Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

Christopher J. Anthony, Stephen N. Elliott, Michayla Yost, Pui Wa Lei, James C. DiPerna, Carmel Cefai, Liberato Camilleri, Paul A. Bartolo, Ilaria Grazzani, Veronica Ornaghi, Valeria Cavioni, Elisabetta Conte, Sanja Tatalović Vorkapić, Maria Poulou, Baiba Martinsone, Celeste Simões, Aurora Adina Colomeischi

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

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.

Original languageEnglish (US)
Article number928189
JournalFrontiers in Psychology
Volume13
DOIs
StatePublished - Aug 2 2022
Externally publishedYes

Keywords

  • concurrent validity
  • international assessment
  • predictive validity
  • PROMEHS
  • social and emotional learning
  • SSIS SEL Brief Scales

ASJC Scopus subject areas

  • Psychology(all)

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