Development and validation of a diagnostic instrument for emotional perception of competence in college students of education

Abstract

ABSTRACT
There is growing interest in designing instruments that will enable the identification and evaluation of professional skills, personal or systemic, designed in the Tuning Project, under the guidelines of the Bologna Declaration (1999), which regulate the European Higher Education Area. The paper aims to provide a better understanding of emotional competencies in young university education by identifying factors that enable it to propose a model of competencies applicable, reliable and valid for your application. The study involved 571 students and university students aged 17 and 39 years (M = 20.44 and SD = 5.012), belonging to the seven degrees of Educational Sciences at the University of La Coruña (Spain). A questionnaire was designed with a series of elements that seek to identify the perception of emotional competencies, which enabled the collection and subsequent data analysis. The instrument is Lickert type with 4 categories or response alternatives ranging from no or never to much or always. The levels of internal reliability (α = .765) and construct validity are acceptable. A model based on the results of factor analysis (10 factors explain about 60% of data), correlation matrices were created to control variables to test the reliability of the response, the convergent and discriminate validity, and finally, the explanatory power factor.