Análise psicométrica de duas versões do Big Five Inventory -15 em estudantes universitários chilenos: estrutura interna, invariância de medição e associação com bem-estar subjetivo

The purpose of this research was to analyze the internal structure of the Big Five Inventory-15 (BFI-15), measurement invariance and its association with subjective well-being, in Chilean college students. A sample of 1011 college students (female = 54.80%; Mage = 21.55 years; SDage = 2.11 years) was used. Results showed the Peruvian version of BFI-15 (BFI-15p) has more consistent indicators regarding their internal structure (e.g., factor loadings) compared to the German (BFI-15a) version, an invariant structure between men and women, and a significant association with subjective well-being was found. Finally, the construct reliability and scores reliability reached adequate magnitudes. It is concluded that the BFI-15p has adequate psychometric properties for use in Chilean college students.El objetivo de esta investigación fue analizar la estructura interna de dos versiones del Big Five Inventory-15 (BFI-15), invarianza de medición y su relación con el bienestar subjetivo en estudiantes universitarios chilenos. Participaron 1011 estudiantes (mujeres = 54.80 %; Medad = 21.55 años; DEedad = 2.11 años). Los resultados indican que la versión peruana del BFI-15 (BFI-15p) tiene indicadores más consistentes con relación a su estructura interna (e.g., cargas factoriales) en comparación a la versión alemana (BFI-15a), así como una estructura invariante entre hombres y mujeres, y una asociación significativa con las dimensiones del bienestar subjetivo. Finalmente, la confiabilidad del constructo y de las puntuaciones alcanzó magnitudes adecuadas. Se concluye que el BFI-15p presenta propiedades psicométricas adecuadas para su uso en universitarios chilenos.O objetivo desta investigação foi analisar a estrutura interna de duas versões do Big Five Inventory-15 (BFI-15), invariância de medição e a sua relação com o bem-estar subjetivo em estudantes universitários chilenos. Participaram 1011 estudantes universitários (mulheres = 54.80%; Midade = 21.55 anos; DPidade = 2.11 anos). Os resultados indicam que a versão peruana do BFI-15 (BFI-15p) tem indicadores mais consistentes em relação à sua estrutura interna (por exemplo, cargas fatoriais) em comparação com a versão alemã (BFI-15a), bem como uma estrutura invariante entre homens e mulheres, e uma associação significativa com as dimensões do bem-estar subjetivo. Por fim, a confiabilidade do construto e das pontuações atingiram magnitudes adequadas. Conclui-se que o BFI-15p apresenta propriedades psicométricas adequadas para uso em estudantes universitários chilenos

Análise psicométrica e dados normativos da UWES em adolescentes peruanos

Academic engagement is a relevant characteristic to predict successful academic trajectories and school performance; however, there is a lack of validated instruments in Peru for its evaluation. Therefore, the objective of this study was to analyze the psychometric properties of the Utrecht Work Engagement Scale – 9S (UWES-9S) in Peruvian adolescents: internal structure, measurement invariance, association with academic self-efficacy, reliability, and norms. A total of 868 school adolescents (51.728% women; Mage = 14.263; SDage = 1.430) from six schools in the Constitutional Province of Callao (central coast of Peru) were evaluated. In addition to the UWES-9S, the Specific Perceived Self-Efficacy Scale for Academic Situations was used as a measure of self-efficacy. The results show that the UWES-9S is unidimensional and invariant between men and women, although three items were eliminated, resulting in a new version: UWES-6S. Likewise, the association with academic self-efficacy was moderate (r > .50) and norms were obtained for men and women separately. In addition, the reliability indices were satisfactory for both the scores (alpha coefficient and average inter-item correlation) and the construct (omega coefficient > .80). It is concluded that the UWES-6S has adequate psychometric properties for its application in Peruvian adolescents.El engagement académico es una característica relevante para predecir las trayectorias académicas exitosas y el rendimiento escolar; sin embargo, existe una carencia de instrumentos validados en Perú para su evaluación. Por ello, el objetivo de esta investigación fue analizar las propiedades psicométricas de la Utrech Work Engagement Scale – 9S (UWES-9S) en adolescentes peruanos: estructura interna, invarianza de medición, asociación con la autoeficacia académica, confiabilidad y normas. Fueron evaluados 868 adolescentes escolares (51.728% mujeres; Medad = 14.263; DEedad = 1.430) procedentes de seis colegios de la Provincia Constitucional del Callao (costa central del Perú). Además de la UWES-9S se utilizó la Escala de Autoeficacia Percibida Específica para Situaciones Académicas como medida de autoeficacia. Los resultados indican que la UWES-9S es unidimensional e invariante entre hombres y mujeres, aunque se eliminaron tres ítems derivando en una nueva versión: UWES-6S. Asimismo, la asociación con la medida de autoeficacia académica fue moderada (r > .50) y se obtuvo normas para hombres y mujeres por separado. Los indicadores de confiabilidad fueron satisfactorios tanto para las puntuaciones (coeficiente alfa y correlación inter-ítem promedio) como para el constructo (coeficiente omega > .80). Se concluye que la UWES-6S cuenta con propiedades psicométricas adecuadas para su aplicación en adolescentes peruanos.O engagement académico é uma característica relevante para prever trajetórias académicas bem-sucedidas e o desempenho escolar, no entanto, faltam instrumentos validados no Perú para a sua avaliação. Portanto, o objetivo deste estudo foi analisar as propriedades psicométricas da Utrecht Work Engagement Scale – 9S (UWES-9S) em adolescentes peruanos: estrutura interna, invariância de medidas, associação com a autoeficácia académica, confiabilidade e normas. Foram avaliados 868 adolescentes escolares (51.728% mulheres; Midade = 14.263; DPidade = 1.430) de seis colégios da Província Constitucional de Callao (costa central do Perú). Além da UWES-9S, foi utilizada a Escala de Autoeficácia Percebida Específica para Situações Académicas como medida de autoeficácia. Os resultados mostram que a UWES-9S é unidimensional e invariável entre homens e mulheres, embora três itens tenham sido eliminados, resultando numa nova versão: UWES-6S. A associação com a autoeficácia académica foi moderada (r > 0,50) e as normas foram obtidas para homens e mulheres separadamente. Além disso, os índices de confiabilidade foram satisfatórios tanto para as pontuações (coeficiente alfa e correlação média entre itens) quanto para o constructo (coeficiente ómega > .80). Conclui-se que a UWES-6S possui propriedades psicométricas adequadas para sua aplicação em adolescentes peruanos

Análisis psicométrico de dos versiones del Big Five Inventory-15 en estudiantes universitarios chilenos: estructura interna, invarianza de medición y asociación con bienestar subjetivo

El objetivo de esta investigación fue analizar la estructura interna de dos versiones del Big Five Inventory-15 (BFI-15), invarianza de medición y su relación con el bienestar subjetivo en estudiantes universitarios chilenos. Participaron 1011 estudiantes (mujeres = 54.80 %; Medad = 21.55 años; DEedad = 2.11 años). Los resultados indican que la versión peruana del BFI-15 (BFI-15p) tiene indicadores más consistentes con relación a su estructura interna (e.g., cargas factoriales) en comparación a la versión alemana (BFI-15a), así como una estructura invariante entre hombres y mujeres, y una asociación significativa con las dimensiones del bienestar subjetivo. Finalmente, la confiabilidad del constructo y de las puntuaciones alcanzó magnitudes adecuadas. Se concluye que el BFI-15p presenta propiedades psicométricas adecuadas para su uso en universitarios chilenos

Structural analysis of short version of the Trait Meta-Mood Scale in Peruvian adolescents

La inteligencia emocional es un aspecto clave para lograr interacciones saludables en el contexto educativo, por lo que su evaluación con fines de mejora es importante. El Trait Meta-Mood Scale (TMMS) es uno de los instrumentos más usados para evaluar la inteligencia emocional, pero no existen suficientes estudios en Latinoamérica que aborden sus propiedades psicométricas. Entonces, el objetivo de este estudio fue analizar la estructura interna (análisis factorial e invarianza de medición) de la TMMS en adolescentes peruanos, y obtener una versión breve. El estudio fue instrumental y se evaluó492 adolescentes (52% hombres;Rangoedad= 12–17;Medad= 12.468;DTedad= 1.503) del primer al quinto grado de Educación Secundaria, procedentes de un colegiode LimaMetropolitana. Se analizaron tres modelos de medición: modelo original de tres factores, modelo bifactor, y modelo bifactor S-1. La invarianza de medición se analizó con un análisis factorial de grupo múltiple. El modelo de tres factores obtuvo mejor respaldo psicométrico y fue invariante según sexo y edad.Posteriormente, se obtuvo una versión breve de la TMMS de 12 ítems (TMMS-12) considerando diversos criterios (carga factorial y simplicidad factorial, entre otros), la cual tuvo evidencia psicométrica favorable: equivalencia empírica con la TMMS, estructura interna bien definida, y coeficientes de fiabilidad adecuados. Se concluye que la TMMS-12 presenta evidencia psicométrica favorable.Emotional intelligence is a key aspect to achieve healthy interactions in the educational context, so its evaluation for improvement purposes is important. The Trait Meta-Mood Scale (TMMS) is one of the most used instruments to assess emotional intelligence, but there are not enough studies in Latin America that address its psychometric properties. Therefore, this study aimed o analyze the internal structure (factor analysis and measurement invariance) of the TMMS in Peruvian adolescents, and to obtain a brief version. The study design was instrumental and a total of 492 adolescents (52% men;Rangeage= 12–17;Mage= 12.468;SDage= 1.503) from the first to fifth grade of Secondary Education from one school in Metropolitan Lima were evaluated. Three measurement models were analyzed: the original three-factor model, the bifactor model, and the S-1 bifactor model. Measurement invariance was analyzed with multiple group factor analysis. The three-factor model showed better psychometric support and was invariant according to sex and age. Next, a short version of the TMMS with 12 items (TMMS-12) was obtained considering various criteria (factorial load, and factor simplicity, among others), which had adequate psychometric evidence: empirical equivalence with the TMMS, well-defined internal structure, and adequate reliability coefficients. It is concluded that the TMMS-12 presents favorable psychometric evidence

Development of emotional intelligence in pre-service teachers’ to increase professional well-being

Teaching is a demanding profession, thus is a need to acknowledge the complexities of this job and care for teachers’ well-being. Well-being is fundamental to their professional success and also to the development of their students. Teachers increasingly respond to demanding classroom situations and many of these lead to emotional distress and have serious consequences for their health. In this sense, it is increasingly necessary to have tools to respond to emotional situations in the classroom and to know how to better manage emotions. So, the way teachers handle their emotions and those of their learners is central to the success of their well-being. Studies show that emotionally intelligent teachers stay emotionally healthy since emotional abilities protect the teachers’ well-being. Focused on the emotional intelligence role in teachers’ well-being, this opinion paper presents the importance of developing emotional skills in pre-service teachers’ to increase professional well-being. Thus, new model of training for pre-service teachers’ is needed that includes the promotion of emotional skills through the benefits they present to their professional well-being

Inteligência emocional e gestão de conflito na interação pedagógica

Vários estudos mostram a relação entre as capacidades da inteligência emocional e a gestão de conflito nas relações pessoais. No entanto, são escassos os que investigam estes constructos na interação professor-aluno. Para colmatar esta lacuna, este estudo teve por objetivo investigar como as capacidades da inteligência emocional do professor influenciam as estratégias usadas para gerir o conflito na aula. Entende-se por estratégias de gestão de conflito os tipos de comportamentos que se adotam para gerir o conflito. A amostra incluiu 431 professores, de escolas públicas portuguesas. Foram aplicados o Questionário de Inteligência Emocional do Professor, e o Rahim Organizational Conflict Inventory II - Portuguese Version in School Context. Usando a técnica de modelação de equações estruturais, os resultados mostraram que os professores que tendem a pontuar mais alto nas capacidades emocionais da inteligência emocional usam mais estratégias de integração e de compromisso para gerir o conflito. Os resultados sugerem que as capacidades emocionais do professor são promotoras do uso de estratégias mais adequadas à gestão de conflitos, em contexto de aula. Em conclusão, o desenvolvimento das capacidades de inteligência emocional dos professores é uma prioridade, dado o seu papel interativo antes e durante o conflito. Neste sentido, defende-se um modelo educativo que dê prioridade às capacidades emocionais na formação inicial de professores, e que promova programas de intervenção que desenvolvam essas capacidades nos professores em serviço, como recurso primordial à gestão de conflitos na relação pedagógica

Emotional intelligence and conflict management in the pedagogical relationship

Emotional intelligence and conflict management in the pedagogical relationshi

Teachers in the 21st Century: Emotional Intelligence Skills Make the Difference

Teaching is intrinsically an emotional practice, given the centrality of emotions in the teaching and learning process. That way, teachers in the 21st century increasingly have to have skills for responding to classroom emotional situations. Therefore, the way teachers shape and handle their emotional state and those of their learners is central to educational success. Focused on studies carried out that suggest teachers’ emotional intelligence like a success indicator for a healthy pedagogical relationship, this chapter makes a reflective approach to the meaning of teachers’ emotional intelligence skills in their professional activity (e.g., professional well-being, teacher-student relationship, and student academic achievement). Consequently, it will be necessary to integrate emotional skills in the pre-service teachers’ curriculum as skills needed for teaching practice and also to build capacity and support students during challenging times that constantly changing

Physical Education Teacher in Middle Schools: Requirements and Academic Profile

This study aimed to discuss the academic profiles and requirements of physicaleducation teachers at middle schools. Therefore 102 physical education teachers(Mage= 44) from Uzbekistan participated in this study. The literature reviewmethod was used to find potential research papers. A special self-report interviewwas used to determine the professional needs of physical education teachersworking at middle schools. The results of the interviews were used to determinethe indicators of the professional profiles of the physical education teachers. Theresults showed that physical education teachers should meet several professionalrequirements. Also, revealed five main requirements, namely, psychological andpedagogical requirements, personal and professional requirements, teaching (ormethodological) requirements, communicative and organizational requirements,and scientific-educational requirements. The research results can be applied to thefuture training of physical education teachers, the development of teachereducation programs, and the organization of an effective educational process inschools. Future physical education teachers can use the results of this study toenvision professional requirements, skills, and experiences