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Vol. 22. Issue 1.
Pages 37-44 (January 2017)
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Vol. 22. Issue 1.
Pages 37-44 (January 2017)
DOI: 10.1387/RevPsicodidact.15702
Multidimensionality of Social Competence: Measurement of the Construct and its Relationship With Bullying Roles
Multidimensionalidad de la competencia social: medición del constructo y su relación con los roles del bullying
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Olga Gómez-Ortiza,
Corresponding author
olga.gomez@uco.es

Corresponding author.
, Eva-María Romera-Félixa, Rosario Ortega-Ruiza,b
a Departamento de Psicología, Facultad de Ciencias de la Educación, Universidad de Córdoba, Córdoba, Spain
b University of Greenwich, London, United Kingdom
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Tables (3)
Table 1. Items and Dimensions of the Adolescent Multidimensional Social Competence Questionnaire with Communalities, factor loadings of the exploratory factor analysis, standardized factor loading of the confirmatory factor analysis (R2), skewness and kurtosis value and eigenvalues.
Table 2. Reliability and validity analyses of the Adolescent Multidimensional Social Competence Questionnaire.
Table 3. Kruskal-Wallis H test on the mean differences in the social competence dimensions among bullying roles.
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Abstract

The aims of this paper were two-fold: to validate the AMSC-Q (Adolescent Multidimensional Social Competence Questionnaire) and to examine the social competence of those involved in bullying. The representative sample was composed of 4047 Andalusian secondary school students (48.2% girls). Two measures were used: the AMSC-Q and the EBIPQ (European Bullying Intervention Project Questionnaire). The AMSC-Q measure yielding a 5-factor structure (prosocial behaviour, social adjustment, normative adjustment, cognitive reappraisal and social efficacy) and revealed adequate reliability and validity. Victims presented greater prosocial behaviour and normative adjustment but low social adjustment and social efficacy. Bullies and bully victims demonstrated worse normative adjustment and less developed cognitive reappraisal but similar social adjustment and social efficacy. The social competence characteristics of those involved and non-involved in bullying are discussed.

Keywords:
Social competence
Psychometric properties
Validity
Reliability
Bullying
Adolescence
Resumen

Los objetivos de este trabajo fueron dos: validar el AMSC-Q (Cuestionario Multidimensional de Competencia Social para Adolescentes) y examinar la competencia social de los distintos implicados en acoso escolar. La muestra representativa estuvo compuesta por 4047 escolares andaluces de educación secundaria (48.2% niñas). Se utilizaron dos instrumentos: el AMSC-Q y el EBIPQ (European Bullying Intervention Project Questionnaire). El AMSC-Q reflejó una estructura de 5 factores (conducta prosocial, ajuste social, ajuste normativo, revaluación cognitiva y eficacia social) y mostró una adecuada fiabilidad y validez. Las víctimas presentaron una mayor conducta prosocial y ajuste normativo, aunque un ajuste social y eficacia social baja. Los agresores y agresores victimizados mostraron un peor ajuste normativo y una revaluación cognitiva menos desarrollada, aunque similar ajuste social y percepción de eficacia social. Se discuten las características en términos de competencia social de los implicados o no en este fenómeno violento.

Palabras clave:
Competencia social
Propiedades psicométricas
Validez
Fiabilidad
Acoso escolar
Adolescencia

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