Validation of a Perception Scale for Knowledge Acquired in Emotional Education During Initial Teacher Training

Gerardo Fuentes-Vilugrón, Flavio Muñoz-Troncoso (), Rafael Bisquerra-Alzina, Enrique Riquelme-Mella, José-Luis Ramos-Sánchez, Felipe Caamaño-Navarrete, Edgardo Miranda-Zapata, Carlos Arriagada-Hernández, Ekaterina Legaz-Vladímisrkaya and Gerardo Muñoz-Troncoso
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Gerardo Fuentes-Vilugrón: Faculty of Education, Universidad Autónoma de Chile, Temuco 4810101, Chile
Flavio Muñoz-Troncoso: Faculty of Education, Universidad Católica de Temuco, Temuco 4810296, Chile
Rafael Bisquerra-Alzina: Faculty of Education, Universitat de Barcelona, 08035 Barcelona, Spain
Enrique Riquelme-Mella: Faculty of Education, Universidad Católica de Temuco, Temuco 4810296, Chile
José-Luis Ramos-Sánchez: Faculty of Education and Psychology, Universidad de Extremadura, 06071 Badajoz, Spain
Felipe Caamaño-Navarrete: Faculty of Education, Universidad Autónoma de Chile, Temuco 4810101, Chile
Edgardo Miranda-Zapata: Society and Health Research Center and Business School, Faculty of Social Sciences and Arts, Universidad Mayor, Santiago 7500994, Chile
Carlos Arriagada-Hernández: Faculty of Education, Universidad Autónoma de Chile, Temuco 4810101, Chile
Ekaterina Legaz-Vladímisrkaya: Faculty of Philosophy and Humanities, Universidad Austral de Chile, Valdivia 5110566, Chile
Gerardo Muñoz-Troncoso: Faculty of Philosophy and Humanities, Universidad Austral de Chile, Valdivia 5110566, Chile

Societies, 2025, vol. 15, issue 9, 1-16

Abstract: Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional education in student teachers and practicing teachers. A quantitative, descriptive and comparative approach was used with 548 participants, applying confirmatory factor analysis and invariance analysis to evaluate the model. Confirmatory factor analysis showed that the model fit well and had high reliability scores, which backs up the validity and internal consistency of the EEITT for measuring perceptions about emotional education training. Statistically significant differences were identified between groups, with students reporting greater social-emotional learning in the four factors evaluated. Likewise, a negative and significant effect of age on the perception of emotional education training was observed. These findings highlight the importance of emotional education in teacher training and point to the need for educational policies that integrate holistic and continuous approaches throughout the teaching career. Despite its limitations, this instrument provides relevant tools for future research and for guiding the design and improvement of teacher training practices.

Keywords: emotional education; teacher education; emotional regulation; student teachers; practicing teachers; measurement model; socioemotional perception (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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