Design and Validation of the Inventory for Soft Skills in Secondary Education Students: IHBE
DOI:
https://doi.org/10.19137/praxiseducativa-2026-300114Keywords:
classroom diagnoses, secondary schools, soft skills, inventory, educational projectsAbstract
The objective of this study was to design an inventory for teacher use to assess soft skills in secondary school
students. The process included validation by expert judgment, a pilot test with 25 questionnaires, and adaptation.
Subsequently, a non-probability sample was applied to 420 students (47% female, 53% male) between the ages
of 12 and 19 (ME = 14.92; SD = 1.81). Initially, a parallel analysis suggested a four-factor structure of the IHBE.
Exploratory factor analysis identified items with psychometric complexity, so 16 items were retained. The
16-item version measures four factors: interpersonal, social, intellectual, and accuracy skills. Semi-confirmatory
factor analysis yielded goodness-of-fit indices (GFI = .98, AGFI = .96, RMSA = .000) with a 95% confidence
interval. The IHBE showed high internal consistency (α = .97, .95, .85, and .90 for each factor; 97 for the total
instrument). The results of the theoretical model support the validity and reliability of the preliminary version of
the IHBE.
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