Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Riser QH;Riser QH; Rouse HL; Rouse HL; Choi JY; Choi JY
  • Source:
    Journal of school psychology [J Sch Psychol] 2024 Apr; Vol. 103, pp. 101270. Date of Electronic Publication: 2024 Jan 04.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Pergamon Press Country of Publication: United States NLM ID: 0050303 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3506 (Electronic) Linking ISSN: 00224405 NLM ISO Abbreviation: J Sch Psychol Subsets: MEDLINE
    • Publication Information:
      Publication: Elmsford Ny : Pergamon Press
      Original Publication: Columbus, Ohio.
    • Subject Terms:
      Social Change* ; Educational Personnel*; Child, Preschool ; Humans ; Child ; Longitudinal Studies ; Reproducibility of Results ; Emotions
    • Abstract:
      The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether there was evidence of bias in teacher assessments of social-emotional constructs, examined factor invariance across demographic characteristics (i.e., race and ethnicity, sex, and poverty status), and examined the external validity of the derived factors by determining the extent to which they were associated with well-established measures of early childhood competencies. Findings suggested a 4-factor solution was optimal, consisting of (a) Interpersonal Skills, (b) Externalizing Behavior, (c) Approaches to Learning, and (d) Perspective Taking. Findings offer suggestive evidence of teacher biases in assessments and some, although not conclusive, support for the invariance of social-emotional dimension across demographic characteristics. Results provide a useful next step toward documenting reliable and valid social-emotional measures for use in early childhood research and challenges users of national datasets to think critically about the use of "scales" without a priori attention to important psychometric properties.
      (Published by Elsevier Ltd.)
    • Contributed Indexing:
      Keywords: ECLS-B; Factor analysis; Measurement; Poverty; School readiness; Social-emotional development; Teacher bias
    • Publication Date:
      Date Created: 20240303 Date Completed: 20240305 Latest Revision: 20240305
    • Publication Date:
      20240305
    • Accession Number:
      10.1016/j.jsp.2023.101270
    • Accession Number:
      38432725