Validación de la Escala de Competencias Parentales Emocionales y Sociales para Padres y Madres con Adolescentes (ECOPES-A)

Raquel-Amaya Martínez-González; María Teresa Iglesias-García; Beatriz Rodríguez-Ruiz

doi:10.30827/relieve.v30i1.30319

Authors

Raquel-Amaya Martínez-González University of Oviedo https://orcid.org/0000-0003-3254-8655
María Teresa Iglesias-García University of Oviedo https://orcid.org/0000-0002-9577-7693
Beatriz Rodríguez-Ruiz University of Oviedo https://orcid.org/0000-0002-3009-6766

DOI:

https://doi.org/10.30827/relieve.v30i1.30319

Keywords:

Validation, Scale, Parenting Competences, Adolescents, Positive Parenting Programs

Abstract

Adolescence is traditionally understood as a developmental stage that challenges family dynamics and coexistence. At present, such challenges may be heightened due to current social and technological challenges. Effective assessment of parental competences for addressing such challenges is desirable to support, were needed, the introduction of further intervention measures, such as parenting programs. The aim of the present study was to validate the Emotional and Social Parenting Competence Scale for Parents of Adolescents (ECOPES-A), given the importance of having up-to-date instruments available to address this issue. A random sample of 1,422 Spanish parents of teenagers participated in the present study. Exploratory (EFA) and confirmatory factor analyses (CFA) were performed following a cross-validation process. Multi-group confirmatory factor analysis (MGCFA) was applied to test the model’s factorial invariance as a function of the sex of parents. Twelve items explaining 46.26% of the variance were selected. Items were distributed according to four factors, namely, F1-Self-Regulation, F2-Assertiveness and self-esteem in the parenting role, F3–Power assertion for conflict resolution, and F4–Promotion of child’s self-esteem through assertive communication. Adequate reliability was determined for all factors and for the overall scale. The model presented good fit, regardless of the sex of the parent respondent, and MGCFA revealed strict factorial invariance suggesting that the tool is appropriate for both fathers and mothers. The scale may be useful for identifying parental support needs and for evaluating evidence-based parenting programs.

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Author Biographies

Raquel-Amaya Martínez-González, University of Oviedo

She is Full Professor at the Department of Educational Sciences, University of Oviedo (Spain). Doctor in Pedagogy and Graduate in Pedagogy and in Psychology. She coordinates the Accredited Research Group “Educational Intervention in the Family, School and Social Environment (IEFES)” of the University of Oviedo. She develops studies and programs with Professionals from the Educational, Social Services, Health and other related sectors. She is a Convenor of the European Educational Research Association (EERA) in the Network on Communities, Families, and Schooling in Educational Research (http://www.eera-ecer. de/networks/network14/convenors/). She is involved in Scientific Committee of the European Research Network About Parents in Education (ERNAPE). Among her lines of research are: Family Guidance and Positive Parenting; Schools-Families-Community Partnerships; and Emotional Education.

Author Contribution: (RAMG) Research Design and Direction, Theoretical Framework, Method, Interpretation of results, Discussion and Conclusions. Final revisions of the entire paper

Conflict of interest statement: RAMG state that they have no conflicts of interest in writing the present article.

María Teresa Iglesias-García, University of Oviedo

Doctor in Pedagogy and Graduate in Pedagogy and in Psychology. She is currently Associate professor in the Department of Educational Sciences (University of Oviedo) in the field of Research Methods and Diagnosis in Education (MIDE). She has participated in different research projects at regional, national and international levels, and in teaching innovation projects. Among her lines of research are: socio-educational care for people with disabilities, application of ICT to language difficulties, teaching methodology and innovation in Higher Education, and family educational guidance. She is a member of the research group “Educational Intervention in the Family, School and Social Environment” (IEFES), which develops research related to family education and school-family relationship. She has been coordinator of the Master's Degree in Socio-Educational Intervention and Research of the University of Oviedo for the last eight years.

Author Contribution: (MTIG) Method, Data analysis and results. APA 7Ed format review of References

Conflict of interest statement: MTIG state that they have no conflicts of interest in writing the present article.

Beatriz Rodríguez-Ruiz, University of Oviedo

She is Permanent PhD Professor in the Area of Research Methods and Diagnosis in Education (Department of Educational Sciences) of the University of Oviedo. Doctor in Psychology and Graduate in Pedagogy. She is Convenor of the European Educational Research Association (EERA) in the Network on Communities, Families, and Schooling in Educational Research, and member of the Steering Committee of ERNAPE (European Research Network About Parents in Education). Her main lines of research are: positive parenting, family education, school-family relationship, training professionals for implementation of socio-emotional and educational programs, and program evaluation. She is member of the IEFES research group (Educational Research and Intervention in the Family, School and Social Field) of the University of Oviedo, as well as the FADE group (Family and Development) of the University of La Laguna, both recognized by the Spanish National Agency for Quality Assessment and Accreditation (ANECA.

Author Contribution: (BRR) Theoretical Framework, Method, Interpretation of results, Discussion and Conclusions. APA 7Ed format review of References. Interaction with the RELIEVE platform.

Conflict of interest statement: BRR state that they have no conflicts of interest in writing the present article.

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