Social-Emotional and Character Development Scale: Development and Initial Validation with Urban Elementary School Students

Autor/inn/en	Ji, Peter; DuBois, David L.; Flay, Brian R.
Titel	Social-Emotional and Character Development Scale: Development and Initial Validation with Urban Elementary School Students
Quelle	In: Journal of Research in Character Education, 9 (2013) 2, S.121-147 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-1223
Schlagwörter	Social Development; Emotional Development; Ethics; Validity; Factor Analysis; Longitudinal Studies; Correlation; Factor Structure; Personality; Measures (Individuals); Elementary School Students; Peer Groups; Moral Values; Altruism; Self Concept Measures; Self Esteem; Life Satisfaction; Anxiety; Depression (Psychology); Student Attitudes; Grades (Scholastic); Health Behavior; Risk; Statistical Analysis; Trend Analysis; Urban Areas; Illinois; Self Esteem Inventory + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Ethik; Gültigkeit; Faktorenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Faktorenstruktur; Personalität; Messdaten; Gleichaltrigengruppe; Peer Group; Moral value; Ethischer Wert; Altruistic behavior; Altruismus; Self-esteem; Selbstaufmerksamkeit; Lebensvollendung; Angst; Schülerverhalten; Notenspiegel; Health behaviour; Gesundheitsverhalten; Risiko; Statistische Analyse; Trendanalyse; Urban area; Stadtregion
Abstract	The Social-Emotional and Character Development Scale (SECDS) is intended as a measure of social-emotional skills and character for elementary school-age children. This study investigated the measure's psychometric properties using data collected over 5 waves for a cohort of students followed from Grades 3 to 5 in 14 urban elementary schools (N Range = 500 to 593). Confirmatory factor analysis indicated good fit to the measure's hypothesized first- and second-order factor structure at each wave. Scales corresponding to the first-order factor structure demonstrated adequate internal consistency and test-retest reliability. Consistent with previous research using similar measures of social-emotional skills and character, a longitudinal analysis indicated that the means for these scales decreased over the 5 waves. The validity of the SECDS general and individual scales was supported via their patterns of association with measures of expected correlates of social-emotional skills and character. Overall, findings suggest the SECDS is appropriate for assessing the development of different facets of social-emotional skills and character during elementary grades and that it could be useful for investigating their role in the developmental pathways for a range of important youth outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11