Propuesta de un instrumento de evaluación de la mediación escolar (CEM)

Abstract

This study is part of a research project into coexistence and school mediation. Its aim is to develop a tool (short version) to measure moral, emotional, and socio-cognitive training and the socio-personal impact of mediation on mediating pupils and teachers and mediated pupils. The theoretical starting model on which the development of this tool is based is the Educational Model for Development of Competences through Mediation (EMODESM). Methodology: the design is based on combining three previously-published questionnaires to create a single tool for evaluating mediation. The construct validity of this tool was studied in two phases. First, a sample of school students (n = 102) from Navarra (Spain) was evaluated, which gave rise to the revision of the tool. Second, the construct validity (confirmatory and exploratory factor analysis) and reliability (Cronbach's alpha [α]) of the revised tool were assessed with a new sample of school students (n = 140) from the Autonomous Community of Valencia. Results: we present a mediation assessment tool (MEQ) with 23 items and four dimensions: social impact, the interpersonal emotional area, the personal emotional area, and the moral cognition area. The reliability of the questionnaire showed appropriate values (α Total = 0.9497; α PerceptionSocialImpact =0.7896; α Emo-tionalInterpersonal =0.7690; α EmotionalPersonal =0.8672; α CognitiveMoral =0.9402). Discussion: the structure of factors shown by the MEQ questionnaire is not fully consistent with the EMOSDEM theoretical model. Consequently, we present a proposal for modifying the theoretical model on which it is based. Conclusions: a single validated and reliable mediation evaluation tool (MEQ) is presented, together with a review of the theoretical model for mediation.

Propiedades Psicométricas de un Instrumento para Evaluar las Competencias Socioemocionales en Estudiantes de Secundaria

“…Las escuelas que buscan ofrecer una formación integral deben fortalecer las CSE (Gonzales-Sánchez et al, 2021) de sus estudiantes para lograr altos estándares en las relaciones interpersonales que promuevan la cohesión, el apoyo, la comunicación y el sentido de pertenencia (Iriarte et al, 2020). Esta premisa responde al debate académico que ha brindado una mayor atención a las dimensiones sociales y emocionales y las han posicionado como un elemento central en el desarrollo humano (Portela-Pino, et al, 2021;Schonert-Reichl, 2019) que contribuye en el logro de la calidad educativa (Lozano-Peña et al, 2021).…”

Percepción de la violencia verbal en las aulas: La mediación en escena

“…Desde hace algún tiempo la preocupación por la convivencia escolar está siendo cada vez más relevante y las administraciones educativas proyectan desde sus competencias programas que persiguen la mejora del clima escolar, fundamentalmente basados en estrategias como la mediación escolar entre iguales (Torrego, 2018;Boqué, 2018;Moreta, 2018;Sánchez et al, 2019;Iriarte et al, 2020).…”