Validity and Reliability Assessment of the Arabic Version of the Social and Emotional Competencies Questionnaire in a Moroccan Nursing Student Population
,
Abstract
Objective: The Social and Emotional Competencies Questionnaire (SEC-Q) represents one of the existing tests for assessing these competences in students. The purpose of the present research was to examine the psychometric properties of the SEC-Q in Moroccan nursing students.
Method: A sample of 320 Moroccan nursing students, including 190 women and 130 men, was selected using a stratified convenience sampling method. Methodology consisted of forward and backward translations, linguistic adaptation, and pilot revision. Structural validity was investigated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Reliability was assessed through test-retest analysis using Pearson's correlation.
Results: Factor analyses produced a four-factor version of 16 items with a range of factor loadings from 0.72 to 0.89. Cronbach's alpha values were 0.92 for the self-awareness factor, 0.91 for the self-management factor, 0.90 for the social awareness factor, and 0.92 for the decision-making factor. These high values indicate excellent reliability. The test-retest coefficient for a 20-day interval between two assessments gave an rtt value of 0.92, demonstrating excellent response reliability. A strong correlation between the SECQ-AV, WLEIS and PSS-CP was found, demonstrating satisfactory convergent and divergent validity (P < 0.05).
Conclusion: The Arabic version of SECQ demonstrated its validity and reliability for assessing social and emotional competencies in Moroccan nursing students. However, the sample selected was drawn from a single nursing training institute, which limits the representativeness of the entire student population, and makes it difficult to generalize the results. A cross-sectional study will therefore produce much more varied results, by including a very large sample from different regions and different nursing training institutes in Morocco.
1. Fernández-Martín FD, Romero-Rodríguez JM, Marín-Marín JA, Gómez-García G. Social and Emotional Learning in the Ibero-American Context: A Systematic Review. Front Psychol. 2021;12:738501.
2. Pancorbo G, Primi R, John OP, Santos D, De Fruyt F, editors. Formative assessment of social-emotional skills using rubrics: A review of knowns and unknowns. Front Educ (Lausanne); 2021: Frontiers Media SA.
3. Kankaraš M, De Fruyt F, Primi R, editors. Theory and empirical practice in research on social and emotional skills. Front Educ (Lausanne); 2022: Frontiers Media SA.
4. Napolitano CM, Sewell MN, Yoon HJ, Soto CJ, Roberts BW, editors. Social, emotional, and behavioral skills: An integrative model of the skills associated with success during adolescence and across the life span. Front Educ (Lausanne); 2021: Frontiers Media SA.
5. Delgado-Villalobos M, Riquelme GOL. Evaluaciones de las competencias socioemocionales en el contexto educativo: una revisión. Revista ConCiencia EPG. 2022;7(1):43-74.
6. Halle TG, Darling-Churchill KE. Review of measures of social and emotional development. J Appl Dev Psychol. 2016;45:8-18.
7. Lozano-Pena G, Saez-Delgado F, Lopez-Angulo Y, Mella-Norambuena J. Teachers’ social–emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability. 2021;13(21):12142.
8. John OP, Naumann LP, Soto CJ. Paradigm shift to the integrative big five trait taxonomy. Handbook of personality: Theory and research. 2008;3(2):114-58.
9. Nießen D, Danner D, Spengler M, Lechner CM. Big Five Personality Traits Predict Successful Transitions From School to Vocational Education and Training: A Large-Scale Study. Front Psychol. 2020;11:1827.
10. Costa PT, Jr., McCrae RR, Löckenhoff CE. Personality Across the Life Span. Annu Rev Psychol. 2019;70:423-48.
11. Damian RI, Spengler M, Sutu A, Roberts BW. Sixteen going on sixty-six: A longitudinal study of personality stability and change across 50 years. J Pers Soc Psychol. 2019;117(3):674-95.
12. Roberts BW, Luo J, Briley DA, Chow PI, Su R, Hill PL. A systematic review of personality trait change through intervention. Psychol Bull. 2017;143(2):117-41.
13. Bleidorn W, Hopwood CJ, Lucas RE. Life Events and Personality Trait Change. J Pers. 2018;86(1):83-96.
14. Schoon I, Lyons-Amos M. A socio-ecological model of agency: The role of structure and agency in shaping education and employment transitions in England. Journal of Longitudinal and Lifecourse Studies. 2017;8(1):35-56.
15. Oberle E, Gist A, Cooray MS, Pinto JB. Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence. Psychol Sch. 2020;57(11):1741-56.
16. Denham SA, Bassett HH, Mincic M, Kalb S, Way E, Wyatt T, et al. Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach. Learn Individ Differ. 2012;22(2):178-89.
17. Durlak JA, Domitrovich CE, Mahoney JL. Handbook of social and emotional learning: Guilford Publications; 2024.
18. Salovey P, Mayer JD. Emotional intelligence. Imagin Cogn Pers. 1990;9(3):185-211.
19. Petrides KV, Frederickson N, Furnham A. The role of trait emotional intelligence in academic performance and deviant behavior at school. Pers Individ Dif. 2004;36(2):277-93.
20. Goleman D. An EI-based theory of performance. The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations/Jossey-Bass. 2001.
21. Hutchinson M, Hurley J, Kozlowski D, Whitehair L. The use of emotional intelligence capabilities in clinical reasoning and decision-making: A qualitative, exploratory study. J Clin Nurs. 2018;27(3-4):e600-e10.
22. Heffernan M, Quinn Griffin MT, Sister Rita M, Fitzpatrick JJ. Self-compassion and emotional intelligence in nurses. Int J Nurs Pract. 2010;16(4):366-73.
23. Foster K, Fethney J, McKenzie H, Fisher M, Harkness E, Kozlowski D. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. Nurse Educ Today. 2017;55:65-70.
24. Ksiksou J, Maskour L, Alaoui S. The relationship between perceived stress and emotional intelligence in Moroccan nursing students. J Educ Health Promot. 2023;12:238.
25. Littlejohn P. The missing link: using emotional intelligence to reduce workplace stress and workplace violence in our nursing and other health care professions. J Prof Nurs. 2012;28(6):360-8.
26. Whitley-Hunter BL. Validity of transactional analysis and emotional intelligence in training nursing students. J Adv Med Educ Prof. 2014;2(4):138-45.
27. Goleman D. An EI-based theory of performance. The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations/Jossey-Bass. 2001.
28. Ksiksou J, Maskour L, El Batri B, Alaoui MS. The effect of a mindfulness-training program on perceived stress and emotional intelligence among nursing students in Morocco: An experimental pilot study. Acta Neuropsychologica. 2022; 20:371-83.
29. Widad A, Abdellah G. Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review. J Prof Nurs. 2022;42:209-18.
30. Salovey P, Mayer JD, Goldman SL, Turvey C, Palfai TP. Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. 1995.
31. Fernandez-Berrocal P, Extremera N, Ramos N. Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychol Rep. 2004;94(3 Pt 1):751-5.
32. Cieciuch J, Strus W. Toward a Model of Personality Competencies Underlying Social and Emotional Skills: Insight From the Circumplex of Personality Metatraits. Front Psychol. 2021;12:711323.
33. Zych I, Ortega-Ruiz R, Muñoz-Morales R, Llorent VJ. Dimensiones y Propiedades Psicometricas del Cuestionario de Competencias Sociales y Emocionales (SEC-Q) en jovenes y adolescentes. Rev Latinoam Psicol. 2018;50(2):94-103.
34. Bagby RM, Taylor GJ, Parker JD. The Twenty-item Toronto Alexithymia Scale--II. Convergent, discriminant, and concurrent validity. J Psychosom Res. 1994;38(1):33-40.
35. Figueroa-Varela M, Rodríguez Vera M. Análisis de las propiedades psicométricas del Cuestionario de Competencias Socioemocionales SEC-Q en estudiantes universitarios chilenos. Rev Latinoam Psicol. 2023;55:10-7.
36. Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the process of cross-cultural adaptation of self-report measures. Spine (Phila Pa 1976). 2000;25(24):3186-91.
37. Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics: pearson Boston, MA; 2013.
38. Plichta SB, Kelvin EA, Munro BH. Munro's statistical methods for health care research. (No Title). 2013.
39. Muñiz J, Elosua P, Hambleton RK. Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema. 2013;25(2):151-7.
40. Boateng GO, Neilands TB, Frongillo EA, Melgar-Quiñonez HR, Young SL. Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Front Public Health. 2018;6:149.
41. Lawshe C. A quantitative approach to content validity. Pers Psychol.1975; 28 (4): 563–575.
42. Polit DF, Beck CT, Owen SV. Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Res Nurs Health. 2007;30(4):459-67.
43. El Ghoudani K, Pulido-Martos M, Lopez-Zafra E. Measuring emotional intelligence in Moroccan Arabic: the Wong and Law Emotional Intelligence Scale/Medidas de la inteligencia emocional en árabe marroquí: la Escala de Inteligencia Emocional de Wong y Law. International Journal of Social Psychology. 2018;33(1):174-94.
44. Ksiksou J, Maskour L, Sfendla A, Alaoui MS. Psychometric evaluation of the Arabic version of the Perceived Stress Scale in clinical practicum: Validity and reliability in the Moroccan nursing students. J Educ Health Promot. 2022; 11:327.
45. Ferrando PJ, Anguiano-Carrasco C. El análisis factorial como técnica de investigación en psicología.
46. Papeles del psicólogo. 2010;31(1):18-33.
47. Mardia KV. Measures of multivariate skewness and kurtosis with applications. Biometrika. 1970;57(3):519-30.
48. Boldaji FT, Amini M, Parvizi MM. Psychometric properties of the Persian version of System for Evaluation of Teaching Qualities by students: A tool for assessing clinical tutors from students' viewpoint. J Educ Health Promot. 2022;11:92.
49. Tucker LR, Lewis C. A reliability coefficient for maximum likelihood factor analysis. Psychometrika. 1973;38(1):1-10.
50. Hu Lt, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal. 1999;6(1):1-55.
51. Trizano-Hermosilla I, Alvarado JM. Best Alternatives to Cronbach's Alpha Reliability in Realistic Conditions: Congeneric and Asymmetrical Measurements. Front Psychol. 2016;7:769.
52. Tavakol M, Dennick R. Making sense of Cronbach's alpha. Int J Med Educ. 2011;2:53-5.
53. Noguchi N, Inoue S, Shimanoe C, Shinchi K. Development and validation of the Humanitarian Aid Difficulty Scale for Japanese healthcare workers. Nurs Health Sci. 2016;18(4):442-9.
54. Cohen J. Statistical power analysis for the behavioral sciences: routledge; 2013.
55. Zeidner M, Roberts RD, Matthews G. Can emotional intelligence be schooled? A critical review. Educational psychologist. 2002;37(4):215-31.
56. Portela-Pino I, Domínguez-Alonso J, Alvariñas-Villaverde M. Can We Measure the Level of Socio-Emotional Competencies of Adolescents? Education Sciences. 2024;14(4):395.
57. Zhou M, Ee J. Development and validation of the social emotional competence questionnaire (SECQ). 2012.
58. Kim E-j. The Effect of Social-Emotional Competency on College Students in South Korea. Educational Technology International. 2021;22(1):87-109.
59. Aguilar P, Lopez-Cobo I, Cuadrado F, Benítez I. Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers. Front Psychol. 2019;10:2127.
60. Resurrección DM, Jiménez Ó, Menor E, Ruiz-Aranda D. The Learning to Be Project: An Intervention for Spanish Students in Primary Education. Front Psychol. 2021;12:632617.
61. Petric E, Szamoskozi S, editors. Translation and adaptation of the social-emotional competence questionnaire for hungarian population. Proceedings of the 5TH International Multidisciplinary Scientific Conference on Social Sciences and Arts, Sofia, Bulgaria; 2018.
62. Rahayu EW, Mustikasari DS, editors. The Significant Role of Culture to Value Differences: Socio-Emotional Challenge in Digital Era. 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019); 2020: Atlantis Press.
63. Jabeen T, Maqsood A. Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents. Psychology in Russia: State of the art. 2023;16(3):189-205.
64. Kwong E, Lam CB, Li X, Chung KKH, Cheung RYM, Leung C. Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children. Early Child Res Q. 2018;44:275-87.
65. Deng X, Chen S, Li X, Tan C, Li W, Zhong C, et al. Gender differences in empathy, emotional intelligence and problem-solving ability among nursing students: A cross-sectional study. Nurse Educ Today. 2023;120:105649.
66. Cleary M, Visentin D, West S, Lopez V, Kornhaber R. Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. Nurse Educ Today. 2018;68:112-20.
67. Di Lorenzo R, Venturelli G, Spiga G, Ferri P. Emotional intelligence, empathy and alexithymia: a cross-sectional survey on emotional competence in a group of nursing students. Acta Biomed. 2019;90(4-s):32-43.
68. Ranasinghe P, Wathurapatha WS, Mathangasinghe Y, Ponnamperuma G. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates. BMC Med Educ. 2017;17(1):41.
69. Khorasani EC, Ardameh M, Sany SBT, Tehrani H, Ghavami V, Gholian-Aval M. The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran. BMC Psychiatry. 2023;23(1):848.
2. Pancorbo G, Primi R, John OP, Santos D, De Fruyt F, editors. Formative assessment of social-emotional skills using rubrics: A review of knowns and unknowns. Front Educ (Lausanne); 2021: Frontiers Media SA.
3. Kankaraš M, De Fruyt F, Primi R, editors. Theory and empirical practice in research on social and emotional skills. Front Educ (Lausanne); 2022: Frontiers Media SA.
4. Napolitano CM, Sewell MN, Yoon HJ, Soto CJ, Roberts BW, editors. Social, emotional, and behavioral skills: An integrative model of the skills associated with success during adolescence and across the life span. Front Educ (Lausanne); 2021: Frontiers Media SA.
5. Delgado-Villalobos M, Riquelme GOL. Evaluaciones de las competencias socioemocionales en el contexto educativo: una revisión. Revista ConCiencia EPG. 2022;7(1):43-74.
6. Halle TG, Darling-Churchill KE. Review of measures of social and emotional development. J Appl Dev Psychol. 2016;45:8-18.
7. Lozano-Pena G, Saez-Delgado F, Lopez-Angulo Y, Mella-Norambuena J. Teachers’ social–emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability. 2021;13(21):12142.
8. John OP, Naumann LP, Soto CJ. Paradigm shift to the integrative big five trait taxonomy. Handbook of personality: Theory and research. 2008;3(2):114-58.
9. Nießen D, Danner D, Spengler M, Lechner CM. Big Five Personality Traits Predict Successful Transitions From School to Vocational Education and Training: A Large-Scale Study. Front Psychol. 2020;11:1827.
10. Costa PT, Jr., McCrae RR, Löckenhoff CE. Personality Across the Life Span. Annu Rev Psychol. 2019;70:423-48.
11. Damian RI, Spengler M, Sutu A, Roberts BW. Sixteen going on sixty-six: A longitudinal study of personality stability and change across 50 years. J Pers Soc Psychol. 2019;117(3):674-95.
12. Roberts BW, Luo J, Briley DA, Chow PI, Su R, Hill PL. A systematic review of personality trait change through intervention. Psychol Bull. 2017;143(2):117-41.
13. Bleidorn W, Hopwood CJ, Lucas RE. Life Events and Personality Trait Change. J Pers. 2018;86(1):83-96.
14. Schoon I, Lyons-Amos M. A socio-ecological model of agency: The role of structure and agency in shaping education and employment transitions in England. Journal of Longitudinal and Lifecourse Studies. 2017;8(1):35-56.
15. Oberle E, Gist A, Cooray MS, Pinto JB. Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence. Psychol Sch. 2020;57(11):1741-56.
16. Denham SA, Bassett HH, Mincic M, Kalb S, Way E, Wyatt T, et al. Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach. Learn Individ Differ. 2012;22(2):178-89.
17. Durlak JA, Domitrovich CE, Mahoney JL. Handbook of social and emotional learning: Guilford Publications; 2024.
18. Salovey P, Mayer JD. Emotional intelligence. Imagin Cogn Pers. 1990;9(3):185-211.
19. Petrides KV, Frederickson N, Furnham A. The role of trait emotional intelligence in academic performance and deviant behavior at school. Pers Individ Dif. 2004;36(2):277-93.
20. Goleman D. An EI-based theory of performance. The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations/Jossey-Bass. 2001.
21. Hutchinson M, Hurley J, Kozlowski D, Whitehair L. The use of emotional intelligence capabilities in clinical reasoning and decision-making: A qualitative, exploratory study. J Clin Nurs. 2018;27(3-4):e600-e10.
22. Heffernan M, Quinn Griffin MT, Sister Rita M, Fitzpatrick JJ. Self-compassion and emotional intelligence in nurses. Int J Nurs Pract. 2010;16(4):366-73.
23. Foster K, Fethney J, McKenzie H, Fisher M, Harkness E, Kozlowski D. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. Nurse Educ Today. 2017;55:65-70.
24. Ksiksou J, Maskour L, Alaoui S. The relationship between perceived stress and emotional intelligence in Moroccan nursing students. J Educ Health Promot. 2023;12:238.
25. Littlejohn P. The missing link: using emotional intelligence to reduce workplace stress and workplace violence in our nursing and other health care professions. J Prof Nurs. 2012;28(6):360-8.
26. Whitley-Hunter BL. Validity of transactional analysis and emotional intelligence in training nursing students. J Adv Med Educ Prof. 2014;2(4):138-45.
27. Goleman D. An EI-based theory of performance. The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations/Jossey-Bass. 2001.
28. Ksiksou J, Maskour L, El Batri B, Alaoui MS. The effect of a mindfulness-training program on perceived stress and emotional intelligence among nursing students in Morocco: An experimental pilot study. Acta Neuropsychologica. 2022; 20:371-83.
29. Widad A, Abdellah G. Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review. J Prof Nurs. 2022;42:209-18.
30. Salovey P, Mayer JD, Goldman SL, Turvey C, Palfai TP. Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. 1995.
31. Fernandez-Berrocal P, Extremera N, Ramos N. Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychol Rep. 2004;94(3 Pt 1):751-5.
32. Cieciuch J, Strus W. Toward a Model of Personality Competencies Underlying Social and Emotional Skills: Insight From the Circumplex of Personality Metatraits. Front Psychol. 2021;12:711323.
33. Zych I, Ortega-Ruiz R, Muñoz-Morales R, Llorent VJ. Dimensiones y Propiedades Psicometricas del Cuestionario de Competencias Sociales y Emocionales (SEC-Q) en jovenes y adolescentes. Rev Latinoam Psicol. 2018;50(2):94-103.
34. Bagby RM, Taylor GJ, Parker JD. The Twenty-item Toronto Alexithymia Scale--II. Convergent, discriminant, and concurrent validity. J Psychosom Res. 1994;38(1):33-40.
35. Figueroa-Varela M, Rodríguez Vera M. Análisis de las propiedades psicométricas del Cuestionario de Competencias Socioemocionales SEC-Q en estudiantes universitarios chilenos. Rev Latinoam Psicol. 2023;55:10-7.
36. Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the process of cross-cultural adaptation of self-report measures. Spine (Phila Pa 1976). 2000;25(24):3186-91.
37. Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics: pearson Boston, MA; 2013.
38. Plichta SB, Kelvin EA, Munro BH. Munro's statistical methods for health care research. (No Title). 2013.
39. Muñiz J, Elosua P, Hambleton RK. Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema. 2013;25(2):151-7.
40. Boateng GO, Neilands TB, Frongillo EA, Melgar-Quiñonez HR, Young SL. Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Front Public Health. 2018;6:149.
41. Lawshe C. A quantitative approach to content validity. Pers Psychol.1975; 28 (4): 563–575.
42. Polit DF, Beck CT, Owen SV. Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Res Nurs Health. 2007;30(4):459-67.
43. El Ghoudani K, Pulido-Martos M, Lopez-Zafra E. Measuring emotional intelligence in Moroccan Arabic: the Wong and Law Emotional Intelligence Scale/Medidas de la inteligencia emocional en árabe marroquí: la Escala de Inteligencia Emocional de Wong y Law. International Journal of Social Psychology. 2018;33(1):174-94.
44. Ksiksou J, Maskour L, Sfendla A, Alaoui MS. Psychometric evaluation of the Arabic version of the Perceived Stress Scale in clinical practicum: Validity and reliability in the Moroccan nursing students. J Educ Health Promot. 2022; 11:327.
45. Ferrando PJ, Anguiano-Carrasco C. El análisis factorial como técnica de investigación en psicología.
46. Papeles del psicólogo. 2010;31(1):18-33.
47. Mardia KV. Measures of multivariate skewness and kurtosis with applications. Biometrika. 1970;57(3):519-30.
48. Boldaji FT, Amini M, Parvizi MM. Psychometric properties of the Persian version of System for Evaluation of Teaching Qualities by students: A tool for assessing clinical tutors from students' viewpoint. J Educ Health Promot. 2022;11:92.
49. Tucker LR, Lewis C. A reliability coefficient for maximum likelihood factor analysis. Psychometrika. 1973;38(1):1-10.
50. Hu Lt, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal. 1999;6(1):1-55.
51. Trizano-Hermosilla I, Alvarado JM. Best Alternatives to Cronbach's Alpha Reliability in Realistic Conditions: Congeneric and Asymmetrical Measurements. Front Psychol. 2016;7:769.
52. Tavakol M, Dennick R. Making sense of Cronbach's alpha. Int J Med Educ. 2011;2:53-5.
53. Noguchi N, Inoue S, Shimanoe C, Shinchi K. Development and validation of the Humanitarian Aid Difficulty Scale for Japanese healthcare workers. Nurs Health Sci. 2016;18(4):442-9.
54. Cohen J. Statistical power analysis for the behavioral sciences: routledge; 2013.
55. Zeidner M, Roberts RD, Matthews G. Can emotional intelligence be schooled? A critical review. Educational psychologist. 2002;37(4):215-31.
56. Portela-Pino I, Domínguez-Alonso J, Alvariñas-Villaverde M. Can We Measure the Level of Socio-Emotional Competencies of Adolescents? Education Sciences. 2024;14(4):395.
57. Zhou M, Ee J. Development and validation of the social emotional competence questionnaire (SECQ). 2012.
58. Kim E-j. The Effect of Social-Emotional Competency on College Students in South Korea. Educational Technology International. 2021;22(1):87-109.
59. Aguilar P, Lopez-Cobo I, Cuadrado F, Benítez I. Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers. Front Psychol. 2019;10:2127.
60. Resurrección DM, Jiménez Ó, Menor E, Ruiz-Aranda D. The Learning to Be Project: An Intervention for Spanish Students in Primary Education. Front Psychol. 2021;12:632617.
61. Petric E, Szamoskozi S, editors. Translation and adaptation of the social-emotional competence questionnaire for hungarian population. Proceedings of the 5TH International Multidisciplinary Scientific Conference on Social Sciences and Arts, Sofia, Bulgaria; 2018.
62. Rahayu EW, Mustikasari DS, editors. The Significant Role of Culture to Value Differences: Socio-Emotional Challenge in Digital Era. 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019); 2020: Atlantis Press.
63. Jabeen T, Maqsood A. Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents. Psychology in Russia: State of the art. 2023;16(3):189-205.
64. Kwong E, Lam CB, Li X, Chung KKH, Cheung RYM, Leung C. Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children. Early Child Res Q. 2018;44:275-87.
65. Deng X, Chen S, Li X, Tan C, Li W, Zhong C, et al. Gender differences in empathy, emotional intelligence and problem-solving ability among nursing students: A cross-sectional study. Nurse Educ Today. 2023;120:105649.
66. Cleary M, Visentin D, West S, Lopez V, Kornhaber R. Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. Nurse Educ Today. 2018;68:112-20.
67. Di Lorenzo R, Venturelli G, Spiga G, Ferri P. Emotional intelligence, empathy and alexithymia: a cross-sectional survey on emotional competence in a group of nursing students. Acta Biomed. 2019;90(4-s):32-43.
68. Ranasinghe P, Wathurapatha WS, Mathangasinghe Y, Ponnamperuma G. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates. BMC Med Educ. 2017;17(1):41.
69. Khorasani EC, Ardameh M, Sany SBT, Tehrani H, Ghavami V, Gholian-Aval M. The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran. BMC Psychiatry. 2023;23(1):848.
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| Issue | Vol 20 No 1 (2025) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/ijps.v20i1.17402 | |
| Keywords | ||
| Nursing Students Psychometrics Questionnaire Social Competence Validity and Reliability | ||
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How to Cite
1.
Ksiksou J, Maskour L, Alaoui S, Bouali R. Validity and Reliability Assessment of the Arabic Version of the Social and Emotional Competencies Questionnaire in a Moroccan Nursing Student Population. Iran J Psychiatry. 2024;20(1):59-76.
