Adaptation and validation of the Social and Emotional Health Survey–Secondary into Turkish culture

Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

“…The lowest intercorrelations between the four second-order factors were found for the association between emotional competence and engaged living (0.25-0.63) and the highest one for belief-in-self and engaged living (0.44-0.72). Regarding the correlations between the 12 first-order subscales, studies indicated values between 0.11 and 0.57 [23] and between 0.11 and 0.61 in Turkey and between 0.16 and 0.67 in USA [27]. This last study also found correlations between 0.54 and 0.68 in Turkish teenagers and between 0.53 and 0.74 in North Americans.…”

“…Some previous studies have reported intercorrelations between SEHS-S subscales [21][22][23][24][25][26][27]. The lowest intercorrelations between the four second-order factors were found for the association between emotional competence and engaged living (0.25-0.63) and the highest one for belief-in-self and engaged living (0.44-0.72).…”

“…Other studies have examined SEHS-S convergent validity with other indicators of youth global well-being, life satisfaction, quality of life, school adjustment, and prosocial behavior (r = 0.36 to 0.89) [15,17,18,27], and negatively correlated with measures or youth distress, such as diverse measures of behavioral and emotional symptoms (r = −0.08 and −0.63) [15,[17][18][19]24,27,28]. The SEHS-S was significantly and positively correlated with the Strengths and Difficulties Questionnaire (SDQ) [29] prosocial behavior subscale (r = 0.40) [27], with subjective well-being among Korean youths (r = 0.56) [18] and among Californian teens (r = 0.57) [30], and Turkish adolescents (r = 0.66) [27]. Additionally, other analyses have indicated that the SEHS-S was negatively correlated with depression, anxiety, and stress (r = −0.22 to −0.36) in Chinese youths [28], with behavioral and emotional symptoms in USA and Latin American adolescents (r = −0.63) [20], and with the SDQ total difficulties scale (r = −0.25) among Turkish [27] and Korean youths (r = −0.08 to −0.25) [24].…”

“…The SEHS-S was significantly and positively correlated with the Strengths and Difficulties Questionnaire (SDQ) [29] prosocial behavior subscale (r = 0.40) [27], with subjective well-being among Korean youths (r = 0.56) [18] and among Californian teens (r = 0.57) [30], and Turkish adolescents (r = 0.66) [27]. Additionally, other analyses have indicated that the SEHS-S was negatively correlated with depression, anxiety, and stress (r = −0.22 to −0.36) in Chinese youths [28], with behavioral and emotional symptoms in USA and Latin American adolescents (r = −0.63) [20], and with the SDQ total difficulties scale (r = −0.25) among Turkish [27] and Korean youths (r = −0.08 to −0.25) [24]. Lastly, analyses have shown that the SEHS-S has significant positive relations with school outcomes, such as school adjustment, prosocial behavior, academic performance, school safety, and lower risk of identifying as a gang member [15,24,31].…”

“…Lastly, analyses have shown that the SEHS-S has significant positive relations with school outcomes, such as school adjustment, prosocial behavior, academic performance, school safety, and lower risk of identifying as a gang member [15,24,31]. The previously mentioned studies have examined the psychometric properties of the SEHS-S and the measurability of the core components of Covitality in secondary school samples from many different countries and cultures such as China [28], Korea [18], United States [15,19,23], Japan [17], Turkey [27], and five California sociocultural groups (Latino, Black, blended heritage, Asian, and White) [20].…”