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Fecha
2026-03-10
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
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Título del volumen
Editorial
Universidad de Oviedo
Citas
Resumen
La evaluación de las competencias emocionales en estudiantes de Educación Primaria es fundamental para promover su desarrollo integral. Sin embargo, los instrumentos existentes no siempre consideran la perspectiva de las familias, un factor crucial para obtener una visión completa. Por ello, se diseñó y validó un cuestionario para evaluar estas competencias desde el enfoque familiar. Este estudio presenta el diseño y la validación del Cuestionario de Competencia Emocional para Educación Primaria (CCEEP) para evaluar las competencias emocionales de los estudiantes desde la perspectiva de sus familias. Su construcción se basó en una matriz teórica derivada de una revisión exhaustiva de la literatura y normativa. Se desarrolló una versión inicial del cuestionario, que posteriormente fue sometida a un proceso de validación por grupo de expertos. El instrumento se aplicó a una muestra de 551 familias, y los datos obtenidos fueron analizados mediante un Análisis Factorial Confirmatorio (AFC). El cuestionario mostró altos índices de validez de contenido y consistencia interna, confirmando la estructura teórica propuesta, así como una validez convergente significativa con otro instrumento similar. El instrumento diseñado es válido y fiable para evaluar las competencias emocionales en estudiantes de Primaria desde la perspectiva de sus familias.
The assessment of emotional competences in Primary School students is fundamental to promote their comprehensive development. However, existing instruments do not always consider the perspective of families, a crucial factor to obtain a complete vision. Therefore, a questionnaire was designed and validated to assess these competences from a family perspective. This study presents the design and validation of the Emotional Competence Questionnaire for Primary Education (CCEEP) aimed at assessing students’ emotional competences from the perspective of their families. Its construction was based on a theoretical matrix derived from a comprehensive review of relevant literature and regulations. The initial version of the questionnaire was subjected to a content validation process by a group of experts and was applied to a sample of 551 families. The data obtained were analyzed by means of a Confirmatory Factor Analysis (CFA). The questionnaire showed high levels of content validity and internal consistency and confirmed the proposed theoretical structure, as well as significant convergent validity with other similar instruments. The instrument designed is valid and reliable for assessing emotional competencies in primary school students from the perspective of their families.
The assessment of emotional competences in Primary School students is fundamental to promote their comprehensive development. However, existing instruments do not always consider the perspective of families, a crucial factor to obtain a complete vision. Therefore, a questionnaire was designed and validated to assess these competences from a family perspective. This study presents the design and validation of the Emotional Competence Questionnaire for Primary Education (CCEEP) aimed at assessing students’ emotional competences from the perspective of their families. Its construction was based on a theoretical matrix derived from a comprehensive review of relevant literature and regulations. The initial version of the questionnaire was subjected to a content validation process by a group of experts and was applied to a sample of 551 families. The data obtained were analyzed by means of a Confirmatory Factor Analysis (CFA). The questionnaire showed high levels of content validity and internal consistency and confirmed the proposed theoretical structure, as well as significant convergent validity with other similar instruments. The instrument designed is valid and reliable for assessing emotional competencies in primary school students from the perspective of their families.
Descripción
La versión registrada de este artículo, publicado por primera vez en “Aula Abierta, 55(1) (2026), 121–136", está disponible en línea en el sitio web del editor: Universidad de Oviedo, https://doi.org/10.17811/rifie.22466
The registered version of this article, first published in “Aula Abierta, 55(1) (2026), 121–136", is available online at the publisher's website: Universidad de Oviedo, https://doi.org/10.17811/rifie.22466
The registered version of this article, first published in “Aula Abierta, 55(1) (2026), 121–136", is available online at the publisher's website: Universidad de Oviedo, https://doi.org/10.17811/rifie.22466
Categorías UNESCO
Palabras clave
Análisis factorial, Desarrollo afectivo, Enseñanza primaria, Evaluación, Familia, Factor analysis, Affective development, Primary education, Assessment, Family
Citación
Cabello-Sanz, S., Muñoz-Parreño, J. A., & González-Benito, A. (2026). Diseño y Validación de un Instrumento para Evaluar las Competencias Emocionales en Educación Primaria. Aula Abierta, 55(1), 121–136. https://doi.org/10.17811/rifie.22466
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)