Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents

Cebollero Salinas, A. B. (Universidad de Zaragoza) ; Cano de Escoriaza, J. J. (Universidad de Zaragoza) ; Orejudo Hernández, S. (Universidad de Zaragoza)

Resumen: 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.

Idioma: Inglés

DOI: 10.3390/su14052566

Año: 2022

Publicado en: Sustainability (Switzerland) 14, 5 (2022), 14052566[18 pp]
ISSN: 2071-1050

Factor impacto JCR: 3.9 (2022)

Categ. JCR: ENVIRONMENTAL SCIENCES rank: 114 / 275 = 0.415 (2022) - Q2 - T2
Categ. JCR: ENVIRONMENTAL STUDIES rank: 48 / 128 = 0.375 (2022) - Q2 - T2
Categ. JCR: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY rank: 34 / 46 = 0.739 (2022) - Q3 - T3
Categ. JCR: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY rank: 5 / 9 = 0.556 (2022) - Q3 - T2

Factor impacto CITESCORE: 5.8 - Engineering (Q1) - Energy (Q2) - Social Sciences (Q1) - Environmental Science (Q1)

Factor impacto SCIMAGO: 0.664 - Geography, Planning and Development (Q1) - Energy Engineering and Power Technology (Q2) - Environmental Science (miscellaneous) (Q2) - Renewable Energy, Sustainability and the Environment (Q2) - Hardware and Architecture (Q2) - Management, Monitoring, Policy and Law (Q2) - Computer Networks and Communications (Q2)

Financiación: info:eu-repo/grantAgreement/ES/DGA/S57-20R

Tipo y forma: Article (Published version)

Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)