[en] The purpose of this research is to develop a questionnaire that evaluates the psychosocial competencies that students who attend social psychology expect to acquire as a result of a collaborative project-based learning process. Its compilation responds to the need to measure psychosocial constructs that have barely been studied in the teaching of social psychology in an environment of collaborative learning. Moreover, its responds to the need of brief scales development to avoid redundancies and fatigue when responding. Socio-cognitive and affective studies were used as the basis for drafting a questionnaire that was administered to second-year undergraduates in Psychology. The sample consists of 203 students studying the compulsory subject Social Psychology. The average age of 20 years old. The questionnaire?s psychometric properties were studied by combining the perspective of the classic approach of the theory of tests and exploratory factor analysis with confirmatory factor analysis and biplot geometry. The items were specifically drafted for this research, taking into account a review of the literature on competencies among university students, the specific characteristics of the situation of practicals based on group projects. Psychometric analyses confirmed a multidimensional structure made up of six factors with high overall internal consistency: attitude toward social psychology, self-perception as a student, expectations on competencies, practical self-efficacy and emotional state. The questionnaire provides a reliable measure of the cognitive, attitudinal and affective-emotional competencies perceived by the students themselves that will significantly underscore their academic achievements and their professional careers. The questionnaire helps lecturers to understand what students think about their own level of competencies in order to manage a hands-on teaching project that responds to the subject?s purpose.

[es] El prop?sito de este estudio es elaborar un cuestionario que eval?e las competencias psicosociales que esperan adquirir los estudiantes que cursan psicolog?a social como resultado de un proceso de aprendizaje colaborativo por proyectos. Su creaci?n obedece a la necesidad de medir constructos psicosociales que apenas han sido estudiados en el aprendizaje de la psicolog?a social en un contexto de aprendizaje colaborativo. Tambi?n responde a la necesidad de elaborar escalas breves que eviten redundancias y fatiga a la hora de responder. Partiendo de modelos sociocognitivos y afectivos se elabor? un cuestionario que se aplic? a estudiantes de segundo curso de Psicolog?a. La muestra est? formada por 203 estudiantes que cursan la asignatura obligatoria de Psicolog?a Social. La media de edad es de 20 a?os. Las propiedades psicom?tricas del cuestionario se estudiaron combinando la perspectiva del enfoque cl?sico de la teor?a de los tests y el an?lisis factorial exploratorio con el an?lisis factorial confirmatorio y la geometr?a biplot. Los ?tems fueron espec?ficamente creados para este estudio, teniendo en cuenta la revisi?n de la literatura sobre competencias de estudiantes universitarios, las caracter?sticas espec?ficas de la situaci?n de pr?cticas basada en proyectos grupales. Los an?lisis psicom?tricos confirmaron una estructura multidimensional conformada por seis factores con una alta consistencia interna total: actitud hacia la psicolog?a social, autopercepci?n como estudiante, expectativas de competencias, autoeficacia pr?ctica y estado emocional. El cuestionario mide de forma fiable competencias cognitivas, actitudinales y afectivo-emocionales percibidas por los propios estudiantes que van a determinar de forma significativa sus logros acad?micos y su futuro profesional. El cuestionario ayuda al docente a conocer qu? piensan los estudiantes sobre su propio nivel de competencias para as? gestionar un proyecto de ense?anza pr?ctica que responda a la finalidad de la materia.