RT info:eu-repo/semantics/article
T1 Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
A1 Martín Antón, Luis Jorge
A1 Valdivieso Burón, Juan A.
A1 García-Alonso, Juan-Carlos
A1 Carbonero Martín, Miguel Ángel
A1 Sáiz Manzanares, María Consuelo
K1 Teachers
K1 Situational judgement test
K1 Emotional regulation
K1 Socioemotional competence
K1 Compulsory education
K1 Affective education
K1 Educación emocional
K1 Affective education
K1 Pedagogía - Investigación
K1 Education-Reseearch
AB Evaluating teachers’ social-emotional competence is key to studying the effectivenessof education systems. This competence tends to be measured through selfreports,which might lead to a distorted vision. As an alternative, situational judgementtests have emerged. The present work seeks to adapt the Test of Regulation inand Understanding of Social Situations in Teaching (TRUST) to Spanish. The studyinvolved 503 teachers from schools who teach in primary (n = 198, 106 female) orsecondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), andteachers had an average of 16.77 years’ professional experience (SD = 10.17). Inaddition to responding to the TRUST, those who took part also responded to theICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provideda good fit of the two-factor model (emotional regulation and relationshipmanagement): 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 asbetween teachers who teach at different stages of the education system. The Spanishversion of TRUST emerges as a valid and reliable tool for measuring teachers’level of social-emotional competence, both in the Spanish education system at basiclevels as well as with Spanish-speaking teachers from various countries, since situationsare presented which are common in any type of school.
PB Springer
SN 1381-2890
YR 2024
FD 2024-10
LK https://hdl.handle.net/10259/11576
UL https://hdl.handle.net/10259/11576
LA eng
NO 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.
DS Repositorio Institucional de la Universidad de Burgos
RD 26-may-2026