C. J. Anthony, Pui‐wa Lei, S. Elliott, J. DiPerna, C. Cefai, P. Bartolo, L. Camilleri, M. O’Riordan, I. Grazzani, V. Cavioni, E. Conte, V. Ornaghi, S. Tatalović Vorkapić, M. Poulou, B. Martinsone, C. Simões, A. A. Colomeischi
{"title":"Measurement Invariance of Children’s SEL Competencies","authors":"C. J. Anthony, Pui‐wa Lei, S. Elliott, J. DiPerna, C. Cefai, P. Bartolo, L. Camilleri, M. O’Riordan, I. Grazzani, V. Cavioni, E. Conte, V. Ornaghi, S. Tatalović Vorkapić, M. Poulou, B. Martinsone, C. Simões, A. A. Colomeischi","doi":"10.1027/1015-5759/a000753","DOIUrl":null,"url":null,"abstract":"Abstract. Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychological Assessment","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1027/1015-5759/a000753","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 2
Abstract
Abstract. Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.
摘要虽然世界各地的儿童都使用社交和情感学习技能(SEL),但这些技能的表达可能因文化和发展水平而异。这种可变性使评估SEL能力的过程复杂化,从而影响理解SEL技能的差异和制定干预措施。为了应对这些挑战,本研究利用来自六个欧洲国家(克罗地亚、希腊、意大利、拉脱维亚、葡萄牙和罗马尼亚)的数据,检验了美国开发的一种简短、多信息提供者(教师、家长、学生)SEL技能测量的翻译版本的测量不变性;n = 10,602;8520;SSIS SEL b(教师、家长和学生版本分别为6,611)。除了跨国不变性检验外,我们还对教师和学生形式的测量进行了跨年龄(小学生和中学生)的测量不变性检验。结果显示,不同国家(教师表格为标量,家长和学生表格为部分标量)和发展水平(教师表格为标量,学生表格为部分标量)的测量具有高度的不变性,支持在这些国家和发展水平的国际研究中使用SSIS SEL b的翻译版本。讨论了评估和促进全球儿童SEL能力的意义。
期刊介绍:
The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.