Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms

Anthony, Christopher J.; Brann, Kristy L.; Elliott, Stephen N.; Garis, Elizabeth J.

doi:10.1002/pits.22607

Cited by 17 publications

(26 citation statements)

References 37 publications

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“…Three forms of the SSIS SEL b have been developed: the SSIS SEL b Teacher K-12 Form (SSIS SEL b -T), the SSIS SEL b Parent K-12 Form (SSIS SEL b -P), and the SSIS SEL b Student form (SSIS SEL b -S). Studies with representative samples of children from the U.S. indicate the scores from this assessment to be highly reliable and valid (e.g., Anthony et al, 2020a , b , 2021 , 2022 ; Elliott et al, 2020 ). Specifically, alpha values for SEL composite scores were found to be 0.95 for teachers, 0.91 for parents, and 0.94 for students.…”

Section: Methodsmentioning

confidence: 99%

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

Anthony

Elliott²,

Yost³

et al. 2022

Front. Psychol.

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The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.

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Section: Methodsmentioning

confidence: 99%

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

Anthony

Elliott²,

Yost³

et al. 2022

Front. Psychol.

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“…A few brief SEL scales have been developed, such as the SSIS SEL b -S (Anthony et al, 2021) and the short form version of the SEARS for adolescents (SEARS-A SF; Nese et al, 2012). The SSIS SEL b -S was validated on data obtained from students in Grades 3–12 and was meant to overcome challenges faced while using long-form measures such as large-scale (e.g., universal assessment/screening) or repeated (e.g., periodic progress monitoring) assessment.…”

Section: Existing Measures Of Selmentioning

confidence: 99%

“…Similarly, the SEARS-A SF was developed to serve the purposes of systematic progress monitoring and screening. When using the statistical methods described above, both scales (the SSIS SEL b -S and the SEARS-A SF) showed good psychometric properties and the SEARS-A SF also showed excellent correlational validity with the long-form version (Anthony et al, 2021; Nese et al, 2012).…”

Section: Existing Measures Of Selmentioning

confidence: 99%

The Social and Emotional Learning and Orientation Scale - Development and Validation of a Brief Measure in Hindi

Sharma¹,

Chheda²,

Piramal

et al. 2022

Journal of Psychoeducational Assessment

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Accumulating evidence of the impact of social and emotional learning (SEL) on student well-being as well as academic performance has led to an increased interest in understanding and measuring SEL in students. However, most existing measures have been developed in English and there is a paucity of culturally relevant measures in other languages. In this study, we present a short, culturally sensitive 8-item scale in Hindi entitled the Social and Emotional Learning and Orientation Scale (SELOS). Factor structure of SELOS was established through exploratory ( N=2844; Mage=14.65 years) and confirmatory factor analysis ( N=1508; Mage=14.50 years) with responses from 4352 Hindi-speaking students in India. The scale demonstrated a two-factor structure, with good reliability, discriminant validity and partial measurement invariance across gender. These results provide encouraging evidence for conducting culturally sensitive studies of SEL in India and in other Hindi-speaking parts of the world.

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“…SEL is a process through which all youngsters and adults acquire and implement knowledge, skills, and perspectives for developing identity, health, emotional management and achieving personal and collective goals, feeling, and demonstrating empathy and maintaining supportive relationships (https://casel.org/ fundamentals-of-sel). There are five skills in the CASEL model: self-awareness, self-regulation, relationship skills, social awareness, and responsible decision-making (Anthony et al, 2022). Self-awareness includes the ability to understand feelings, thoughts, and values of the individual and how they affect behavior within various contexts.…”

Section: Sel-social-emotional Learningmentioning

confidence: 99%

“…One of the competences of SEL is collaboration (Gimbert et al, 2021). Some define it as teamwork (NCSL, 2021), developing pro-socialist relations systems (Weissberg et al, 2015) or establishing constructive relationships (Pekrun, 2017) as part of relationship skills and social awareness (Anthony et al, 2022). The students emphasized the contribution of a collaborative learning space, peer learning and the continual sharing of the BC throughout the learning process.…”

Section: Collaborative Learning As Part Of Relationship Skills and So...mentioning

confidence: 99%

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

2022

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This study analyzes the experience of pre-teacher students using the Book Creator (BC)-a digital tools, during emergency remote education of COVID-19. The inductive analysis of the interviews aims to answer the question: What competences of social-emotional learning (SEL) were manifested from the students' perspective as a result of the implementation of the BC while conducting emergency remote education? This inductive analysis exposed three main themes that are attributed to SEL as it is described in the literature review. The first theme-a collaborative space for peer learning such as learning with the BC. The second theme-moral dilemmas affiliated with a collaborative learning space. The third theme-continuous multi-media feedback that was made possible because of the various means of expression possible with the BC. The results of this study indicate that prudent use of technology can aid in teaching processes, teaching and evaluating students experiencing emergencyremote-education as part of their individual and group experience of learning skills that are relevant for SEL.

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Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms

Abstract: Although interest in social-emotional learning (SEL) is growing, there are few efficient measures of SEL constructs, especially those of the popular CASEL Framework.

Cited by 17 publications

References 37 publications

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

The Social and Emotional Learning and Orientation Scale - Development and Validation of a Brief Measure in Hindi

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

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