scholarly journals Examining the Social Emotional Health Survey-Secondary for Use with Latinx Youth

2020 ◽  
pp. 073428292095323
Author(s):  
Tameisha Hinton ◽  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Factor Structure ◽  
Health Survey ◽  
Culturally Responsive ◽  
Emotional Health ◽  
Latent Trait ◽  
Educational Practice ◽  
Assessment Practices ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mean Differences

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in US schools, measures need co-validated English and Spanish (Social and Emotional Health Survey (SEHS)) language forms. This study examined the SEHS-Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered.

scholarly journals TEACHERS' SOCIAL AND EMOTIONAL HEALTH INDICATORS IN THE DISTANCE LEARNING SITUATION DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 15 (1) ◽  
pp. 26-38
Author(s):  
Guna Svence ◽  
Eva Gajdasova ◽  
Ala Petrulyte ◽  
Lūcija Kalnina ◽  
Lāsma Lagzdina ◽  
...  
Keyword(s):  
Distance Learning ◽  
Health Survey ◽  
Emotional Health ◽  
Well Being ◽  
Distance Teaching ◽  
Teacher Engagement ◽  
Social Emotional ◽  
Social And Emotional ◽  
Reaction Index ◽  
Emotional Burnout

There were 3 countries which participated in Erasmus+ project „Supporting teachers to face the challenge of distance teaching” (2020-1-LV01-KA226-SCH-094599) during last year. The aim of the project was to develop a well-functioning digital support system for teachers, promoting socio-emotional health and resilience. The main aim of this research was to outline a research problem on teacher well-being factors in three countries during the Covid-19 pandemic, when teachers worked remotely, and to further explore the problem in a focus group in Latvia. The following is a description of the study that was carried out in Latvia on the problems of teachers' social and emotional health factors during distance learning in 2020-2021. The study in Latvia took place in parallel with the study in Slovakia and Lithuania. This article describes the first part of the study in Latvia. One of the tasks of the study was to identify the factors that predicted teachers’ social and emotional health (SEH-T), to determine the relationships between teacher SEH, emotional burnout and teacher engagement in work indicators, and to perform a linguistic and psychometric adaptation of the teacher SEH-T (Social-emotional Health Survey – Teachers, Furlong and Gajdosova, 2019). Latvian teachers from different schools in Latvia participated in this study. Respondents completed three surveys: Teachers SEH-T (Social- emotional Health Survey – Teachers, Furlong and Gajdosova, 2018), Engaged Teachers Scale (ETS; Klassen, Yerdelen & Durksen, 2013) and the K. Maslach Burnout Survey – General Survey (MBI– GS, Maslach, Jackson & Leiter, 1996; Caune, 2004). The results showed that the translation of teachers' SEH-T survey into Latvian language had good internal coherence of articles, the article discrimination index indicator was statically significant, and the reaction index was within the normal range. Teachers SEH is positively predicted by teacher engagement indicators. Demographic and emotional burnout rates do not predict teachers' SEH-T scores. The results showed that there were statistically significant positive correlations between teacher SEH-T, teacher engagement, and emotional burnout rates. There were statistically significant negative correlations between teachers' SEH-T indicators, teacher involvement and emotional burnout indicators. Keywords: Teachers SEH, work engagement, emotional burnout

scholarly journals Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

2021 ◽  
Author(s):  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Karen Nylund-Gibson ◽  
Rhea Wagle ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Emotional Health ◽  
Reliability And Validity ◽  
Validation Sample ◽  
Social Emotional ◽  
Social And Emotional ◽  
Criterion Validation ◽  
Adolescent Sample ◽  
Structural Validation ◽  
Diverse Groups ◽  
California Schools

AbstractRobust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

Further Validation of the Social and Emotional Health Survey for High School Students

2013 ◽  
Vol 9 (4) ◽  
pp. 997-1015 ◽  
Author(s):  
Sukkyung You ◽  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Survey ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social

Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students

2013 ◽  
Vol 117 (3) ◽  
pp. 1011-1032 ◽  
Author(s):  
Michael J. Furlong ◽  
Sukkyung You ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
Meagan D. O’Malley
Keyword(s):  
Secondary School ◽  
Health Survey ◽  
Secondary School Students ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social ◽  
Development And Validation

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

2015 ◽  
Vol 9 (1) ◽  
pp. 73-92 ◽  
Author(s):  
Seung-yeon Lee ◽  
Sukkyung You ◽  
Michael J. Furlong
Keyword(s):  
Health Survey ◽  
Emotional Health ◽  
Social Emotional ◽  
Korean Students ◽  
The Social

scholarly journals Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study

2021 ◽  
Vol 9 (2) ◽  
pp. 75-83
Author(s):  
Sukhminder Kaur ◽  
Thomas Ayana ◽  
Harmilan Kaur
Keyword(s):  
Emotional Competence ◽  
Sampling Procedure ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Male And Female ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Emotional Sensitivity ◽  
Multi Stage ◽  
Mean Differences

The study was conducted to assess social-emotional competencies among Indian and Ethiopian undergraduates. A total of 400 (200 each) participants, with an equal number of 100 male and female were selected through a multi-stage sampling procedure from Punjabi University (India), and Wollega University and Ambo University (Ethiopia). The participants were tested with the Social Skills Inventory (SSI: Riggio & Carney, 2003), which consists of two super-dimensions, i.e. emotional competence and social competence each having three sub-dimensions: emotional expressivity, emotional sensitivity, emotional control, and social expressivity, social sensitivity and social control respectively. Obtaineddata were subjected to t-statistics. Significant mean differences in social-emotional competence were observed between the Indian and Ethiopian young adults;male and female samples of the two countries. The Indian sample was greater in Social-emotional competence than the Ethiopian sample. Similarly, male and female participants from the Indian sample were greater in social-emotional skills than that of the Ethiopian sample, except for emotional sensitivity with the female participants, where the mean difference was non-significant. Further explorations are recommended to consolidate or refute the result of the present study.

scholarly journals The Role of Social Emotional Health on Academic Achievement of College Students

2017 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Intan Shabrina Yansaputri ◽  
Hariz Enggar Wijaya
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Positive Psychology ◽  
Health Survey ◽  
Emotional Health ◽  
Self Control ◽  
Social Emotional ◽  
Grade Point ◽  
Survey System

Research on positive psychology has widely grown since its emergence.  The strength of the human becomes a key point of positive psychology to explore, such as self-efficacy, optimism, self-control, etc.  This research applied positive psychology to evaluate the role of social-emotional health on the academic achievement of college students. There were 107 first year psychology students of the Islamic University of Indonesia participating this study.  Data were collected using the Social Emotional Health Survey System (SEHS-S) developed by Jones, You, and Furlong (2012) and Grade Point Average (GPA) of students. Data analysis showed that Social Emotional Health was correlated with GPA. Three domains within Social Emotional Health Survey System such as belief in self, emotional competence, and engaged living were positively correlated with GPA. However, belief in others does not correlate with GPA.

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