Item Response Theory Analysis of Self-Reported Social-Emotional Learning Competencies in an Australian Population Cohort Aged 11 Years

Autor/inn/en	Carpendale, Emma J.; Green, Melissa J.; Williams, Kate E.; Tzoumakis, Stacy; Carr, Vaughan J.; Laurens, Kristin R.
Titel	Item Response Theory Analysis of Self-Reported Social-Emotional Learning Competencies in an Australian Population Cohort Aged 11 Years
Quelle	In: School Psychology, 38 (2023) 4, S.247-263 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laurens, Kristin R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000533
Schlagwörter	Item Response Theory; Measurement Techniques; Social Emotional Learning; Competence; Foreign Countries; Test Construction; Test Validity; Middle School Students; Factor Analysis; Psychometrics; Self Concept; Self Management; Interpersonal Competence; Decision Making; Australia + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Messtechnik; Kompetenz; Ausland; Testaufbau; Testvalidität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Faktorenanalyse; Psychometry; Psychometrie; Selbstkonzept; Selbstmanagement; Interpersonale Kompetenz; Decision-making; Entscheidungsfindung; Australien
Abstract	Childhood social and emotional competencies are recognized as teachable skills affecting well-being and developmental outcomes across the life span. This study sought to develop and validate a brief self-report measure of social-emotional competencies in middle childhood. The study used items from the 2015 Middle Childhood Survey, administered to a representative subsample of the New South Wales Child Development Study cohort, comprising sixth grade students (n = 26,837; aged 11-12 years) attending primary school in New South Wales, Australia. Exploratory and confirmatory factor analyses assessed the latent structure of social-emotional competencies, and item response theory and construct validity analyses evaluated the reliability, validity, and psychometric properties of the derived measure. A correlated five-factor model outperformed other latent structures (one-factor, higher order, and bifactor models) and was consistent with the framework developed by the Collaborative for Academic, Social, and Emotional Learning that informs the Australian school-based social-emotional learning curriculum, incorporating the following: Self-Awareness; Self-Management; Social Awareness; Relationship Skills; and Responsible Decision-Making. This brief (20-item), psychometrically sound, self-report measure of social-emotional competencies in middle childhood provides capacity for exploration of these skills as mediators and moderators of developmental outcomes across the life span. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01