112107 20240319080956.0 doi 10.3390/su14052566 sideral 128076 ART-2022-128076 eng Cebollero Salinas, A. B. Universidad de Zaragoza (orcid)0000-0003-2515-9029 Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents 2022 Access copy available to the general public Unrestricted Socio-emotional competencies play an essential role in personal development as they are associated with highly prosocial behavior and low aggressiveness. An individual who is online manages his/her emotions in a specific manner. Thus, it is highly relevant to analyze and evaluate online socio-emotional competencies. Until now, however, no instruments had been defined or developed for that purpose. This study’s objective was thus to design and validate a questionnaire for the evaluation of socio-emotional competencies in virtual contexts, and to analyze eventual differences according to gender and academic year. Using the model developed by Bisquerra and Pérez (2007) as a theoretical framework, the competencies posited therein were transferred to an online environment. The questionnaire was filled out by 888 adolescents ages 12 to 17 (48% males, M = 13.83 years old, DT = 1.27), all residents of Aragón, Spain. On the basis of their responses, structure analysis, validation, and reliability were carried out. Confirmatory factor analysis (CFA) yielded a five-dimensional structure with good fit and internal consistency. The five resulting dimensions evaluate (1) emotional e-conscience, (2) emotional e-autonomy, (3) emotional e-regulation, (4) e-self-control of impulsiveness, and (5) social e-competency. Differences among genders were observed in the categories of emotional e-conscience and social e-competency. Furthermore, the results of this study show that online emotional expression does not imply emotional competency. These results represent an advance in the field of emotional education. © 2022 by the authors. Licensee MDPI, Basel, Switzerland. info:eu-repo/grantAgreement/ES/DGA/S57-20R info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 3.9 2022 ENVIRONMENTAL SCIENCES 114 / 275 = 0.415 2022 Q2 T2 ENVIRONMENTAL STUDIES 48 / 128 = 0.375 2022 Q2 T2 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 34 / 46 = 0.739 2022 Q3 T3 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 5 / 9 = 0.556 2022 Q3 T2 0.664 2022 Geography, Planning and Development 2022 Q1 Energy Engineering and Power Technology 2022 Q2 Environmental Science (miscellaneous) 2022 Q2 Renewable Energy, Sustainability and the Environment 2022 Q2 Hardware and Architecture 2022 Q2 Management, Monitoring, Policy and Law 2022 Q2 Computer Networks and Communications 2022 Q2 5.8 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Cano de Escoriaza, J. J. Universidad de Zaragoza (orcid)0000-0001-8422-9213 Orejudo Hernández, S. Universidad de Zaragoza (orcid)0000-0001-6492-2248 4001 215 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Didáctica y Organiz. Esc. 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 14, 5 (2022), 14052566[18 pp] Sustainability (Basel) Sustainability (Switzerland) 2071-1050 325107 http://zaguan.unizar.es/record/112107/files/texto_completo.pdf Versión publicada 2811496 http://zaguan.unizar.es/record/112107/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:112107 articulos driver 2024-03-18-13:38:58 ARTICLE