Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-26T04:21:40.441Z Has data issue: false hasContentIssue false
  • English
  • Français

Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation

Published online by Cambridge University Press:  27 November 2015

Valeria E. Morán ,
Fabián O. Olaz  and
Zilda A. P. Del Prette
Valeria E. Morán*
Affiliation:
Universidad Nacional de Córdoba (Argentina)
Fabián O. Olaz
Affiliation:
Universidad Nacional de Córdoba (Argentina)
Zilda A. P. Del Prette
Affiliation:
Universidade Federal de São Carlos (Brazil)
*
*Correspondence concerning this article should be addressed to Valeria Morán. Interpersonal Behavior Laboratory. Department of Psychology. Universidad Nacional de Córdoba. Ciudad Universitaria. CP. 5000. Córdoba (Argentina). Email: moranvaleria@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

In this paper we present a new instrument called Social Skills Questionnaire for Argentinean College Students (SSQ-U). Based on the adapted version of the Social Skills Inventory - Del Prette (SSI-Del Prette) (Olaz, Medrano, Greco, & Del Prette, 2009), we wrote new items for the scale, and carried out psychometric analysis to assess the validity and reliability of the instrument. In the first study, we collected evidence based on test content through expert judges who evaluated the quality and the relevance of the items. In the second and third studies, we provided validity evidence based on the internal structure of the instrument using exploratory (n = 1067) and confirmatory (n = 661) factor analysis. Results suggested a five-factor structure consistent with the dimensions of social skills, as proposed by Kelly (2002). The fit indexes corresponding to the obtained model were adequate, and composite reliability coefficients of each factor were excellent (above .75). Finally, in the fourth study, we provided evidence of convergent and discriminant validity. The obtained results allow us to conclude that the SSQ-U is the first valid and reliable instrument for measuring social skills in Argentinean college students.

Keywords

social skillsassessmentargentinean college studentsinstrumental study
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 18 , 2015 , E95
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aiken, L. (2003). Tests psicológicos y evaluación [Psychological testing assessment] (11 th Ed.). Naucalpan de Juárez, MX: Pearson Educación Google Scholar
American Educational Research Association, American Psychological Association, & National Council of Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: AERA.Google Scholar
Amezcua Membrilla, J. A., & Pichardo Martínez, M. C. (2002). Modificación de las habilidades sociales, ansiedad y autoconocimiento en estudiantes universitarios españoles [Modification of social skills, anxiety and self-knowledge in Spanish college students]. Revista Interuniversitaria de Psicología de la Educación, 8, 387–408.Google Scholar
Anguiano Serrano, S. A., Vega Valero, C. Z., Nava Quiroz, C., & Soria Trujano, R. (2010). Las habilidades sociales en universitarios, adolescentes y alcohólicos en recuperación de un grupo de alcohólicos anónimos (AA) [Social skills in adolescents, college students and alcoholics in recovery in a group of alcoholics anonymous (AA)]. Revista de Psicología, 16(1), 17–26.Google Scholar
Bryant, B., & Trower, P. E. (1974). Social difficulty in a student sample. British Journal of Education and Psychology, 44, 13–21. http://dx.doi.org/10.1111/j.2044-8279.1974.tb00761.x CrossRefGoogle Scholar
Caballo, V. (2007). Manual de evaluación y entrenamiento de las habilidades sociales [Manual of assessment and training of social skills] (7 th Ed.). Madrid, Spain: Siglo XXI.Google Scholar
Cáceres, D., Salazar, I., Varela, M., & Tovar, J. (2006). Consumo de drogas en jóvenes universitarios y su relación de riesgo y protección con los factores psicosociales [Drug use in college students and its relation to psychological factors of risks and protection]. Universitas Psychologica, 5, 521–534.Google Scholar
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81–105. http://dx.doi.org/10.1037/h0046016 CrossRefGoogle ScholarPubMed
Catell, R. (1966). The Scree Test for the number of factors. Multivariate Behavior Research, 1, 245–276. http://dx.doi.org/10.1207/s15327906mbr0102_10 CrossRefGoogle Scholar
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10, 1–9.Google Scholar
Del Prette, A., & Del Prette, Z. A. P. (2008). Psicologia das relações interpessoais: Vivências para o trabalho em grupo [Psychology of interpersonal relationships: Experiencial method for working with groups] (6 th Ed.). Petrópolis, Brazil: Vozes.Google Scholar
Del Prette, A., Del Prette, Z. A. P., & Barreto, M. (1999). Habilidades sociales en la formación del psicólogo: Análisis de un programa de intervención [Social skills for undergraduated psychologists: Analysis of an intervention program]. Psicología Conductual, 7, 27–47.Google Scholar
Del Prette, A., Del Prette, Z. A. P., & Branco, U. V. C. (1992). Competência social na formação do psicólogo [Social competence in the training of psychologists]. Paidéia: Cadernos de Educação, 2, 40–50.CrossRefGoogle Scholar
Del Prette, Z. A. P., & Del Prette, A. (1983). Análise do repertório assertivo em estudantes de Psicologia [Analysis of the assertive repertoire of psychology students]. Revista de Psicología, 1(1), 15–24.Google Scholar
Del Prette, Z. A. P., & Del Prette, A. (2001). Inventário de Habilidades Sociais (IHS-Del-Prette: Manual de aplicação, apuração e interpretação [Social Skills Inventory (SSI-Del-Del-Prette): Guide for collecting, scoring and interpretating data]. São Paulo, Brazil: Casa do Psicólogo.Google Scholar
Del Prette, Z. A. P., & Del Prette, A. (2003). No contexto da travessia para o ambiente de trabalho: Treinamento de habilidades sociais com universitários [From the classroom to the workplace: Social skills training with college students]. Estudos de Psicología, 8, 413–420. http://dx.doi.org/10.1590/S1413-294X2003000300008 CrossRefGoogle Scholar
Del Prette, Z. A. P., & Del Prette, A. (2006). Inventário de Habilidades Sociais (IHS-Del-Prette): Manual de aplicação, apuração e interpretação [Social Skills Inventory (SSI-Del-Del-Prette): Guide for collecting, scoring and interpretating data]. (3 th Ed.). São Paulo, Brazil: Casa do Psicólogo.Google Scholar
Del Prette, Z. A. P., & Del Prette, A. (2012). Social skills and behavior analysis: Historical proximity and new issues. Perspectivas em Análise do Comportamento, 1, 104–115.Google Scholar
Del Prette, Z. A. P., & Del Prette, A. (2013). Social Skills Inventory (SSI-Del-Prette): Characteristics and studies in Brazil. In F. L. Osório (Org.), Social anxiety disorders: From research to practice (pp. 49–62). New York, NY: Nova Science Publishers, Inc.Google Scholar
Del Prette, Z. A. P., Del Prette, A., & Barreto, M. (1998). Análisis de un Inventario de Habilidades Sociales (IHS) en una muestra de universitarios [Analysis of a Social Skills Inventory (IHS) in a sample of college students]. Psicología: Teoría e Investigación, 14, 219–228.Google Scholar
Donohue, B., Conway, D., Berserker, M., Murphy, H., Farley, A., Waite, M., … Shorty, C. (2005). Financial management and job social skills training components in a summer business institute. A controlled evaluation in high achieving predominantly ethnic minority youth. Behavior Modification, 29, 653–676. http://dx.doi.org/10.1177/0145445503261172 CrossRefGoogle Scholar
García Nuñez del Arco, C. R. (2005). Habilidades sociales, clima social familiar y rendimiento académico en estudiantes universitarios [Social skills, family social climate and academic performance in college students]. Revista Liberabit, 11, 63–74.Google Scholar
Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.Google Scholar
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. (1999). Análisis Multivariante [Multivariate Analysis]. Madrid, Spain: Prentice Hall.Google Scholar
Hatcher, L. (1994). A step by step approach to using the sass system for factor analysis and structural equation modeling. Cary, NC: SAS Institute Inc.Google Scholar
Herrera Lestussi, A., Freytes, M. V., López, G. E., & Olaz, F. O. (2012). Habilidades sociales en estudiantes universitarios de psicología. Un estudio comparativo [Social skills in college students of psychology. A comparative study]. International Journal of Psychology and Psychological Therapy, 12, 277–287.Google Scholar
Hinrichsen, H., Wright, F., Waller, G., & Meyer, C. (2003). Social anxiety and coping strategies in the eating disorders. Eating Behaviors, 4, 117–126. http://dx.doi.org/10.1016/S1471-0153(03)00016-3 CrossRefGoogle ScholarPubMed
Hochwarter, W. A., Witt, L. A., Treadway, D. C., & Ferris, G. R. (2006). The interaction of social skill and organizational support on job performance. Journal of Applied Psychology, 91, 482–489. http://dx.doi.org/10.1037/0021-9010.91.2.482 CrossRefGoogle ScholarPubMed
Horn, J. (1965). A rationale and test for the number of factor in factor analysis. Psychometrika, 30, 179–185. http://dx.doi.org/10.1007/BF02289447 CrossRefGoogle ScholarPubMed
Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to under parameterized model misspecification. Psychological Methods, 3, 424–453. http://dx.doi.org/10.1037//1082-989X.3.4.424 CrossRefGoogle Scholar
Kelly, J. (2002). Entrenamiento de las habilidades sociales [Social skills training]. (7 th Ed.). Bilbao, Spain: Descleé de Brower.Google Scholar
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. http://dx.doi.org/10.2307/2529310 CrossRefGoogle ScholarPubMed
Lopes, D. C., Gerolamo, M. C., Del Prette, Z. A. P., Musetti, M. A., & Del Prette, A. (2015). Social skills: A key factor for engineering students to develop interpersonal skills. International Journal of Engineering Education, 31(1), 405–413.Google Scholar
Manfredin Vila, E. (2005). Treinamento de habilidades sociais em grupo com profesores de crianças com dificuldades de aprendizagem: Uma analise sobre procedimentos e efeitos da intervenção [Social Skills Training in groups with teachers of children with learning difficulties: A review of procedures and effects of the intervention]. (Unpublished master’s thesis). Universidade Federal de São Carlos, São Carlos, Brazil.Google Scholar
Marin Sanchez, M., & Leon Rubio, J. M., (2001). Entrenamiento en habilidades sociales: Un método de enseñanza aprendizaje para desarrollar las habilidades de comunicación interpersonal en el área de enfermería [Social skills training: A method of learning to develop interpersonal communication skills in the area of nursing]. Psicothema, 13, 247–251.Google Scholar
Matson, J. L., Rotatori, A. F., & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research and Therapy, 21, 335–340. http://dx.doi.org/10.1016/0005-7967(83)90001-3 CrossRefGoogle ScholarPubMed
McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 4, 1–33. http://dx.doi.org/10.1007/BF01321377 Google Scholar
Morán, V. E., & Olaz, F. O. (2014). Instrumentos de evaluación de habilidades sociales en América Latina: Un análisis bibliométrico. [Instruments to assess social skills in Latin America: A bibliometric study]. Revista de Psicología, 23(1), 93–105. http://dx.doi.org/10.5354/0719-0581.2014.32877 CrossRefGoogle Scholar
Olaz, F. O. (2012). Escala de Autoeficacia Social para Universitarios (EAS-U). Estudios psicométricos y bases conceptuales [Social Self-Efficacy Scale for College (SSE-U). Psychometric studies and conceptual bases]. Saarbrücken, Alemania: Editorial Académica Española.Google Scholar
Olaz, F. O., Medrano, L, Greco, M. E., & Del Prette, Z. A. P. (2009). Argentinean adaptation of the Social Skills Inventory IHS-Del-Prette. The Spanish Journal of Psychology, 12, 756–766. http://dx.doi.org/10.1017/S1138741600002122 CrossRefGoogle ScholarPubMed
Oyarzún Iturra, G., Estrada Goic, C., Pino Astete, E., & Oyarzún Jara, M. (2012). Habilidades sociales y rendimiento académico: Una mirada desde el género [Social skills and academic achievement: A view from the gender]. Acta Colombiana de Psicología, 15, 21–28.Google Scholar
Pardo, G., Sandoval, A., & Umbarila, D. (2004). Adolescencia y depresión [Adolescence and depression]. Revista Colombiana de Psicología, 13, 13–28.Google Scholar
Pedhazur, E. (1982). Multiple regression in behavioral research. Nueva York, NY: Holt.Google Scholar
Redondo Illescas, S., Sánchez-Meca, J., & Garrido Genovés, V. (2002). Los programas psicológicos con delincuentes y su efectividad: La situación europea [Psychological programs with criminals and their effectiveness: The European situation]. Psicothema, 14, 164–173.Google Scholar
Salvador, M., De la Fuente, M., & Alvarez, J. (2009). Las habilidades sociales en directores de centros escolares [Social skills in school directors]. European Journal of Education and Psychology, 2, 275–288.CrossRefGoogle Scholar
Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20, 379–403. http://dx.doi.org/10.1016/S0272-7358(98)00104-4 CrossRefGoogle ScholarPubMed
Sörbom, D. (1989). Model modification. Psychometrika, 54, 371–384. http://dx.doi.org/10.1007/BF02294623 CrossRefGoogle Scholar
Sousa Furtado, E., Oliveira Falcone, E. M., & Clark, C. (2003). Avaliaçấo do estresse e das habilidades sociais na experiệncia acadệmica de estudantes de medicina de uma universidade do Rio de Janeiro [Assessment of stress and social skills in academic experience of medical students from a University of Rio de Janeiro]. Interaçấo em Psicologia , 7, 43–51.Google Scholar
Tabachnick, B. L., & Fidell, L. S. (2007). Using multivariate statistics. (5 thEd.). Boston, MA: Pearson Education, Inc.Google Scholar
Uriel, E., & Aldas, J. (2005). Análisis multivariante aplicado [Applied multivariate analysis]. Madrid, Spain: Thomson.Google Scholar
Velásquez, C., Montgomery, W., Montero, V., Pomalaya, R., Dioses, A., Velásquez, N., … Reynoso, D. (2008). Bienestar psicológico, asertividad y rendimiento académico en estudiantes universitarios sanmarquinos [Psychological well-being, assertiveness and academic performance in college students from San Marcos]. Revista de Investigación en Psicología, 11, 139–152.CrossRefGoogle Scholar
Vertue, F. M. (2003). From adaptive emotion to dysfunction: An attachment perspective on social anxiety disorder. Personality and Social Psychology Review, 7, 170–191. http://dx.doi.org/10.1207/S15327957PSPR0702_170-191 CrossRefGoogle ScholarPubMed