![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article presents results from two studies that included ethnically and socioeconomically diverse samples totaling 4,462 children in kindergarten through third grade. Each study examined the psychometric properties of a web-based, self-administered battery of assessments of social-emotional comprehension called “SELweb.” Assessment modules measured children’s ability to read facial expressions, infer others’ perspectives, solve social problems, delay gratification, and tolerate frustration. Both studies provided evidence that (a) individual assessment modules exhibited moderate to high internal consistency and low to moderate test–retest reliability; (b) composite assessment scores exhibited high reliability; (c) together, assessment modules demonstrated a theoretically coherent factor structure; (d) factor scores demonstrated convergent and discriminant validity; and (e) controlling for IQ and demographic characteristics, performance on the assessment modules was positively related to peer acceptance, teacher report of social skills, and multiple indicators of academic achievement, and negatively related to teacher report of problem behaviors.
References
Section:
|
Arbuckle, J. L. (2008). Amos (Version 17.0). Chicago, IL: SPSS. Google Scholar | |
|
Bauminger, N., Edelsztein, H. S., Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of Learning Disabilities, 38, 45-60. Google Scholar | SAGE Journals | ISI | |
|
Bitsakou, P., Antrop, I., Wiersema, J. R., Sonuga-Barke, E. J. (2006). Probing the limits of delay intolerance: Preliminary young adult data from the Delay Frustration Task (DeFT). Journal of Neuroscience Methods, 151, 38-44. doi:10.1016/j.jneumeth.2005.06.031 Google Scholar | Crossref | Medline | ISI | |
|
Blair, C., Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. doi:10.1111/j.1467-8624.2007.01019.x Google Scholar | Crossref | Medline | ISI | |
|
Crick, N. R., Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74-101. doi:10.1037/0033-2909.115.1.74 Google Scholar | Crossref | ISI | |
|
Crowe, L. M., Beauchamp, M. H., Catroppa, C., Anderson, V. (2011). Social function assessment tools for children and adolescents: A systematic review from 1988 to 2010. Clinical Psychology Review, 31, 767-785. doi:10.1016/j.cpr.2011.03.008 Google Scholar | Crossref | Medline | ISI | |
|
Crowne, D. P., Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349-354. doi:10.1037/h0047358 Google Scholar | Crossref | Medline | |
|
Denham, S. A., Ji, P., Hamre, B. (2010). Compendium of social-emotional learning and associated assessment measures. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Google Scholar | |
|
Duckworth, A. L. (2011). The significance of self-control. Proceedings of the National Academy of Sciences of the United States of America, 108, 2639-2640. doi:10.1073/pnas.1019725108 Google Scholar | Crossref | Medline | ISI | |
|
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. doi:10.1111/j.1467-8624.2010.01564.x Google Scholar | Crossref | Medline | ISI | |
|
Gresham, F. M., Elliott, S. N. (2008). Social skills improvement system: Rating scales. Bloomington, MN: Pearson Assessments. Google Scholar | |
|
Halberstadt, A. G., Denham, S. A., Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79-119. doi:10.1111/1467-9507.00150 Google Scholar | Crossref | ISI | |
|
Happé, F. G. E. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129-154. doi:10.1007/BF02172093 Google Scholar | Crossref | Medline | ISI | |
|
Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18-23. Google Scholar | SAGE Journals | ISI | |
|
Kazdin, A. E., Siegel, T. C., Bass, D. (1992). Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology, 60, 733-747. doi:10.1037/0022-006X.60.5.733 Google Scholar | Crossref | Medline | ISI | |
|
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press. Google Scholar | |
|
Kuntsi, J., Stevenson, J., Oosterlaan, J., Sonuga-Barke, E. (2001). Test–retest reliability of a new delay aversion task and executive function measures. British Journal of Developmental Psychology, 19, 339-348. doi:10.1348/026151001166137 Google Scholar | Crossref | ISI | |
|
Kupersmidt, J. B., Stelter, R., Dodge, K. A. (2011). Development and validation of the social information processing application: A web-based measure of social information processing patterns in elementary school-age boys. Psychological Assessment, 23, 834-847. doi:10.1037/a0023621 Google Scholar | Crossref | Medline | ISI | |
|
Lipton, M., Nowicki, S. (2009). The social emotional learning framework (SELF): A guide for understanding brain-based social emotional learning impairments. Journal of Developmental Processes, 4, 99-115. Google Scholar | |
|
Mayer, J. D., Caruso, D. R., Salovey, P. (2005). The Mayer-Salovey-Caruso Emotional Intelligence Test–Youth Version (MSCEIT-YV). Toronto, Ontario, Canada: Multi Health Systems. Google Scholar | |
|
McKown, C. (2015). Challenges and opportunities in the direct assessment of children’s social and emotional comprehension. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., Gullotta, T. P. (Eds.), Handbook of social and emotional learning (pp. 320-335). New York, NY: Guilford Press. Google Scholar | |
|
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., . . . Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693-2698. doi:10.1073/pnas.1010076108 Google Scholar | Crossref | Medline | ISI | |
|
Murphy, K. R., Davidshofer, C. O. (2004). Psychological testing: Principles and applications (6th ed.). Upper Saddle River, NJ: Pearson Education. Google Scholar | |
|
Muthén, L. K., Muthén, B. O. (2012). MPlus users guide (7th ed.). Los Angeles, CA: Author. Google Scholar | |
|
Naglieri, J. A., LeBuffe, P. A., Shapiro, V. B. (2011). Devereux student strengths assessment–Mini (DESSA-mini). Lewisville, NC: Kaplan. Google Scholar | |
|
Nowicki, S., Duke, M. P. (1994). Individual differences in the nonverbal communication of affect: The diagnostic analysis of nonverbal accuracy scale. Journal of Nonverbal Behavior, 18, 9-35. Google Scholar | Crossref | ISI | |
|
Nunnally, J. C., Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill. Google Scholar | |
|
Pearson Education . (2012). Aimsweb technical manual. Bloomington, MN: Author. Google Scholar | |
|
Raudenbush, S. W., Bryk, A. S., Congdon, R. (2004). HLM 6 for windows [Computer software]. Skokie, IL: Scientific Software International. Google Scholar | |
|
Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th ed.). La Mesa, CA: Author. Google Scholar | |
|
Shrauger, J. S., Osberg, T. M. (1981). The relative accuracy of self-predictions and judgments by others in psychological assessment. Psychological Bulletin, 90, 322-351. doi:10.1037/0033-2909.90.2.322 Google Scholar | Crossref | ISI | |
|
Singular Inversions . (2005). Facegen main software development kit (version 3.1). Vancouver, BC: Author. Google Scholar | |
|
Thompson, R. A., Goodman, M. (2009). Development of self, relationships, and socioemotional competence: Foundations for early school success. In Barbarin, O. A., Wasik, B. H. (Eds.), Handbook of child development and early education (pp. 147-171). New York, NY: Guilford Press. Google Scholar | |
|
Tracy, J. L., Robins, R. W. (2004). Show your pride: Evidence for a discrete emotion expression. Psychological Science, 15, 194-197. doi:10.1111/j.0956-7976.2004.01503008.x Google Scholar | SAGE Journals | ISI | |
|
Wechsler, D. (2003). WISC-IV Administration and scoring manual (Wechsler intelligence scale for children - Fourth edition). San Antonio, TX: The Psychological Corporation. Google Scholar | |
|
Wellman, H. M., Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523-541. doi:10.1111/j.1467-8624.2004.00691.x Google Scholar | Crossref | Medline | ISI | |
|
Zimmermann, P., Gondan, M., Fimm, B. (2005). Test of Attentional Performance for Children (KITAP). Würselen, Germany: Psytest. Google Scholar | |
|
Ziv, Y. (2013). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114, 306-320. doi:10.1016/j.jecp.2012.08.009 Google Scholar | Crossref | Medline | ISI |
