Oliveira Sofia, Maçarico Tiago, Pacheco Ricardo, Janeiro Isabel, Marques-Pinto Alexandra
Business Research Unit (BRU), ISCTE-Instituto Universitário de Lisboa, 1649-026 Lisbon, Portugal.
CICPSI, Faculdade de Psicologia, Universidade de Lisboa, 1649-013 Lisbon, Portugal.
Eur J Investig Health Psychol Educ. 2025 Aug 16;15(8):162. doi: 10.3390/ejihpe15080162.
Today's increasingly brittle, anxious, nonlinear, incomprehensible world of work calls for a socially and emotionally competent workforce. However, there is a clear gap in higher education settings regarding the assessment and promotion of students' social and emotional competence (SEC). Our study aims to address the pressing need to evaluate and develop higher education students' SEC by providing a tool to assess these skills, enabling researchers and practitioners to intervene and actively promote them. A sample of 767 higher education students (62.8% female, = 22.88 years, = 7.30) enrolled in the study. Structural, discriminant and concurrent criterion validity, and reliability of the measure were assessed. A multiple hierarchical regression analysis tested the relation of SEC and well-being. Confirmatory Factor Analysis supported the hypothesized factorial structures. Coefficient omegas indicated adequate internal consistency. The results also supported the measure's discriminant and criterion validities in relation to external measures. Multi-group invariance across gender and academic fields was attained. We found evidence of the predictive role of intrapersonal skills on students' personal and academic well-being. This study bridges a gap in research and practice by introducing a psychometrically sound yet parsimonious instrument for assessing higher education students' SEC. It also highlights the supportive role of SEC in promoting students' well-being.
当今这个工作世界愈发脆弱、令人焦虑、非线性且难以理解，这就需要一支具备社交和情感能力的劳动力队伍。然而，在高等教育环境中，对于学生社交和情感能力（SEC）的评估与提升方面存在明显差距。我们的研究旨在满足评估和培养高等教育学生SEC的迫切需求，通过提供一种评估这些技能的工具，使研究人员和从业者能够进行干预并积极促进这些技能的发展。767名高等教育学生（62.8%为女性，平均年龄 = 22.88岁，标准差 = 7.30）参与了该研究。对该测量工具的结构效度、区分效度和同时效度以及信度进行了评估。多元层次回归分析检验了SEC与幸福感之间的关系。验证性因素分析支持了假设的因子结构。系数ω表明具有足够的内部一致性。结果还支持了该测量工具相对于外部测量的区分效度和标准效度。实现了跨性别和学术领域的多组不变性。我们发现了个人技能对学生个人和学业幸福感具有预测作用的证据。本研究通过引入一种心理测量学上合理且简洁的工具来评估高等教育学生的SEC，弥合了研究与实践之间的差距。它还强调了SEC在促进学生幸福感方面的支持作用。
