Validation of the Social Emotional Health Survey–Secondary for Korean Students

Lee, Seung Yeon; You, Sukkyung; Furlong, Michael J.

doi:10.1007/s12187-014-9294-y

Cited by 38 publications

(46 citation statements)

References 25 publications

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“…The gender differences found in the present study were modest but nonetheless more pronounced when compared with other samples in that no other previous study using the SEHS-S reported gender latent mean differences for all derived scales. One consistent finding is that previous studies with the SEHS-S have also reported that Korean (Lee et al 2015), Californian Asian, and Californian Latino ) females had higher belief in self scores than males (effect sizes of .42, .44, and .43, respectively, compared to .40 for the Japanese students). Although the pattern of SEHS-S for Japanese males and females modestly diverged from previous research, this study's findings are in accordance with previous research on both elementary and junior high students in Japan suggesting higher female scores on a variety of social and emotional competencies including self-efficacy beliefs (Matsuo and Arai 1998), empathy (Asakawa and Matsuoka 1987; Hasegawa et al 2009;Murakami et al 2014), and gratitude (Fujiwara et al 2014).…”

Section: Discussionsupporting

confidence: 78%

“…The SEHS-S measures a number of psychological dispositions associated with positive youth development and is based on a dual-factor model of mental health, which considers psychological illness and psychological health as somewhat independent factors in overall well-being (Lee et al 2015). The development and evaluation of the SEHS-S psychometric properties has been reported in previous studies using samples of adolescents in the USA You et al 2013You et al , 2015.…”

Section: Development Of the Sehs-smentioning

confidence: 99%

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Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students

Ito

Smith

You

et al. 2015

Contemp School Psychol

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The article explores the use of the Social and Emotional Health Survey-Secondary version (SEHS-S) with a sample of 975 Japanese students in Grades 7-9 attending schools located northwest of Tokyo. A confirmatory factor analysis using half the sample confirmed the four-factor structure of the SEHS-S, and further analyses verified its secondorder factor model including Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living, all of which contribute to a latent second-order construct labeled Covitality. Additional SEM validity analyses found that the four identified first-order SEHS constructs and the secondorder covitality construct were positively associated with subjective well-being. SEHS-S scores also predicted several variables indicative of positive school engagement for Japanese students, including academic performance, social relationships, and willingness to assist others. Results of the study are discussed in terms of the advantages of using strength-based assessments such as the SEHS-S for Japanese students and in promoting well-being in this population.

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Section: Discussionsupporting

confidence: 78%

Section: Development Of the Sehs-smentioning

confidence: 99%

Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students

Ito

Smith

You

et al. 2015

Contemp School Psychol

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“…Previous investigations of the multidimensional covitality model have suggested that covitality significantly predicted subjective well-being in American and Korean adolescents Lee et al 2015). The results of the current study provided some support for this relation; however, not all of the covitality components significantly predicted subjective well-being in the sample of adolescents studied.…”

Section: Discussionsupporting

confidence: 56%

Covitality Constructs as Predictors of Psychological Well-being and Depression for Secondary School Students

Pennell

Boman

Mergler

2015

Contemp School Psychol

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This study was an examination of the strength of relations among covitality, and its underlying constructs of belief in self, emotional competence, belief in others, and engaged living, and two outcome variables: subjective wellbeing and depression. Participants included 361 Australian secondary school students (75 males and 286 females) who completed a series of online questionnaires related to positive psychological well-being in adolescents. The results from the first standard multiple regression analysis indicated that higher levels of belief in self, belief in others, and engaged living were significant predictors of increased subjective well-being. The results from the second standard multiple regression showed that higher levels of belief in self, belief in others, and engaged living were significant predictors of decreased feelings of depression. In both standard multiple regression models, the combined effect of the traits that comprise covitality was greater than the effect of each individual positive psychological trait.

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“…The validity and reliability of the SEHS with the Korean adolescent sample was examined and well supported in a recent study (see Lee, You, and Furlong, 2015 for more information). Specifically, using a Korean adolescent sample (686 students from Grades 7-12), Lee et al (2015) found that results of the series of CFAs supported the theoretical structure of the SEHS, confirming 12 core positive-psychological subscales. Furthermore, the results supported the full factorial invariance for the theoretical model across two gender groups.…”

Section: Measures 1 Social Supportmentioning

confidence: 73%

Relations among Social Support Internal Assets and Life Satisfaction

You¹

2017

Sixth International Conference on Advances in Economics, Social Science and Human Behaviour Study - ESSHBS 2017

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Social support is widely acknowledged as having the power to exert a considerable impact on life satisfaction. This study investigated relationships among social supports, psychological factors, and satisfaction with life in a sample of 1,133 Korean adolescents. Moreover, we compared these relationships between genders. Results indicated that support from family members, teachers, or even peers did not have a direct impact on life satisfaction for male adolescents. However, these forms of social support were found to have a significant, indirect relationship with life satisfaction for male adolescents by mediating psychological factors. In contrast, family support, peer support, and teacher support had a direct relationship with life satisfaction in female adolescents. Additionally, among psychological factors, self-efficacy was found to have mediating effects on the relationship between adult social support and life satisfaction. The results and implications of the study are discussed.

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Validation of the Social Emotional Health Survey–Secondary for Korean Students

Cited by 38 publications

References 25 publications

Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students

Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students

Covitality Constructs as Predictors of Psychological Well-being and Depression for Secondary School Students

Relations among Social Support Internal Assets and Life Satisfaction

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