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      Adaptación y Validación del Test of Emotion Comprehension en escolares cubanos Translated title: Adaptation and validation of the Test of Emotion Comprehension in Cuban schools

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          Abstract

          Resumen La comprensión emocional en los niños incluye todo un conjunto de habilidades para entender las emociones propias y ajenas. Para la evaluación de este constructo fue construido por Pons y colaboradores (Pons, Harris y de Rosnay, 2004) el Test of Emotion Comprehension (TEC). El trabajo realizado constituye la adaptación de la prueba para la población de niños cubanos de 8 a 10 años, teniendo como objetivo analizar algunas de sus propiedades psicométricas. Para ello se efectuó un estudio cuantitativo, de tipo instrumental, con una muestra de 200 escolares seleccionados aleatoriamente. El procesamiento de los datos se hizo mediante el paquete estadístico SPSS 21.0, específicamente se determinó la confiabilidad de la prueba a partir del método test-retest, así como la correlación entre la escala y el ítem global, empleándose el coeficiente de correlación de Pearson. Se efectuó el análisis factorial confirmatorio, con el uso del programa AMOS 21.0, utilizando modelos de ecuaciones estructurales para determinar la validez de constructo del TEC. Los resultados muestran una elevada correlación entre los resultados de la primera y la segunda aplicación de la prueba que avalan su estabilidad temporal y confiabilidad. Se determinó que el modelo presenta un buen ajuste, según los índices consultados, garantizando su aplicabilidad en los niños cubanos.

          Translated abstract

          Abstract Emotional understanding in children includes a whole set of skills to understand one's own and others' emotions. For the evaluation of this construct was constructed by Pons and collaborators (Pons, Harris y de Rosnay, 2004) the Test of Emotion Comprehension (TEC). The work carried out constitutes the adaptation of the test for the population of Cuban children aged 8 to 10 years, aiming to analyze some of their psychometric properties. For this, a quantitative study, of an instrumental type, was carried out with a sample of 200 randomly selected students. The data were processed using the statistical package SPSS 21.0. The reliability of the test was determined from the test-retest method, as well as the correlation between the scale and the global item, using the Pearson correlation coefficient. Confirmatory factor analysis was performed using the AMOS 21.0 program, using structural equation models to determine the construct validity of the TEC. The results show a high correlation between the results of the first and the second application of the test that support its temporal stability and reliability. It was determined that the model presents a good fit, according to the indexes consulted, guaranteeing its applicability in Cuban children.

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          Most cited references18

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          Measuring emotional intelligence with the MSCEIT V2.0.

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            Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization

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              Individual differences in children's emotion understanding: effects of age and language.

              Over the last two decades, it has been established that children's emotion understanding changes as they develop. Recent studies have also begun to address individual differences in children's emotion understanding. The first goal of this study was to examine the development of these individual differences across a wide age range with a test assessing nine different components of emotion understanding. The second goal was to examine the relation between language ability and individual differences in emotion understanding. Eighty children ranging in age from 4 to 11 years were tested. Children displayed a clear improvement with age in both their emotion understanding and language ability. In each age group, there were clear individual differences in emotion understanding and language ability. Age and language ability together explained 72% of emotion understanding variance; 20% of this variance was explained by age alone and 27% by language ability alone. The results are discussed in terms of their theoretical and practical implications.
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                Author and article information

                Journal
                acp
                Acción Psicológica
                Acción psicol.
                Universidad Nacional de Educación a Distancia (UNED) (Madrid, Madrid, Spain )
                1578-908X
                2255-1271
                June 2018
                : 15
                : 1
                : 57-70
                Affiliations
                [2] orgnameUniversidad de Camaguey “Ignacio Agramontes”
                [1] Villa Clara orgnameUniversidad Central Marta Abreu de las Villas Cuba
                Article
                S1578-908X2018000100005 S1578-908X(18)01500100005
                10.5944/ap.15.1.21236
                61692f4a-ce2d-4579-b82d-8e8a71c02b61

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 02 February 2018
                : 07 May 2018
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 21, Pages: 14
                Product

                SciELO Spain

                Categories
                Artículos de temática libre

                School-age childrens,Test,Validation,Emotional comprehension,Validación,Escolares,Comprensión emocional

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