Validation of a socioemotional battery for online higher education applicants
DOI:
https://doi.org/10.12795/revistafuentes.2026.28828Keywords:
academic success, emotional regulation, factor analysis, higher education, online education, psychometric validation, socioemotional variablesAbstract
Introduction: This study aimed to validate an institutional socioemotional battery for online bachelor's degree applicants in Mexico, given the importance of these variables for academic success. Method: Two samples participated: Sample 1 (N=5272) for exploratory analysis and Sample 2 (N=2227) for confirmatory analysis. A 73-item self-report battery was initially administered. Data analysis involved item screening, exploratory graph analysis, and exploratory factor analysis on Sample 1, followed by confirmatory factor analysis on Sample 2 to validate the structure and assess reliability. Results: The final 30-item battery yielded seven stable dimensions: academic self-efficacy, family support, growth expectations, emotional expression, expressive suppression, emotional dysregulation, and adaptive emotional regulation. The model fit was excellent in both samples, with strong factor loadings, distinct inter-factor correlations, and high reliability. Most scales exhibited skewed distributions. Discussion: The identified dimensions align with literature on online academic success. The reduced, validated instrument enhances measurement efficiency and provides crucial early information on socioemotional factors. The combined use of network psychometric and traditional factor analytical methods strengthens the findings. Conclusions: This battery is a valid tool for assessing socioemotional characteristics in online learning, enabling early identification of risks and informing pedagogical strategies.
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