Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)

Evaluating teachers’ social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through selfreports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt t...

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Autores: Martín Antón, Luis Jorge, Valdivieso Burón, Juan A., García-Alonso, Juan-Carlos, Carbonero Martín, Miguel Ángel, Sáiz Manzanares, María Consuelo
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:dnet:riubu_______::98e91538055a91038793f7e8b106a9a0
Acceso en línea:https://hdl.handle.net/10259/11576
Access Level:acceso abierto
Palabra clave:Teachers
Situational judgement test
Emotional regulation
Socioemotional competence
Compulsory education
Affective education
Educación emocional
Pedagogía - Investigación
Education-Reseearch
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spelling Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)Martín Antón, Luis JorgeValdivieso Burón, Juan A.García-Alonso, Juan-CarlosCarbonero Martín, Miguel ÁngelSáiz Manzanares, María ConsueloTeachersSituational judgement testEmotional regulationSocioemotional competenceCompulsory educationAffective educationEducación emocionalPedagogía - InvestigaciónAffective educationEducation-ReseearchEvaluating teachers’ social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through selfreports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years’ professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): χ2 (89) = 198.49, p < .001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers’ level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school.This research was funded by Excellence Research Group GR179 “Psychology of Education”, by the University of Valladolid (PIP no. 063/231941), and grant from the “Vicerrectorado de Investigación, transferencia e Innovación de la Universidad de Burgos” to GIR DATAHES No. Y143.GI.Springer202620262024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/10259/11576reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésSocial Psychology of Education. 2024, V. 27, n. 5, p. 2857-2882https://doi.org/10.1007/s11218-024-09927-xAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:dnet:riubu_______::98e91538055a91038793f7e8b106a9a02026-05-28T07:56:11Z
dc.title.none.fl_str_mv Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
title Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
spellingShingle Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
Martín Antón, Luis Jorge
Teachers
Situational judgement test
Emotional regulation
Socioemotional competence
Compulsory education
Affective education
Educación emocional
Pedagogía - Investigación
Affective education
Education-Reseearch
title_short Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
title_full Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
title_fullStr Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
title_full_unstemmed Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
title_sort Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
dc.creator.none.fl_str_mv Martín Antón, Luis Jorge
Valdivieso Burón, Juan A.
García-Alonso, Juan-Carlos
Carbonero Martín, Miguel Ángel
Sáiz Manzanares, María Consuelo
author Martín Antón, Luis Jorge
author_facet Martín Antón, Luis Jorge
Valdivieso Burón, Juan A.
García-Alonso, Juan-Carlos
Carbonero Martín, Miguel Ángel
Sáiz Manzanares, María Consuelo
author_role author
author2 Valdivieso Burón, Juan A.
García-Alonso, Juan-Carlos
Carbonero Martín, Miguel Ángel
Sáiz Manzanares, María Consuelo
author2_role author
author
author
author
dc.subject.none.fl_str_mv Teachers
Situational judgement test
Emotional regulation
Socioemotional competence
Compulsory education
Affective education
Educación emocional
Pedagogía - Investigación
Affective education
Education-Reseearch
topic Teachers
Situational judgement test
Emotional regulation
Socioemotional competence
Compulsory education
Affective education
Educación emocional
Pedagogía - Investigación
Affective education
Education-Reseearch
description Evaluating teachers’ social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through selfreports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years’ professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): χ2 (89) = 198.49, p < .001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers’ level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school.
publishDate 2024
dc.date.none.fl_str_mv 2024
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/10259/11576
url https://hdl.handle.net/10259/11576
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Social Psychology of Education. 2024, V. 27, n. 5, p. 2857-2882
https://doi.org/10.1007/s11218-024-09927-x
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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