Resumen

MORALES-VOLVERAS, Laura Camila; MORALES-QUINTERO, Luz Anyela  y  AVENDANO PRIETO, Bertha Lucía. Social-Emotional Factors: A Literature Review in the Field of Child Assessment. Divers.: Perspect. Psicol. [online]. 2022, vol.18, n.1, pp.36-56.  Epub 01-Ene-2022. ISSN 1794-9998.  https://doi.org/10.15332/22563067.7874.

Social-emotional factors in childhood occupy an important place among the risk and protective factors associated with the manifestation of different behavioral problems. Likewise, these factors are used as indicators for the evaluation of the impact of prevention programs, at different levels, and in different areas of child and adolescent psychology. In this context, this research aimed to identify the constructs, definitions, variables, and instruments used to assess social-emotional factors in childhood. A literature review was conducted based on a search in the APA PsycNet database of publications registered between 2010 and 2020, with the keywords: Socioemotional OR socio-emotional, AND assessment OR psychometric OR intervention OR program OR prevention OR attention. A total of 241 publications were found, of which 101 met the eligibility criteria. The results indicate that different constructs associated with social-emotional factors are used, such as competencies, well-being, development, functioning, adjustment, skills, and learning. Although there is no consensus regarding a single construct to refer to social-emotional conditions, common variables in different cultural contexts were found in their evaluation processes. However, the analyzed publications do not specify the psychometric characteristics of the tests used, which made it impossible to identify their methodological rigor and the results derived from their application.

Palabras clave : socioemotional; childhood; development; psychological assessment; literature review.

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