Assessing College Students' Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain

Autor/inn/en	Furlong, Michael J.; Piqueras, José A.; Chacón-Gutiérrez, Leticia; Dowdy, Erin; Nylund-Gibson, Karen; Chan, Meiki; Soto-Sanz, Victoria; Marzo, Juan C.; Rodríguez-Jiménez, Tíscar; Martínez-González, Agustín E.
Titel	Assessing College Students' Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain
Quelle	In: European Journal of Psychology and Educational Research, 4 (2021) 2, S.123-137 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Furlong, Michael J.) ORCID (Piqueras, José A.) ORCID (Chacón-Gutiérrez, Leticia) ORCID (Dowdy, Erin) ORCID (Nylund-Gibson, Karen) ORCID (Chan, Meiki) ORCID (Soto-Sanz, Victoria) ORCID (Marzo, Juan C.) ORCID (Rodríguez-Jiménez, Tíscar) ORCID (Martínez-González, Agustín E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2589-949X
Schlagwörter	Cross Cultural Studies; College Students; Student Attitudes; Factor Analysis; Foreign Countries; Social Development; Emotional Development; Academic Support Services; Stress Variables; Goodness of Fit; Student Adjustment; Psychometrics; Secondary Education; Higher Education; Developmental Tasks; Measures (Individuals); United States; Mexico; Spain + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Collegestudent; Schülerverhalten; Faktorenanalyse; Ausland; Soziale Entwicklung; Gefühlsbildung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Psychometry; Psychometrie; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Entwicklungsaufgabe; Messdaten; USA; Mexiko; Spanien
Abstract	Endeavors supporting college students' positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/about-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01