TY - JOUR
T1 - Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries
AU - Anthony, Christopher J.
AU - Elliott, Stephen N.
AU - Yost, Michayla
AU - Lei, Pui Wa
AU - DiPerna, James C.
AU - Cefai, Carmel
AU - Camilleri, Liberato
AU - Bartolo, Paul A.
AU - Grazzani, Ilaria
AU - Ornaghi, Veronica
AU - Cavioni, Valeria
AU - Conte, Elisabetta
AU - Vorkapić, Sanja Tatalović
AU - Poulou, Maria
AU - Martinsone, Baiba
AU - Simões, Celeste
AU - Colomeischi, Aurora Adina
N1 - Publisher Copyright:
Copyright © 2022 Anthony, Elliott, Yost, Lei, DiPerna, Cefai, Camilleri, Bartolo, Grazzani, Ornaghi, Cavioni, Conte, Vorkapić, Poulou, Martinsone, Simões and Colomeischi.
PY - 2022/8/2
Y1 - 2022/8/2
N2 - The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.
AB - The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.
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U2 - 10.3389/fpsyg.2022.928189
DO - 10.3389/fpsyg.2022.928189
M3 - Article
C2 - 35983195
AN - SCOPUS:85136223462
SN - 1664-1078
VL - 13
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 928189
ER -