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Jiang C, Shi J. The relationship between bullying victimization and problematic behaviors: A focus on the intrapersonal emotional competence and interpersonal social competence. CHILD ABUSE & NEGLECT 2024; 152:106800. [PMID: 38615412 DOI: 10.1016/j.chiabu.2024.106800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Revised: 03/14/2024] [Accepted: 04/09/2024] [Indexed: 04/16/2024]
Abstract
BACKGROUND Evidence consistently demonstrated that bullying victimization was associated with problematic behaviors among adolescents. However, scant attention has been given to simultaneous comparisons of the impacts of two distinct forms of victimization, traditional bullying victimization and cyberbullying victimization. In addition, the mechanisms underlying the relationship between bullying victimization and problem behavior remain inadequately explored. OBJECTIVE This study aimed to examine the correlation between bullying victimization and problematic behaviors, as well as the mediating roles of intrapersonal emotional competence and interpersonal social competence. PARTICIPANTS AND SETTING A sample of 26,450 adolescents with a mean age of 15.44 (SD = 0.56) across nine countries was derived from the Study on Social and Emotional Skills (SSES). METHODS Data analysis was conducted using structural equation modeling, comprising three key components: the measurement model, the structural model, and the bootstrapping analysis for mediating effects. RESULTS Both traditional bullying and cyberbullying victimization exhibited positive correlations with problematic behaviors, with cyberbullying victimization demonstrating a stronger effect. The mediating effects of intrapersonal emotional competence and interpersonal social competence were observed in the correlation between bullying victimization and problematic behaviors. CONCLUSIONS This study not only contributed to our comprehension of the underlying mechanisms connecting bullying victimization and adolescent problematic behaviors, but also holds significance for policy development and practice.
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Affiliation(s)
- Chaoxin Jiang
- School of Social Development, East China Normal University, Shanghai, China
| | - Jiaming Shi
- School of Public Administration, Southwestern University of Finance and Economics, Chengdu, Sichuan, China.
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2
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von der Embse N, Kilgus S, Oddleifson C, Way JD, Welliver M. Reconceptualizing Social and Emotional Competence Assessment in School Settings. J Intell 2023; 11:217. [PMID: 38132835 PMCID: PMC10744213 DOI: 10.3390/jintelligence11120217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 11/08/2023] [Accepted: 11/19/2023] [Indexed: 12/23/2023] Open
Abstract
The mental health needs of youth are both significant and increasing. Recent advancements have highlighted the need to reduce psychological distress while promoting the development of important social and emotional competencies. Current social and emotional assessment tools are limited in important ways that preclude their widespread use. In the current article, these limitations are discussed. A novel social and emotional learning assessment framework guided by methodological and theoretical innovations is presented. Future research directions and opportunities are discussed.
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Affiliation(s)
- Nathaniel von der Embse
- Department of Educational and Psychological Studies, University of South Florida, Tampa, FL 33620, USA;
| | - Stephen Kilgus
- Department of Educational Psychology, University of Wisconsin, Madison, WI 53706, USA; (S.K.); (C.O.)
| | - Carly Oddleifson
- Department of Educational Psychology, University of Wisconsin, Madison, WI 53706, USA; (S.K.); (C.O.)
| | - Jason D. Way
- Renaissance Learning, Wisconsin Rapids, WI 54494, USA;
| | - Megan Welliver
- Department of Educational and Psychological Studies, University of South Florida, Tampa, FL 33620, USA;
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3
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Walton KE, Allen J, Box MJ, Murano D, Burrus J. Social and Emotional Skills Predict Postsecondary Enrollment and Retention. J Intell 2023; 11:186. [PMID: 37888418 PMCID: PMC10607812 DOI: 10.3390/jintelligence11100186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Revised: 08/22/2023] [Accepted: 09/11/2023] [Indexed: 10/28/2023] Open
Abstract
INTRODUCTION Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation. Longitudinal studies like this one are rare, however. METHOD The focus of the present study is on the SE skills of 6662 students assessed during high school and their relationship with high school academic performance, standardized college admissions test performance, and ultimately postsecondary enrollment and retention. RESULTS We examined mean-level differences in household income, high school GPA, ACT Composite scores, and SE skills by college enrollment and retention status and found several significant differences, often favoring the enrolled or retained group. Moreover, we found support for the incremental validity of SE skills as they predicted enrollment and retention above household income, high school GPA, and ACT scores. DISCUSSION Understanding SE skills' effects on later academic outcomes is important to help inform early SE skill intervention and development efforts in secondary and postsecondary settings. Additional implications and future directions are discussed.
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Affiliation(s)
- Kate E. Walton
- Behavior and Skills Measurement, ACT, Inc., Iowa City, IA 52243, USA; (J.A.); (D.M.); (J.B.)
| | - Jeff Allen
- Behavior and Skills Measurement, ACT, Inc., Iowa City, IA 52243, USA; (J.A.); (D.M.); (J.B.)
| | - Maxwell J. Box
- Department of Psychology, Bowling Green State University, Bowling Green, OH 43403, USA;
| | - Dana Murano
- Behavior and Skills Measurement, ACT, Inc., Iowa City, IA 52243, USA; (J.A.); (D.M.); (J.B.)
| | - Jeremy Burrus
- Behavior and Skills Measurement, ACT, Inc., Iowa City, IA 52243, USA; (J.A.); (D.M.); (J.B.)
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Liu M, Jiang X, Zhang B, Song T, Yu G, Liu G, Jiang N, Wu D, Zhou Z. How do topics and emotions develop in elementary school children? A text mining perspective based on free-writing text over 6 years. Front Psychol 2023; 14:1109126. [PMID: 36935982 PMCID: PMC10018174 DOI: 10.3389/fpsyg.2023.1109126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Accepted: 02/13/2023] [Indexed: 03/06/2023] Open
Abstract
Free-text data with long duration and continuity have great potential for studying environmental concerns and emotional expressions in child development. Based on ecosystem theory, using topic modeling and sentiment analysis in text mining to mine 4556 free-text writing data from first to sixth grade in elementary school, this study aims to reveal concerned topics' evolutionary trends and sentiment expression differences in topics during elementary school children's development. The results show the following: (1) Children prefer to focus on the topics of school and family in elementary school; (2) With the growth of grades, the proportion of family topics continues to decline, while that of social culture topics keeps rising; (3) When describing school, family, social culture, and interest, children mostly express negative emotions, and when describing peers and ability they mostly express positive emotions; (4) As the grade increases, the emotional expression on social culture topics become negative, while that on ability and interest topics become positive, and there are more differences in emotion expression between topics in junior and senior elementary grades. Discussion and conclusion are discussed at the end.
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Affiliation(s)
- Mengjun Liu
- School of Education, Hubei University, Wuhan, China
| | - Xinyu Jiang
- School of Education, Hubei University, Wuhan, China
| | | | - Ting Song
- School of Foreign Languages, Hubei University, Wuhan, China
| | - Gang Yu
- No. 1 Middle School of Xiaochi Town, Huanggang, China
| | - Guofang Liu
- No. 1 Middle School of Xiaochi Town, Huanggang, China
| | - Nan Jiang
- School of Education, Hubei University, Wuhan, China
- *Correspondence: Nan Jiang,
| | - Di Wu
- School of Education, Hubei University, Wuhan, China
- Di Wu,
| | - Zhi Zhou
- China Unicom Hubei Branch, Wuhan, China
- Zhi Zhou,
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5
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Soto CJ, Napolitano CM, Sewell MN, Yoon HJ, Roberts BW. Going Beyond Traits: Social, Emotional, and Behavioral Skills Matter for Adolescents’ Success. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2022. [DOI: 10.1177/19485506221127483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present research addresses three key questions about social, emotional, and behavioral (SEB) skills. First, how do SEB skills relate with the Big Five traits and Collaborative for Academic, Social, and Emotional Learning (CASEL) core competencies? Second, how do SEB skills relate with consequential outcomes in adolescence? Third, do SEB skills provide incremental validity beyond personality traits? Results from a diverse sample of high school students ( N = 897) indicate that SEB skills converge with the Big Five traits and CASEL competencies in expected and conceptually meaningful ways. Analyses of self-reported and school-reported outcomes extend SEB skills’ nomological network by showing that they predict academic achievement and engagement, occupational interests, social relationships, civic engagement, and well-being. Finally, tests of incremental validity indicate that SEB skills provide unique information beyond personality traits and that this information matters for predicting outcomes during adolescence. These findings advance our understanding of the nature, correlates, and consequences of SEB skills.
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Affiliation(s)
| | | | | | | | - Brent W. Roberts
- University of Illinois at Urbana-Champaign, USA
- University of Tübingen, Germany
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Breil SM, Mielke I, Ahrens H, Geldmacher T, Sensmeier J, Marschall B, Back MD. Predicting Actual Social Skill Expression from Personality and Skill Self-Concepts. J Intell 2022; 10:48. [PMID: 35997404 PMCID: PMC9397015 DOI: 10.3390/jintelligence10030048] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 07/18/2022] [Accepted: 07/20/2022] [Indexed: 02/04/2023] Open
Abstract
Social skills are of key importance in everyday and work life. However, the way in which they are typically assessed via self-report questionnaires has one potential downside; self-reports assess individuals' global self-concepts, which do not necessarily reflect individuals' actual social behaviors. In this research, we aimed to investigate how self-concepts assessed via questionnaires relate to skill expression assessed via behavioral observations after short interpersonal simulations. For this, we used an alternative behavior-based skill assessment approach designed to capture expressions of predefined social skills. Self- and observer ratings were collected to assess three different social skills: agency (i.e., getting ahead in social situations), communion (i.e., getting along in social situations), and interpersonal resilience (i.e., staying calm in social situations). We explored how these skills were related to self-concepts by differentiating between a classic personality measure (i.e., Big Five Inventory 2; BFI-2) and a novel skill questionnaire (i.e., Behavioral, Emotional, and Social Skills Inventory; BESSI). The results (N = 137) showed that both personality and skill self-concepts predicted self-rated skill expression, with the BESSI showing incremental validity. For both personality and skills self-concepts, the relationships with observer-rated skill expression were significant for agency but not for communion or interpersonal resilience. We discuss these results and highlight the theoretical and practical importance of differentiating between skill self-concepts and actual skill expression.
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Affiliation(s)
- Simon M. Breil
- Department of Psychology, University of Münster, 48149 Münster, Germany;
| | - Ina Mielke
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf, 20246 Hamburg, Germany;
| | - Helmut Ahrens
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Thomas Geldmacher
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Janina Sensmeier
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Bernhard Marschall
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Mitja D. Back
- Department of Psychology, University of Münster, 48149 Münster, Germany;
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Primi R, Santos D, John OP, De Fruyt F. SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy. Front Psychol 2021; 12:716639. [PMID: 34899462 PMCID: PMC8657760 DOI: 10.3389/fpsyg.2021.716639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 10/05/2021] [Indexed: 11/24/2022] Open
Abstract
Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide new psychometric information on its internal structure. Data were obtained through a computerized survey from 50,000 Brazilian students enrolled in public school grades 6 to 12, spread across the entire State of São Paulo. The SENNA inventory was designed to assess 18 particular skills (e.g., empathy, responsibility, tolerance of frustration, and social initiative), each operationalized by nine items that represent three types of items: three positively keyed trait-identity items, three negatively keyed identity items, and three (always positively keyed) self-efficacy items, totaling a set of 162 items. Results show that the 18 skill constructs empirically defined a higher-order structure that we interpret as the social-emotional Big Five, labeled as Engaging with Others, Amity, Self-Management, Emotional Regulation, and Open-Mindedness. The same five factors emerged whether we assessed the 18 skills with items representing (a) a trait-identity approach that emphasizes lived skills (what do I typically do?) or (b) a self-efficacy approach that emphasizes capability (how well can I do that?). Given that its target youth group is as young as 11 years old (grade 6), a population particularly prone to the response bias of acquiescence, SENNA is also equipped to correct for individual differences in acquiescence, which are shown to systematically bias results when not corrected.
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Affiliation(s)
- Ricardo Primi
- Post Graduate Program in Psychology, Universidade São Francisco, Campinas, Brazil
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
| | - Daniel Santos
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
- Faculty of Economics, Administration and Accounting of Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil
| | - Oliver P. John
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
- Department of Psychology and Institute of Personality and Social Research, University of California, Berkeley, Berkeley, CA, United States
| | - Filip De Fruyt
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
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8
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McGrew KS. The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2021. [DOI: 10.1177/08295735211054270] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.
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Murano D, Lipnevich AA, Walton KE, Burrus J, Way JD, Anguiano-Carrasco C. Measuring social and emotional skills in elementary students: Development of self-report Likert, situational judgment test, and forced choice items. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110012] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Abstract
A Escala de Domínios de Criatividade (K-DOCS) é amplamente utilizada internacionalmente, embora não haja estudos psicométricos nacionais. O presente estudo teve como objetivo adaptar e investigar as evidências de validade baseada na estrutura interna e na relação com variáveis externas, utilizando-se o Inventário dos Cinco Fatores (BFI-I). Colaboraram com a pesquisa 154 participantes, sendo 55% mulheres, com idades entre 18 e 58 (M=28,2; DP=9,41). A análise fatorial exploratória confirmou cinco fatores (acadêmico, performático, científico, artístico e cotidiano) e não foram excluídos itens da versão original. Observou-se convergência fatorial superior a 0,80, indicando bom ajuste fatorial dos itens. Quanto a relação com variáveis externas, foram encontradas correlações de magnitudes moderadas e fortes entre o K-DOCS e o BFI-I, apenas o fator científico não apresentou correlações significativas com os domínios do BFI-I. Conclui-se que os resultados encontrados sugerem a adequação do instrumento e que, novos estudos com o instrumentos se fazem pertinentes.
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11
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Soto CJ, Napolitano CM, Roberts BW. Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2020. [DOI: 10.1177/0963721420978613] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Success in life is influenced by more than cognitive ability and opportunity. Success is also influenced by social, emotional, and behavioral (SEB) skills: a person’s capacities to maintain social relationships, regulate emotions, and manage goal- and learning-directed behaviors. In this article, we propose an integrative model that defines SEB skills as capacities (what someone is capable of doing) rather than personality traits (what someone tends to do) and identifies five major skill domains: social engagement, cooperation, self-management, emotional resilience, and innovation. We then argue that operational measures of SEB skills should reflect rather than obscure the distinction between skills and traits. Finally, we propose an agenda for future work by highlighting open questions and hypotheses about the assessment, development, and outcomes of SEB skills as well as interventions and public policy targeting these skills.
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Affiliation(s)
| | - Christopher M. Napolitano
- Department of Educational Psychology, University of Illinois at Urbana-Champaign
- Department of Psychology, University of Zurich
| | - Brent W. Roberts
- Department of Psychology, University of Illinois at Urbana-Champaign
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen
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Cassoni C, Correia-Zanini MRG, Marturano EM, Fontaine AM. Adaptive tasks: school transition from the 5th to 6th grade of elementary education. PSICO-USF 2020. [DOI: 10.1590/1413-82712020250307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Abstract Within the ages of ten and thirteen years, children experience changes in elementary school. Focusing on students from public schools, the aim of this study was to investigate whether, from the 5th to 6th grade, they change indicators of performance, social skills, self-satisfaction and support network, self-concept and stress dimensions from one grade to another. A total of 379 students (212 girls), with a mean age of 10.6 years (SD = 0.91), participated at the beginning of the study. Instruments: Social Skills Assessment System; Child Stress Scale; Proof Brazil; Questionnaire for Self-Concept Evaluation; Multidimensional Scale of Life Satisfaction for Children. The results indicate a decrease in social skills, self-concept and life satisfaction; indicators of stress symptoms and academic performance increased from the 5th to 6th grade. The results are partially in agreement with previous findings of adverse effects of transition.
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Valentini F, Mose LDB, Ramos IDS, Conceição NMD. Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e180161] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This study aims to develop the Inventory of Supporting for Socio-Emotional Skills, which is an instrument for assessing the support for socio-emotional development provided by teachers, rated by students. It also aims to gather validity evidence of the internal structure of Inventory of Supporting for Socio-Emotional Skills and to control acquiescence. We elaborated the items, which content were evaluated by six experts. For the internal structure, a sample composed of elementary and high-school students (N = 443) was used to answer the instrument. The instrument presented good psychometric parameters after controlling for acquiescence using the Random Intercept Model. The final structure was set as unidimensional. We suggest controlling acquiescence to avoid biased scores. In addition, we make an inventory available that can be helpful for socio-emotional skills development.
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Cassoni C, Marturano EM, Fontaine AM, Leme VBR. School context in the transition from the early years to the final years of Elementary Education. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e190049] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The transition between the two cycles of Elementary School is a process with anticipations and expectations in the 5th as well as demands and adaptations in the 6th year. The objective of this paper is to investigate the effects of the transition taking into account the nature of the transition. A prospective study was carried out with two data collections (5th and 6th grade). A total of 379 public-school students (212 girls), with a mean age of 10.6 years (SD = 0.91), were enrolled at the beginning of the study. The instruments used were Brazil Test, Child Stress Scale, Social Skills Assessment System, Self-Concept Assessment Questionnaire, and Multidimensional Life Satisfaction Scale for Children. When comparing the two grades, children who did not change schools showed more stability, especially in academic self-concept; those enrolled in municipal schools showed a greater decrease in self-concept and satisfaction with life. School change seems to increase the demands of transition.
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Soto CJ. How Replicable Are Links Between Personality Traits and Consequential Life Outcomes? The Life Outcomes of Personality Replication Project. Psychol Sci 2019; 30:711-727. [PMID: 30950321 DOI: 10.1177/0956797619831612] [Citation(s) in RCA: 139] [Impact Index Per Article: 27.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
The Big Five personality traits have been linked to dozens of life outcomes. However, metascientific research has raised questions about the replicability of behavioral science. The Life Outcomes of Personality Replication (LOOPR) Project was therefore conducted to estimate the replicability of the personality-outcome literature. Specifically, I conducted preregistered, high-powered (median N = 1,504) replications of 78 previously published trait-outcome associations. Overall, 87% of the replication attempts were statistically significant in the expected direction. The replication effects were typically 77% as strong as the corresponding original effects, which represents a significant decline in effect size. The replicability of individual effects was predicted by the effect size and design of the original study, as well as the sample size and statistical power of the replication. These results indicate that the personality-outcome literature provides a reasonably accurate map of trait-outcome associations but also that it stands to benefit from efforts to improve replicability.
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PRIMI R, SANTOS DDD, HAUCK N, FRUYT FD, JOHN OP. Mapping self-report questionnaires for socio-emotional characteristics: What do they measure? ESTUDOS DE PSICOLOGIA (CAMPINAS) 2019. [DOI: 10.1590/1982-0275201936e180138] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
Abstract Whereas the structure of individual differences in many social and emotional attributes is well understood in adults, much less work has been done in children and adolescents. The main goals of this research were to specify the major content domains that are assessed across multiple socioemotional instruments (self-esteem, grit, self-efficacy, strengths and difficulties, Big Five) in research in the United States and Europe, to test them in a less developed context with considerable educational challenges (Brazilian schools). We selected the five most promising instruments and studied their structure at the item level in a large sample of Brazilian school students (N = 3,023). The extracted factors to capture the major domains of child differences represented in these instruments closely resembled the Big Five personality dimensions. We discuss the contribution of our findings to the assessment of socio-emotional skills in education research, as well as limitations of the current study, and suggestions for future research.
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Affiliation(s)
- Ricardo PRIMI
- Universidade São Francisco, Brasil; Instituto Ayrton Senna, Brasil
| | | | - Nelson HAUCK
- Universidade São Francisco, Brasil; Instituto Ayrton Senna, Brasil
| | - Filip De FRUYT
- Ghent University, Bélgica; Instituto Ayrton Senna, Brasil
| | - Oliver Peter JOHN
- University of California, United States; Instituto Ayrton Senna, Brasil
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Laros JA, Peres AJDS, Andrade JMD, Passos MFD. Validity evidence of two short scales measuring the Big Five personality factors. PSICOLOGIA-REFLEXAO E CRITICA 2018; 31:32. [PMID: 32025998 PMCID: PMC6966972 DOI: 10.1186/s41155-018-0111-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2018] [Accepted: 11/04/2018] [Indexed: 11/30/2022] Open
Abstract
The objective of this study was to obtain evidence of the convergent and factor validity of the Reduced Scale of Big Five Personality Factors (ER5FP), with 20 items, and of the Reduced Inventory of Big Five Personality Factors (IGFP-5R), with 32 items. The two Brazilian scales were administered to 554 participants aged 16–69 years (M = 30.6, SD = 8.6). The measurement model of each instrument was tested using confirmatory factor analysis. Both scales showed an adequate adjustment of the measurement model to the data (root mean square error of approximation < .06; standardized root mean square residual < .06) after excluding a number of items. Correlations between the factors of both instruments were estimated. Moderate evidence of convergent validity was found for Extraversion, Neuroticism, and Openness to Experience (raw correlations ranging from .44 and .57, and disattenuated correlations from .60 to .80). For Agreeableness and Conscientiousness, weaker evidence was found (raw correlations of .33 and .29, and disattenuated correlations of .48 and .43, respectively).
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Ambiel RAM, Hauck-Filho N, Barros LDO, Martins GH, Abrahams L, De Fruyt F. 18REST: a short RIASEC-interest measure for large-scale educational and vocational assessment. ACTA ACUST UNITED AC 2018; 31:6. [PMID: 32026059 PMCID: PMC6967077 DOI: 10.1186/s41155-018-0086-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2017] [Accepted: 01/24/2018] [Indexed: 11/10/2022]
Abstract
The construction of the 18REST, a short 18-item inventory to describe students’ position on John Holland’s RIASEC interest types, is documented. The instrument is meant to be used in large-scale assessment in education and on the labor market, supplementing information on school achievement and social-emotional skills. This research was carried out in Brazil, initially with two independent samples composed by adolescents and adults. The 18REST’s psychometric properties are compared to those of the more extended RIASEC item pool and confirmed in a new independent undergraduate sample. Despite differences between genders were found as expected, invariance measurement across gender was indicated. Different ways to use the 18REST in large-scale assessment are discussed.
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Affiliation(s)
- Rodolfo Augusto Matteo Ambiel
- Universidade São Francisco, Waldemar César da Silveira Street, 105, Jardim Cura D'ars, Campinas, SP, 13045-510, Brazil. .,Universidade São Francisco, Waldemar César da Silveira Street, 105, Jardim Cura D'Ars, Campinas, SP, 13045-510, Brazil.
| | - Nelson Hauck-Filho
- Universidade São Francisco, Waldemar César da Silveira Street, 105, Jardim Cura D'ars, Campinas, SP, 13045-510, Brazil
| | - Leonardo de Oliveira Barros
- Universidade São Francisco, Waldemar César da Silveira Street, 105, Jardim Cura D'ars, Campinas, SP, 13045-510, Brazil
| | - Gustavo Henrique Martins
- Universidade São Francisco, Waldemar César da Silveira Street, 105, Jardim Cura D'ars, Campinas, SP, 13045-510, Brazil
| | - Loes Abrahams
- Ghent University, Ghent, Belgium.,Institute Ayrton Senna Chair, Ghent University, Ghent, Belgium
| | - Filip De Fruyt
- Ghent University, Ghent, Belgium.,Institute Ayrton Senna Chair, Ghent University, Ghent, Belgium.,Instituto Ayrton Senna, São Paulo, Brazil
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Primi R. Avaliação Psicológica no Século XXI: de Onde Viemos e para Onde Vamos. PSICOLOGIA: CIÊNCIA E PROFISSÃO 2018. [DOI: 10.1590/1982-3703000209814] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo: Na primeira parte, esse artigo fará um enquadramento amplo da avaliação psicológica dentre as atividades profissionais do psicólogo e uma breve descrição reflexiva histórica, dos últimos 18 anos, dos esforços empreendidos pelo Conselho Federal de Psicologia na tentativa de regulamentação da área, focando nas lições aprendidas. Na segunda parte, o artigo irá focar os eventos científicos e históricos ocorridos nos últimos cinco anos, especialmente no âmbito da inteligência artificial, os quais apontam para um novo papel da avaliação psicológica no mundo. O artigo faz uma reflexão sobre as implicações dessas mudanças para o papel do psicólogo e para a regulamentação de sua prática profissional.
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Primi R, Zanon C, Santos D, De Fruyt F, John OP. Anchoring Vignettes. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2016. [DOI: 10.1027/1015-5759/a000336] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Individuals differ in the way they use rating scales to describe themselves, and these differences are particularly pronounced in children and early adolescents. One promising remedy is to correct (or “anchor”) an individual’s responses according to the way they use the scale when they rate an anchoring vignette (a set of hypothetical targets differing on the attribute of interest). Studying adolescents’ self-reports of their socio-emotional attributes, we compared traditional self-report scores with vignette-corrected scores in terms of reliability (internal consistency), discriminant validity (scale intercorrelations), and criterion validity (predicting achievement test scores in language and math). A large and representative sample of 12th grade Brazilian students (N = 8,582, 62% female, mean age 18.2) were administered a Portuguese-language self-report inventory assessing social-emotional skills related to the Big Five personality dimensions. Correcting scores according to vignette ratings led to increases in the reliability of scales measuring Conscientiousness and Openness, but discriminant validity and criterion validity increased only when each scale was corrected using its own corresponding vignette set. Moreover, accuracy in rating the vignettes was correlated with language achievement test scores, suggesting that verbal factors play a role in providing both normative vignette ratings of others and self-reports that are reliable and valid.
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Affiliation(s)
- Ricardo Primi
- Graduate Program in Psychological Assessment, Universidade São Francisco, Itatiba, Brazil
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
| | - Cristian Zanon
- Graduate Program in Psychological Assessment, Universidade São Francisco, Itatiba, Brazil
| | - Daniel Santos
- Economics Department, Universidade de São Paulo, Ribeirão Preto, Brazil
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
| | - Filip De Fruyt
- Department of Developmental, Personality, and Social Psychology, Ghent University, Belgium
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
| | - Oliver P. John
- Department of Psychology, University of California, Berkeley, CA, USA
- EduLab21, Ayrton Senna Institute, São Paulo, Brazil
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