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Li Z, Liu W, Li Q. How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy. Behav Sci (Basel) 2024; 14:133. [PMID: 38392486 PMCID: PMC10886073 DOI: 10.3390/bs14020133] [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: 12/27/2023] [Revised: 02/01/2024] [Accepted: 02/09/2024] [Indexed: 02/24/2024] Open
Abstract
The social and emotional competence of adolescents serves as the cornerstone for their success and future development. This study aims to explore the impact of distributed leadership on the social and emotional competence of adolescents, examining the mediating roles of student-centered teaching practices and teacher self-efficacy. Utilizing survey data from 7246 Chinese adolescents in the SESS project, the study employs a multi-level structural equation modeling approach for data analysis. The results indicate that distributed leadership positively predicts the social and emotional competence of adolescents. Furthermore, distributed leadership exerts indirect effects on adolescents' social and emotional competence through the independent mediating roles of student-centered teaching practices and teacher self-efficacy, as well as a sequential mediation process involving student-centered teaching practices leading to teacher self-efficacy. This study elucidates how distributed leadership facilitates the development of adolescents' social and emotional competence, confirming the supportive factors influencing these crucial capacities. Simultaneously, it provides valuable insights into the daily practices of teachers, principals, and administrators.
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Affiliation(s)
- Zhenyu Li
- Center for Teacher Education Research, Key Research Institute, Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Wei Liu
- School of Psychology, Guizhou Normal University, Guiyang 550025, China
| | - Qiong Li
- Center for Teacher Education Research, Key Research Institute, Faculty of Education, Beijing Normal University, Beijing 100875, China
- Taihang Branch of Center for Teacher Education Research of Beijing Normal University, Xingtai University, Xingtai 054000, China
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Hank C, Huber UC. Soziale Kompetenzen im Selbstbericht bei Kindern der Primarstufe. DIAGNOSTICA 2023. [DOI: 10.1026/0012-1924/a000318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
Zusammenfassung: Die Relevanz sozialer Kompetenzen bei Kindern für schulischen Erfolg und psychische Gesundheit ist vielfach belegt worden. Trotz fehlender einheitlicher Definition des Begriffs herrscht Einigkeit über die mehrdimensionale Struktur sozialer Kompetenzen. Einige Teilkompetenzen wie z. B. Empathie lassen sich aufgrund fehlender sichtbarer Ausprägung unzureichend beobachten. Eine Erfassung sozialer Kompetenzen aus der Fremdperspektive sollte dementsprechend um eine differenzierte Selbstperspektive ergänzt werden. Insbesondere für den Primarbereich fehlen Inventare, die die Selbstperspektive des Individuums berücksichtigen. Die Social Skill Improvement System Rating Scales (SSIS-RS) bietet als englischsprachiges Inventar diese Möglichkeit. Mithilfe von n = 525 Schülerinnen und Schülern wird in einer ersten Studie die Konstruktvalidität einer deutschen Übersetzung der SSIS-RS untersucht. In einer zweiten Studie wird die Retestreliabilität nach vier Wochen und die Kriteriumsvalidität mithilfe von n = 289 Schülerinnen und Schülern überprüft. Für die deutsche Version zeigt sich eine mit dem Original vergleichbare siebenfaktorielle Struktur sozialer Kompetenzen sowie vergleichbare Skaleneigenschaften und Zusammenhänge zu Fremdurteilen. Dies legt nahe, dass die SSIS-RS sich auch im deutschen Sprachraum für den Selbstbericht im Primarbereich gewinnbringend einsetzen lässt.
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Salokivi M, Salantera S, Saarikallio S, Ala-Ruona E. Promoting emotional skills in early adolescents with mental health conditions in music therapy – a content analysis of focus group interviews. NORDIC JOURNAL OF MUSIC THERAPY 2023. [DOI: 10.1080/08098131.2023.2169336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Maija Salokivi
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyväskylä, Finland
| | - Sanna Salantera
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Suvi Saarikallio
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyväskylä, Finland
| | - Esa Ala-Ruona
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyväskylä, Finland
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Thomas S, Kågström A, Eichas K, Inam A, Ferrer-Wreder L, Eninger L. Children's social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition). Front Psychol 2023; 13:1020963. [PMID: 36726520 PMCID: PMC9886091 DOI: 10.3389/fpsyg.2022.1020963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 12/16/2022] [Indexed: 01/17/2023] Open
Abstract
Introduction Social emotional competence is fundamental to the positive development of children and youth. Accurately understanding and assessing children's social emotional competencies, using psychometrically sound instruments, are essential to global efforts to support children's social emotional learning, academic achievements, and health. This study examined the psychometric properties of a teacher-reported measure of young children's social emotional competence, the Social Competence Scale - Teacher edition (SCS-T), in two samples of children growing up with varied economic resources/conditions, cultural norms, and educational experiences, namely Pakistan (N = 396) and Sweden (N = 309). Methods Participants were aged 4-6 years old. The study design was cross-sectional. Results and Discussion Using structural equation modelling, bi-factor confirmatory factor analysis models implying shared variance, among all items and domain-specific shared variance, among the prosocial items, emotion regulation items, and academic skills items resulted in good fitting models in each respective sample. Invariance testing across samples revealed a subset of items from each factor structure with partial scalar invariance, whereby five items had equal thresholds and could be comparable across the two samples. Thus, results provided partial support for hypotheses 1, 2, and 3, in that the posited three factor model (H1) was not clearly supported and a bi-factor model evidenced the best fit, among tested models, for both samples. Further, partial scalar invariance (H3) was found for five items out of 25 items, concerning social competence and academic skills. In regards, to the posited research question, the results of Z-tests showed significant (p < 0.001) latent mean differences between the samples. Compared to the Swedish sample, the Pakistani sample was 1.80 units lower on social competence (z = -6.41, p < 0.001) and 1.86 units lower on academic skills (z = -7.87, p < 0.001). The implications of these findings in light of efforts to promote positive child development in diverse parts of the world are considered.
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Affiliation(s)
- Sarah Thomas
- Department of Psychology, Stockholm University, Stockholm, Sweden,*Correspondence: Sarah Thomas,
| | - Anna Kågström
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czechia
| | - Kyle Eichas
- Department of Psychological Sciences, Tarleton State University, Stephenville, TX, United States
| | - Ayesha Inam
- Department of Humanities, COMSATS University, Islamabad, Pakistan
| | | | - Lilianne Eninger
- Department of Psychology, Stockholm University, Stockholm, Sweden
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Hinerman KM, Hull DM, Näslund-Hadley EI, Mirzaei Rafe M. Social Emotional Learning Competencies in Belize Children: Psychometric Validation Through Exploratory Structural Equation Modeling. Front Psychol 2022; 12:770501. [PMID: 35222143 PMCID: PMC8865414 DOI: 10.3389/fpsyg.2021.770501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Accepted: 12/06/2021] [Indexed: 11/13/2022] Open
Abstract
In the nation of Belize, and in particular the south side of Belize City, the main metropolitan area of the nation, significant economic disparities have led to child and adolescent exposure to high rates of violent crime, gang activity, unsafe neighborhoods, sexual, and physical violence. Problems associated with poor Social-Emotional Character Development are especially prevalent among boys. Consequently, valid culture-relevant measures are required that identify problematic behavior for policy-based intervention and evaluation of educational programs designed to ameliorate this problem. The present study demonstrates the application of Exploratory Structural Equation Modeling to existing measures through the investigation of structural validity and generalizability of the Social-Emotional and Character Development Scale with a large sample of children from schools in Belize (N = 1,877, Ages 10-13). Exploratory structural equation modeling results demonstrate the original factor correlations were reduced, providing less biased estimates than confirmatory factor analysis (CFA). Moreover, a multi-group Exploratory Structural Equation Modeling analysis illuminates significant differences between latent factor scores of males and females for most factors. Using this newer factor analytic procedure, original factors are reconceptualized to better situate the Social Emotional Character Development Scales into the larger body of Social-Emotional Learning (SEL) competencies literature.
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Affiliation(s)
| | - Darrell M Hull
- Department of Educational Psychology, University of North Texas, Denton, TX, United States
| | | | - Mehri Mirzaei Rafe
- Department of Educational Psychology, University of North Texas, Denton, TX, United States
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Salokivi M, Salanterä S, Ala-Ruona E. Scoping review and concept analysis of early adolescents’ emotional skills: Towards development of a music therapy assessment tool. NORDIC JOURNAL OF MUSIC THERAPY 2021. [DOI: 10.1080/08098131.2021.1903977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Maija Salokivi
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyvaskyla, Finland
| | - Sanna Salanterä
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Esa Ala-Ruona
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyvaskyla, Finland
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Anziom B, Strader S, Sanou AS, Chew P. Without Assumptions: Development of a Socio-Emotional Learning Framework That Reflects Community Values in Cameroon. Front Public Health 2021; 9:602546. [PMID: 34026701 PMCID: PMC8137823 DOI: 10.3389/fpubh.2021.602546] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 02/18/2021] [Indexed: 11/13/2022] Open
Abstract
Socioemotional learning (SEL) skills are the competencies that children need to be successful and accepted members of society. In this study, we built a SEL framework and a SEL measurement tool from the ground up that assess children's development of skills with communities of the Baka ethnic group in Cameroon. We conducted a participatory and interactive study to develop a SEL framework and measurement tool that is specific to the context of indigenous Baka communities in Cameroon. Using a quick ethnography methodology and an emic approach, a researcher team comprised mainly of Baka community members engaged parents, teachers, and others in iterative cycles of data collection, analysis, and reflection to develop the framework and assessments. The resulting Baka SEL framework includes skills and domains distinct from predominant SEL frameworks, underscoring the importance of drawing SEL priorities from communities themselves. Shared foundational constructs underlying the Baka SEL framework and other frameworks indicate possible universal human expectations for emotional and relational skills. Two SEL measurement tools were produced: a caregiver tool and a teacher tool, each using storytelling to elicit specific, honest, and detailed information about child behavior. These tools allow us to capture child behavior in the school and the home, and to collect data on all participating children within a specific time period. The described approach is a simple, practical, and culturally appropriate strategy for collaborating with rural communities to articulate their understanding of SEL. The resulting framework and tools illustrate the importance of rooting SEL in local culture, while the approach to developing them serves as a model for other early childhood care and education organizations and programs.
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Affiliation(s)
- Brigitte Anziom
- L'Association pour la Traduction, l'Alphabétisation, et le Développement Holistique de l'Etre Humain (ASTRADHE), Lomié, Cameroon
| | | | | | - Philip Chew
- Independent Consultant, Cambridge, MA, United States
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Panayiotou M, Santos J, Black L, Humphrey N. Exploring the Dimensionality of the Social Skills Improvement System Using Exploratory Graph Analysis and Bifactor-( S - 1) Modeling. Assessment 2020; 29:257-271. [PMID: 33190508 PMCID: PMC8796162 DOI: 10.1177/1073191120971351] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Since its development over a decade ago, the Social Skills Improvement System (SSIS) has been one of the most widely used measures of social skills in children. However, evidence of its structural validity has been scant. The current study examined the original seven-factor and more recent five-factor structure (SSIS-SEL) of the self-report SSIS in a sample of English elementary school students (N = 3,331) aged 8 to 10 years (M = 8.66, SD = 0.59). A problematic fit was found for both structures with poor discriminant validity. Using exploratory graph analysis and bifactor-(S − 1) modeling, we found support for a four-factor structure, the variation of which was captured by a general factor defined by “empathy and prosocial skills.” Future researchers, particularly those interested in using specific domains of the SSIS, are urged to assess its structure in their studies, if their findings are to be theoretically meaningful.
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Humphrey N, Wigelsworth M. Modeling the Factors Associated With Children's Mental Health Difficulties in Primary School: A Multilevel Study. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2012.12087513] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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10
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Papieska J, Spilt JL, Laevers F. A new performance-based measure of children’s socioemotional understanding: Psychometric properties of the domino test for socioemotional understanding (DOTSEMU). EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1512850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Joanna Papieska
- Faculty of Psychology and Educational Sciences, Research Centre for Experiential Education, KU Leuven, Leuven, Belgium
| | - Jantine L. Spilt
- Faculty of Psychology and Educational Sciences, School Psychology and Child and Adolescent Development, KU Leuven, Leuven, Belgium
| | - Ferre Laevers
- Faculty of Psychology and Educational Sciences, Research Centre for Experiential Education, KU Leuven, Leuven, Belgium
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Humphrey N, Hennessey A, Lendrum A, Wigelsworth M, Turner A, Panayiotou M, Joyce C, Pert K, Stephens E, Wo L, Squires G, Woods K, Harrison M, Calam R. The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT. PUBLIC HEALTH RESEARCH 2018. [DOI: 10.3310/phr06100] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
BackgroundUniversal social and emotional learning interventions can produce significant practical improvements in children’s social skills and other outcomes. However, the UK evidence base remains limited.ObjectivesTo investigate the implementation, impact and cost-effectiveness of the Promoting Alternative THinking Strategies (PATHS) curriculum.DesignCluster randomised controlled trial. Primary schools (n = 45) were randomly assigned to implement PATHS or to continue with their usual provision for 2 years.SettingPrimary schools in seven local authorities in Greater Manchester.ParticipantsChildren (n = 5218) in Years 3–5 (aged 7–9 years) attending participating schools.InterventionPATHS aims to promote children’s social skills via a taught curriculum, which is delivered by the class teacher, generalisation activities and techniques, and supplementary materials for parents. Schools in the usual provision group delivered the Social and Emotional Aspects of Learning programme and related interventions.Main outcome measuresChildren’s social skills (primary outcome, assessed by the Social Skills Improvement System); pro-social behaviour and mental health difficulties (Strengths and Difficulties Questionnaire); psychological well-being, perceptions of peer and social support, and school environment (Kidscreen-27); exclusions, attendance and attainment (National Pupil Database records); and quality-adjusted life-years (QALYs) (Child Health Utility 9 Dimensions). A comprehensive implementation and process evaluation was undertaken, involving usual provision surveys, structured observations of PATHS lessons, interviews with school staff and parents, and focus groups with children.ResultsThere was tentative evidence (at ap-value of < 0.10) that PATHS led to very small improvements in children’s social skills, perceptions of peer and social support, and reductions in exclusions immediately following implementation. A very small but statistically significant improvement in children’s psychological well-being [d = 0.12, 95% confidence interval (CI) –0.02 to 0.25;p < 0.05) was also found. No lasting improvements in any outcomes were observed at 12- or 24-month post-intervention follow-up. PATHS was implemented well, but not at the recommended frequency; our qualitative analysis revealed that this was primarily due to competing priorities and pressure to focus on the core academic curriculum. Higher levels of implementation quality and participant responsiveness were associated with significant improvements in psychological well-being. Finally, the mean incremental cost of PATHS compared with usual provision was determined to be £29.93 per child. Mean incremental QALYs were positive and statistically significant (adjusted mean 0.0019, 95% CI 0.0009 to 0.0029;p < 0.05), and the incremental net benefit of introducing PATHS was determined to be £7.64. The probability of cost-effectiveness in our base-case scenario was 88%.LimitationsModerate attrition through the course of the main trial, and significant attrition thereafter (although this was mitigated by the use of multiple imputation of missing data); suboptimal frequency of delivery of PATHS lessons.ConclusionsThe impact of PATHS was modest and limited, although that which was observed may still represent value for money. Future work should examine the possibility of further modifications to the intervention to improve goodness of fit with the English school context without compromising its efficacy, and identify whether or not particular subgroups benefit differentially from PATHS.Trial registrationCurrent Controlled Trials ISRCTN85087674 (the study protocol can be found at:www.journalslibrary.nihr.ac.uk/programmes/phr/10300601/#/).FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol 6, No. 10. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Neil Humphrey
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Alexandra Hennessey
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Ann Lendrum
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Michael Wigelsworth
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Alexander Turner
- Division of Population Health, Health Services Research and Primary Care, School of Health Sciences, University of Manchester, Manchester, UK
| | - Margarita Panayiotou
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Craig Joyce
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Kirsty Pert
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Emma Stephens
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Lawrence Wo
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Garry Squires
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Kevin Woods
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Mark Harrison
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, BC, Canada
| | - Rachel Calam
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
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Coelho VA, Sousa V. Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter? J Youth Adolesc 2018; 47:1978-1991. [PMID: 30019181 DOI: 10.1007/s10964-018-0897-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Accepted: 06/29/2018] [Indexed: 11/29/2022]
Abstract
There is a lack of studies in the literature addressing the differential effectiveness of Social and Emotional Learning according to their implementation setting. This study compared the effectiveness of an upper middle school Social and Emotional Learning program applied in two different settings: within school and after-school hours, while controlling for individual and class-level variables. There were 837 students (Mage = 12.70; SD = 0.98; 47.6% were female): 246 in the control group, 319 in the after-school intervention group and 272 in the within school schedule intervention group, assessed at pretest, post-test and follow-up seven months later. Multilevel analyses identified more positive intervention results in on self-esteem, self-control, and social awareness for students in the within school schedule groups. Girls gained more in social awareness in both program settings. This study highlights the importance of analyzing Social and Emotional Learning program´s differential effectiveness in order to optimize it.
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Affiliation(s)
- Vítor Alexandre Coelho
- Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2564-910, Torres Vedras, Portugal. .,Centro de Investigação para a Psicologia do Desenvolvimento, Porto, Portugal.
| | - Vanda Sousa
- Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2564-910, Torres Vedras, Portugal.,Centro de Investigação para a Psicologia do Desenvolvimento, Porto, Portugal
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Knopp KA. The Children’s Social Comprehension Scale (CSCS): Construct validity of a new social intelligence measure for elementary school children. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2018. [DOI: 10.1177/0165025418787923] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The abilities comprising social intelligence are critical to children’s development and interpersonal functioning, and there is a need for reliable and valid tools for measuring them. This paper describes the Children’s Social Comprehension Scale (CSCS), which is a performance-based test of the cognitive component of social intelligence for young schoolchildren. The CSCS was developed as an easy-to-use and rapid screening tool for diagnosing deficits in social information processing, such as understanding and evaluation of social situations. The final version of the instrument exhibits satisfactory score reliability as measured by Cronbach’s alpha and acceptable factorial validity of results as determined by confirmatory factor analysis for each of the studied age groups (6–7, 8–9, and 10–11 years; N = 358). The validity of the CSCS results is also corroborated by its positive correlations with other measures of social intelligence (stronger), intellectual potential (weaker), and an indicator of effective social functioning. The scores on the test show age differences in the expected direction. All these findings suggest that the CSCS is valid and reliable measure of cognitive social intelligence in children.
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Affiliation(s)
- Katarzyna A Knopp
- Cardinal Stefan Wyszynski University in Warsaw, Institute of Psychology, Warsaw, Poland
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14
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Cheung PPP, Siu AMH, Brown T, Yu ML. A social-cognitive intervention program for adolescents with autism: A pilot study. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION 2017. [DOI: 10.1080/19411243.2017.1408442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Pui Pui Phoebe Cheung
- Clinical Associate & Occupational Therapist, Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
| | - Andrew MH Siu
- Associate Professor & Clinical Coordinator of Occupational Therapy, Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
| | - Ted Brown
- Associate Professor & Undergraduate Course Convener, Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, Victoria, Australia
| | - Mong-lin Yu
- Lecturer & Fieldwork Coordinator, Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, Victoria, Australia
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15
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Compétences psychosociales et bien-être scolaire chez l’enfant : une validation française pilote. ENFANCE 2017. [DOI: 10.4074/s0013754517001045] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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16
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Lodal K, Bond C. An exploratory product evaluation of the Manchester Motor Skills Programme. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2017. [DOI: 10.1080/02667363.2016.1261803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Katherine Lodal
- Manchester Institute of Education, School of Environment, Education and Development Department, University of Manchester, Manchester, UK
| | - Caroline Bond
- Manchester Institute of Education, School of Environment, Education and Development Department, University of Manchester, Manchester, UK
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Wang YF, Zauszniewski JA, Burant CJ. Psychometric Properties of the Chinese Version of the Children's Resourcefulness Scale in Taiwanese Children. Issues Ment Health Nurs 2016; 37:847-857. [PMID: 27682224 DOI: 10.1080/01612840.2016.1224961] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study reports the psychometric properties of a Chinese version of the Children's Resourcefulness Scale (C-CRS) for Taiwanese children. An instrument for assessing resourcefulness skills in children and adolescents, the CRS was translated into Mandarin Chinese, and a cross-sectional investigation was conducted with a convenience sample of 368 fifth and sixth graders recruited from three geographically diverse locations in Taiwan. Internal consistency statistics from the total sample and subgroups were between .57 and .71 with lower alphas for subgroups with disadvantaged socioeconomic status. Findings suggest that the C-CRS has the potential to assess children's resourcefulness skills in the Taiwanese population.
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Affiliation(s)
- Ya-Fen Wang
- a Kent State University , College of Nursing , Kent , Ohio , USA
| | - Jaclene A Zauszniewski
- b Case Western Reserve University , Frances Payne Bolton School of Nursing , Cleveland , Ohio , USA
| | - Christopher J Burant
- b Case Western Reserve University , Frances Payne Bolton School of Nursing , Cleveland , Ohio , USA.,c Cleveland Louis Stokes VA Medical Center, Geriatric Research, Educational, Clinical Center , Cleveland , Ohio , USA
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Coelho VA, Sousa V, Figueira AP. The Effectiveness of a Portuguese Elementary School Social and Emotional Learning Program. J Prim Prev 2016; 37:433-47. [PMID: 27631814 DOI: 10.1007/s10935-016-0445-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We examined the effects of a social and emotional learning program, Program Positive Attitude, on the social and emotional competencies and self-esteem of Portuguese elementary school students, from the twin perspectives of students and their teachers. Participants were 1237 fourth grade students from 37 schools in a Portuguese municipality, with a mean age of 9.2 years, of which 970 students (in 86 classes) participated in the program and 267 students (in 21 classes) served as a comparison group. Students and their teachers completed questionnaires prior to and following the intervention. We used multilevel linear modeling with a repeated measures design to evaluate the effectiveness of the program. Both students and their teachers reported significant intervention gains in self-control and social awareness. Students' in the intervention group also identified reductions in social isolation and improvements in self-esteem, and their teachers reported decreases in their students' social anxiety. An analysis by gender revealed that only girls showed increases in self-esteem, and only boys reported reduced social isolation. These findings support the effectiveness of the program.
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Affiliation(s)
- Vitor Alexandre Coelho
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal.
- Académico de Torres Vedras, Largo Eugénio Trigueiros 17-21, 2564, Torres Vedras, Portugal.
| | - Vanda Sousa
- Académico de Torres Vedras, Largo Eugénio Trigueiros 17-21, 2564, Torres Vedras, Portugal
| | - Ana Paula Figueira
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
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Maguire LK, Niens U, McCann M, Connolly P. Emotional development among early school-age children: gender differences in the role of problem behaviours. EDUCATIONAL PSYCHOLOGY 2016; 36:1408-1428. [PMID: 27570322 PMCID: PMC4975098 DOI: 10.1080/01443410.2015.1034090] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2013] [Accepted: 03/19/2015] [Indexed: 06/06/2023]
Abstract
There has been an increasing focus on social and emotional development in educational programmes in early childhood as both variables are believed to influence behavioural outcomes in the classroom. However, relationships between social and emotional development and behaviour in early childhood have rarely been explored. This article sets out to investigate the conceptualisation of these variables and their interrelationships. Structural equation models were used to assess whether differences exist between boys and girls in relation to social and emotional competences, which could affect the relative success of such programmes. This article is based on cross-sectional data collected from 749 four- to six-year-olds and their teachers. The findings generally supported the hypothesised relationships between social and emotional development variables and prosocial behaviour (including internalising behaviour) for boys and girls. However, some gender differences were noted in externalising behaviour, which teachers often consider to be most significant due to its potentially disruptive nature in the classroom.
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Affiliation(s)
- Lisa K. Maguire
- Centre for Public Health, Queen’s University Belfast, Belfast, UK
| | - Ulrike Niens
- School of Education, Queen’s University Belfast, Belfast, UK
| | - Mark McCann
- Institute for Child Care Research, Queen’s University Belfast, Belfast, UK
| | - Paul Connolly
- School of Education, Queen’s University Belfast, Belfast, UK
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Coelho VA, Sousa V, Marchante M. Social and Emotional Competencies Evaluation Questionnaire-Teacher's Version: Validation of a Short Form. Psychol Rep 2016; 119:221-36. [PMID: 27356548 DOI: 10.1177/0033294116656617] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The Social and Emotional Competencies Evaluation Questionnaire-Teacher's version, Short Form (QACSE-P-SF) allows teachers to assess their students' social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes.
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Comparing Two Low Middle School Social and Emotional Learning Program Formats: A Multilevel Effectiveness Study. J Youth Adolesc 2016; 46:656-667. [DOI: 10.1007/s10964-016-0472-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2015] [Accepted: 03/18/2016] [Indexed: 11/25/2022]
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22
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Humphrey N, Wigelsworth M. Making the case for universal school-based mental health screening. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2016. [DOI: 10.1080/13632752.2015.1120051] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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23
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“Positive Attitude”: A multilevel model analysis of the effectiveness of a Social and Emotional Learning Program for Portuguese middle school students. J Adolesc 2015; 43:29-38. [DOI: 10.1016/j.adolescence.2015.05.009] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2014] [Revised: 05/08/2015] [Accepted: 05/14/2015] [Indexed: 11/24/2022]
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24
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Boniwell I, Osin EN, Martinez C. Teaching happiness at school: Non-randomised controlled mixed-methods feasibility study on the effectiveness of Personal Well-Being Lessons. JOURNAL OF POSITIVE PSYCHOLOGY 2015. [DOI: 10.1080/17439760.2015.1025422] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Affiliation(s)
- Ilona Boniwell
- Positran, 14 rue de la Vallée Penaut, 78770 Goupillères, France
- Department of Psychology, Anglia Ruskin University, Cambridge, UK
| | - Evgeny N. Osin
- International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics, 20 Myasnitskaya ul., Moscow 101000, Russia
| | - Charles Martinez
- University of East London School of Psychology, Stratford Campus, Water Lane, London E15 4LZ, UK
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25
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Brechet C, Jolley RP. The Roles of Emotional Comprehension and Representational Drawing Skill in Children's Expressive Drawing. INFANT AND CHILD DEVELOPMENT 2014. [DOI: 10.1002/icd.1842] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Claire Brechet
- Department of Psychology; University of Montpellier III, Laboratory Epsylon, E.A. 4556-Dynamics of Human Abilities & Health Behaviors; Montpellier France
| | - Richard P. Jolley
- School of Psychology, Sport and Exercise, Faculty of Health Sciences; Staffordshire University; UK
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26
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Fabiano GA, Chafouleas SM, Weist MD, Carl Sumi W, Humphrey N. Methodology Considerations in School Mental Health Research. SCHOOL MENTAL HEALTH 2014. [DOI: 10.1007/s12310-013-9117-1] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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27
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Sandell R, Kimber B, Andersson M, Elg M, Fhärm L, Gustafsson N, Söderbaum W. Psychometric analysis of a measure of socio-emotional development in adolescents. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2012. [DOI: 10.1080/02667363.2012.726196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Rolf Sandell
- a Department of the Behavioural Sciences , Linköping University , Linköping , Sweden
| | - Birgitta Kimber
- b Department of Health and Medical Sciences , Örebro University , Örebro , Sweden
| | - Marie Andersson
- a Department of the Behavioural Sciences , Linköping University , Linköping , Sweden
| | - Mattias Elg
- a Department of the Behavioural Sciences , Linköping University , Linköping , Sweden
| | - Linus Fhärm
- a Department of the Behavioural Sciences , Linköping University , Linköping , Sweden
| | - Niklas Gustafsson
- a Department of the Behavioural Sciences , Linköping University , Linköping , Sweden
| | - Wendela Söderbaum
- a Department of the Behavioural Sciences , Linköping University , Linköping , Sweden
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Leung C, Cheung J, Lau V, Lam C. Development of the Preschool Developmental Assessment Scale (PDAS) on children's social development. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:2511-2518. [PMID: 21856115 DOI: 10.1016/j.ridd.2011.07.009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2011] [Accepted: 07/11/2011] [Indexed: 05/31/2023]
Abstract
This paper aimed to describe the design and development of the social domain of the Preschool Developmental Assessment Scale (PDAS), which would be used for assessment of preschool children with different developmental disabilities. The original version of the social domain consisted of 30 items. Children were asked questions about their social development such as their relationship with others, understanding of social norms and rules, empathy and perspective taking. The test was administered to 324 children, including 240 children from preschools and 84 children with developmental disabilities. Rasch analysis was conducted, and all except one item were within the acceptable range of infit statistics. The revised 29-item version could well differentiate between children with typical development and children with developmental disabilities. It could also differentiate between children from different age groups. The revised version was estimated to take around 15 min to administer. The social domain of the PDAS was found to be a direct, quick yet reliable assessment tool for assessing the social development of preschool children.
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Affiliation(s)
- Cynthia Leung
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
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