Personal interpersonal competence assessment: A self-report instrument for student development

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Research in Higher Education Journal





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The purpose of this paper is to assess the internal consistency of a revised instrument, the Personal-Interpersonal Competence Assessment (PICA); derived from the earlier Social Emotional Development Instrument (SED-I). There were three primary rationales for the revision. First, and most importantly, to better align the operational factors with the conceptual definitions. Second, was to clearly position the construct within the broader context of personal and interpersonal competence, rather than the emotional intelligence literature. Third, to provide a developmental, rather than a diagnostic assessment for personal-interpersonal competence. As with the earlier SED-I model and measure, the intent of the research is to consider the gap in the literature between social emotional learning (targeted at K-12 populations) and subsequent professionalism models (targeted at post-college careers). Although many models and measures use college age populations to assess validity, few directly target models of professional development that higher education students may use to enhance their own development. The intent of this paper, therefore, is to contribute to student development by bridging the gap between social emotional learning and professional skills. Results indicate support for the internal consistency of the instrument. Future studies may examine the validity of the PICA tool as well as the theoretical and practical implications of the PICA model.

This study is an extension of the research found in “Development of a self-report instrument to assess social and emotional development” published in the Journal of Psychological Issues in Organizational Culture Volume 2, July 2011.

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