comparison of the results of the DCSE-J with the results of four other instruments shows correlations that demonstrate the convergent validity of the two factors of the test: emotional regulation and emotional understanding. Consistency of the observed relationships is also observed. And the greater precision of the situational tests is evident in comparison with the self-report tests. With its copyleft nature and its entertaining format, it makes it an accessible and useful psychoeducational tool for educational professionals. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://ojs.ual.es/ojs/index.php/EJREP/article/view/9721/8600 |
| Accession Number: | EJ1466767 |
| Database: | ERIC |
| Abstract: | Introduction: The Situational Judgment Test of Socioemotional Competence Development in Young People (DCSE-J) is a copyleft psychoeducational instrument for evaluating socioemotional competencies in adolescents. Different studies have analysed its psychometric validity, reliability and criterion validity. The present study aims to analyse convergent validity. Method: The participants were 215 secondary school students and 396 first-year university students. The DCSE-J test was administered with four tests related to the different competencies measured by the DCSE-J to 215 secondary school students and 396 first-year university students. Specifically, a situational test measuring Emotional Regulation (STEM-Y) and three self-report tests measuring self-perception of intrapersonal emotional intelligence skills (TMMS24), Assertiveness (Rathus) and Self-esteem (AF5) were administered. The incidence of gender and education level in the test was also analysed. Results: The results support the convergent validity of the DCSE-J. The two DCSE-J factors correlated with the STEM-Y situational test of emotional regulation. Positive correlations were also observed with the AF5, weak correlations with two of the TMMS-24 scales and no correlations were found with the Rathus test. An improvement associated with education level was also found in DCSE-J scores in Emotional Regulation, Assertiveness, and Self-esteem. Discussion and conclusions: The results of this study provide new evidence of the validity of the DCSE-J. The comparison of the results of the DCSE-J with the results of four other instruments shows correlations that demonstrate the convergent validity of the two factors of the test: emotional regulation and emotional understanding. Consistency of the observed relationships is also observed. And the greater precision of the situational tests is evident in comparison with the self-report tests. With its copyleft nature and its entertaining format, it makes it an accessible and useful psychoeducational tool for educational professionals. |
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| ISSN: | 1699-5880 1696-2095 |
