<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000200785</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2198</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validez de contenido del Cuestionario sobre estilos de manejo de conflictos agresivos y asertivos (CEMCAA)]]></article-title>
<article-title xml:lang="en"><![CDATA[Content validity of the Aggressive and Assertive Conflict Management Styles Questionnaire (CEMCAA)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Validade de conteúdo do Questionário sobre Estilos Agressivos e Assertivos de Gestão de Conflitos (CEMCAA)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna Bernal]]></surname>
<given-names><![CDATA[Alejandro César Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Departamento de Filosofía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200785&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200785&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200785&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Cuestionario sobre estilos de manejo de conflictos agresivos y asertivos (CEMCAA) es un instrumento diseñado para informar acerca de diez estilos de manejo de conflictos interpersonales en estudiantes universitarios de pregrado: dominante, complaciente, evitativo, transigente e integrativo, cada uno en sus modalidades agresiva y asertiva. Aunque cuenta con una sólida base teórica y metodológica en su diseño, no se han presentado estudios que expongan evidencias de su validez psicométrica. En ese marco, esta investigación tuvo como objetivo evaluar la validez de contenido del CEMCAA por criterio de jueces. Participaron 13 jueces expertos, quienes evaluaron cada uno de los 60 reactivos del CEMCAA en tres aspectos: claridad, coherencia y relevancia. Para valorar el grado de acuerdo entre los jueces, se utilizó el coeficiente de validez V de Aiken complementado con el uso de intervalos de confianza al 95%. Se seleccionaron solamente aquellos reactivos que presentaran valores de V superiores a .70 y que, al mismo tiempo, obtuvieran el límite inferior del intervalo de confianza de .50 o mayor en los tres aspectos mencionados. Los hallazgos indican que la mayoría de los reactivos cumplió con los criterios estipulados, a excepción de 11 ítems, los cuales se recomienda remover o reformular en futuras versiones de la prueba. Se concluye que el CEMCAA cuenta con evidencias de validez de contenido para ser aplicado con muestras de estudiantes universitarios de pregrado, exceptuando los ítems señalados, por lo que se recomienda proseguir con el estudio de sus propiedades psicométricas en futuros trabajos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The CEMCAA is an instrument designed to inform on ten styles of interpersonal conflict management in undergraduate university students: dominant, accommodating, avoidant, compromising and integrative, each one in its aggressive and assertive modalities. Although it has a solid theoretical and methodological basis in its design, no studies have been presented that provide evidence of its psychometric validity. Within this framework, this research aimed to evaluate the content validity of the CEMCAA by judges' criteria. Thirteen expert judges participated and evaluated each of the 60 CEMCAA items in three aspects: clarity, coherence and relevance. To assess the degree of agreement between the judges, the Aiken V validity coefficient was used, complemented by the use of 95% confidence intervals. Only those items that presented V values &#8203;&#8203;greater than .70 and that, at the same time, obtained the lower limit of the confidence interval of .50 or greater in the three aspects mentioned were selected. Results: The findings indicate that most of the items met the stipulated criteria, except for 11 items which are recommended to be removed or reformulated in future versions of the test. It is concluded that the CEMCAA has evidence of content validity to be applied to samples of undergraduate university students, except for the items indicated, so it is recommended to continue with the study of its psychometric properties in future works.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Questionário de Estilos de Gestão de Conflitos Agressivos e Assertivos (CEMCAA) é um instrumento elaborado para relatar dez estilos de gestão de conflitos interpessoais em estudantes universitários de graduação: dominante, acomodativo, evitativo, comprometedor e integrativo, cada um em suas modalidades. Embora possua sólida base teórica e metodológica em seu desenho, não foram apresentados estudos que apresentem evidências de sua validade psicométrica. Neste contexto, esta pesquisa teve como objetivo avaliar a validade de conteúdo do CEMCAA pelos critérios dos juízes. Participaram 13 juízes especialistas, que avaliaram cada um dos 60 itens do CEMCAA em três aspectos: clareza, coerência e relevância. Para avaliar o grau de concordância entre os juízes foi utilizado o coeficiente de validade V de Aiken, complementado pela utilização de intervalos de confiança de 95%. Foram selecionados apenas aqueles itens que apresentaram valores de V superiores a 0,70 e que, ao mesmo tempo, obtiveram o limite inferior do intervalo de confiança de 0,50 ou superior nos três aspectos mencionados. Os resultados indicam que a maioria dos itens atendeu aos critérios estipulados, com exceção de 11 itens, que são recomendados para serem removidos ou reformulados em versões futuras do teste. Conclui-se que o CEMCAA possui evidências de validade de conteúdo para ser aplicado com amostras de estudantes universitários de graduação, exceto para os itens indicados, por isso recomenda-se continuar o estudo de suas propriedades psicométricas em trabalhos futuros.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[coeficiente V de Aiken]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[juicio de expertos]]></kwd>
<kwd lng="en"><![CDATA[Aiken's V coefficient]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[expert judgment]]></kwd>
<kwd lng="pt"><![CDATA[Coeficiente V de Aiken]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[perícia]]></kwd>
</kwd-group>
</article-meta>
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