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ERIC Number: EJ1144878
Record Type: Journal
Publication Date: 2013
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1543-1223
Social-Emotional and Character Development Scale: Development and Initial Validation with Urban Elementary School Students
Ji, Peter; DuBois, David L.; Flay, Brian R.
Journal of Research in Character Education, v9 n2 p121-147 2013
The Social-Emotional and Character Development Scale (SECDS) is intended as a measure of social-emotional skills and character for elementary school-age children. This study investigated the measure's psychometric properties using data collected over 5 waves for a cohort of students followed from Grades 3 to 5 in 14 urban elementary schools (N Range = 500 to 593). Confirmatory factor analysis indicated good fit to the measure's hypothesized first- and second-order factor structure at each wave. Scales corresponding to the first-order factor structure demonstrated adequate internal consistency and test-retest reliability. Consistent with previous research using similar measures of social-emotional skills and character, a longitudinal analysis indicated that the means for these scales decreased over the 5 waves. The validity of the SECDS general and individual scales was supported via their patterns of association with measures of expected correlates of social-emotional skills and character. Overall, findings suggest the SECDS is appropriate for assessing the development of different facets of social-emotional skills and character during elementary grades and that it could be useful for investigating their role in the developmental pathways for a range of important youth outcomes.
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Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Assessments and Surveys: Self Esteem Inventory
IES Funded: Yes
Grant or Contract Numbers: R305L030004
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards