Construction and Validity of the ‘SocioEmotional Skills for School Mediation’ Questionnaire in school-going adolescents

Abstract

Introduction. To have an instrument for measuring socio-emotional skills for school mediation is useful for selecting school mediators; It also serves to identify the strengths that individuals or a particular group have when starting a training process. The objective was to construct and determine the psychometric properties of an instrument to measure socio-emotional skills of school mediation in students from official educational institutions of the City of Pasto (Colombia). Method. The incidental sample consisted of 460 students aged between 12 and 22 years (M = 14.68; SD = 1.41). Evidence of content validity and construct validity were analyzed. Convergent validity was analyzed with the Multidimensional Social Competence questionnaire (Gómez et al., 2017). Results. The results confirm a trifactorial structure: 1) understanding and conflict management, 2) facilitation of communication and 3) awareness and emotional regulation; These are consistent with the basic theoretical proposal. Discussion or Conclusion: The first factor highlights the need for sensitivity and empathy towards emotions; in the second, maintain the rules in the meeting for the benefit of the expression of interests, assume a persuasive speech, and be sure of himself; in the third, it is a priority to act in a self-controlled way for the benefit of the peaceful transformation of con-flictive situations; It is recognized that it is necessary to refrain from aggressive behavior such as deliberately raising the tone of voice.