ABSTRACT
This study explores differences in the conceptualization of social competence according to the measure used. To do so, the relations of influence of social cognition variables in the development of social competence are analyzed by means of two different scales. The participants included 425 students (49% girls) ranging in age from 10 to 13 years (M= 10.94, SD= .78). Confirmatory factor analysis and structural equation models were performed. The results showed optimal psychometric properties for the Spanish adaptation of the Social Competence Scale (SCS) and the Perceived Social Competence Scale-II (PSCS-II). Development and peer perception goals and popularity and peer support goals were found to have a direct effect on the PSCS-II and the SCS, respectively. The differences observed in the explanatory models are discussed from the perspective of the social competence constructs measured by each scale (AU)
No disponible
