Abstract
The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (Mage = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was analyzed based on sample gender, which consisted of 707 higher education students (Mage = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students.
Highlights
Life skills are relevant for adequate development in educational, extracurricular, social, sports, and professional settings [1–3]
In the case of the eight factor and second order models, all the factor saturations were significant (p < 0.001) and greater than 0.60; we found evidence of factorial validity in both models compared with the unifactorial model, which had item factor saturation in the range of 0.56 to 0.73, which were all significant (p < 0.001)
Skills its internal consistency the context models
Summary
Life skills are relevant for adequate development in educational, extracurricular, social, sports, and professional settings [1–3]. In changing and uncertain environments, their importance has become evident [4–6]. Are considered a key component sought by employers during personnel selection [8,9]. Within the Incheon Declaration Education 2030 [11] of the 2030 Agenda for Sustainable. Development [12], a substantial increase in the number of youths and adults with necessary technical and professional competencies for employment and entrepreneurial activity has been proposed. This proposal expresses the importance and need for developing cognitive and noncognitive skills, such as problem-solving, teamwork, and communication. It has been found that the development of different skills during higher education is essential for forming future experts and leaders, and economic prosperity [9,11,13]
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