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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).
Authors: Sala-Roca, Josefina1 Fina.Sala@uab.cat, Urrea-Monclús, Aida2, Rodríguez-Pérez, Sara3
Source: Electronic Journal of Research in Educational Psychology. Apr2025, Vol. 23 Issue 65, p221-244. 24p.
Subject Terms: *Test validity, *Emotion regulation, *Teenagers, *Educational evaluation, *Social development, Contextual analysis, Self-report inventories
Abstract (English): 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 selfreport tests measuring self-perception of intrapersonal emotional intelligence skills (TMMS-24), 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. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Introducción. El Test Situacional de Desarrollo de Competencias Socioemocionales (DCSE-J), es un instrumento psicoeducativo copy-left que permite realizar una evaluación de las competencias socioemocionales en adolescentes. Diferentes estudios han analizado su validez psicométrica, su fiabilidad y validez criterial. El presente estudio tiene como objetivo analizar la validez convergente. Método. Los participantes fueron 215 estudiantes de educación secundaria y 396 estudiantes universitarios de primer curso. Se administró el test DCSE-J conjuntamente con cuatro test relacionados con las diferentes competencias que mide el DCSE-J. Concretamente se administró un test situacional que mide regulación emocional (STEM-Y), y tres test autoinforme de las habilidades intrapersonales de inteligencia emocional (TMMS-24), asertividad (Rathus) y autoestima (AF5). Asimismo, se analizó la incidencia del género y el nivel educativo en el test. Resultados. Los resultados apoyan la validez convergente del DCSE-J. Los dos factores del DCSE-J correlacionaron con el test situacional de regulación emocional STEM-Y. Se observaron también correlaciones positivas con el AF5, correlaciones débiles con dos de las escalas del TMMS-24 y no correlacionó con el test de Rathus. También se encontró una mejora asociada al nivel educativo en las puntuaciones del DCSE-J en regulación emocional, asertividad y autoestima. Discusión y conclusiones. Los resultados de este estudio aportan nuevas evidencias de validez del DCSE-J. La comparación de los resultados del DCSE-J con los resultados de otros cuatro instrumentos muestran correlaciones que evidencian la validez convergente de los dos factores del test: regulación emocional y comprensión emocional. Se observa, también, consistencia de las relaciones observadas. Y, se evidencia mayor precisión de los test situacionales en comparación con los test de autoinforme. Junto a su carácter copy-left y su formato ameno lo convierten en un instrumento psicoeducativo accesible y útil para los profesionales educativos. [ABSTRACT FROM AUTHOR]
Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Convergent Validity of the Situational Test of Social-Emotional Development (DCSE-J).
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  Data: <searchLink fieldCode="AR" term="%22Sala-Roca%2C+Josefina%22">Sala-Roca, Josefina</searchLink><relatesTo>1</relatesTo><i> Fina.Sala@uab.cat</i><br /><searchLink fieldCode="AR" term="%22Urrea-Monclús%2C+Aida%22">Urrea-Monclús, Aida</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Rodríguez-Pérez%2C+Sara%22">Rodríguez-Pérez, Sara</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. Apr2025, Vol. 23 Issue 65, p221-244. 24p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+analysis%22">Contextual analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Self-report+inventories%22">Self-report inventories</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: 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 selfreport tests measuring self-perception of intrapersonal emotional intelligence skills (TMMS-24), 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. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Introducción. El Test Situacional de Desarrollo de Competencias Socioemocionales (DCSE-J), es un instrumento psicoeducativo copy-left que permite realizar una evaluación de las competencias socioemocionales en adolescentes. Diferentes estudios han analizado su validez psicométrica, su fiabilidad y validez criterial. El presente estudio tiene como objetivo analizar la validez convergente. Método. Los participantes fueron 215 estudiantes de educación secundaria y 396 estudiantes universitarios de primer curso. Se administró el test DCSE-J conjuntamente con cuatro test relacionados con las diferentes competencias que mide el DCSE-J. Concretamente se administró un test situacional que mide regulación emocional (STEM-Y), y tres test autoinforme de las habilidades intrapersonales de inteligencia emocional (TMMS-24), asertividad (Rathus) y autoestima (AF5). Asimismo, se analizó la incidencia del género y el nivel educativo en el test. Resultados. Los resultados apoyan la validez convergente del DCSE-J. Los dos factores del DCSE-J correlacionaron con el test situacional de regulación emocional STEM-Y. Se observaron también correlaciones positivas con el AF5, correlaciones débiles con dos de las escalas del TMMS-24 y no correlacionó con el test de Rathus. También se encontró una mejora asociada al nivel educativo en las puntuaciones del DCSE-J en regulación emocional, asertividad y autoestima. Discusión y conclusiones. Los resultados de este estudio aportan nuevas evidencias de validez del DCSE-J. La comparación de los resultados del DCSE-J con los resultados de otros cuatro instrumentos muestran correlaciones que evidencian la validez convergente de los dos factores del test: regulación emocional y comprensión emocional. Se observa, también, consistencia de las relaciones observadas. Y, se evidencia mayor precisión de los test situacionales en comparación con los test de autoinforme. Junto a su carácter copy-left y su formato ameno lo convierten en un instrumento psicoeducativo accesible y útil para los profesionales educativos. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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