Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students

Subject Areas : Educational Psychology

kamyar azemi ¹ , Manijeh Shehni Yailagh ² , Mehrdad Khoshnamvand ³

1 - Ph. D. Student in Educational Psychology, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 - Professor in Department of Psychology, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 - Ph. D. Student in Public Administration, Shushtar Branch, Islamic Azad University, Shushtar, Iran

Received: 2020-09-07 Accepted : 2021-08-28 Published : 2021-08-23

Keywords: reliability, validity, middle school students, Academic buoyancy, Social-Emotional Competence,

Abstract :

The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach's alpha, Pearson correlation, multiple regression analysis and multivariate analysis of variance with a sample of 348 middle school students in Ahvaz (196 girls and 152 boys) which were selected by multi-stage cluster sampling method was used. The results findings of confirmatory factor analysis showed a model with a good fit for the five-factor structure of the social-emotional competence questionnaire. In addition, the findings indicated that the questionnaire had high internal consistency reliability. Also, there was a positive and significant relationship between social-emotional competence and academic buoyancy. Finally, the results of multivariate analysis of variance showed that there was a statistically significant difference between girls and boys in the dimensions of the social-emotional competence questionnaire. These findings suggest that the Persian version of the social-emotional competence questionnaire is a valid and reliable tool for assessing social-emotional competence in the population of Iranian middle school students. Practical implications, limitations, and future research needs for professionals, researchers, teachers at the classroom and school level are discussed.

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Aguilar, P., Lopez-Cobo, I., Cuadrado, F., & Benitez, I. (2019). Social and emotional competences in Spain: A comparative evaluation between Spanish needs and an international framework based on the experiences of researchers, teachers, and policymakers. Frontiers in Psychology, 10(1):1-12.

Boniwell, I., Osin, E. N., & Martinez, C. (2016). Teaching happiness at school: Non-randomized controlled mixed-methods feasibility study on the effectiveness of personal well-being lessons. The Journal of Positive Psychology, 11(1):, 85-98.

Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford Publications.

Chen, C. Y., Squires, J., & Scalise, K. (2020). Evaluating the dimensionality and psychometric properties of a social-emotional screening instrument for young children. Infants & Young Children, 33(2): 142-159.

Chen, C. Y., Squires, J., Chen, C. I., Wu, R., & Xie, H. (2019). The adaptation and psychometric examination of a social-emotional developmental screening tool in Taiwan. Early Education and Development, 31(1): 27-46.

Collaborative for Academic, Social, and Emotional Learning. (2015). Effective social and emotional learning programs: Middle school and high school. Chicago, IL: Author.

Collie, R. J. (2019). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1): 76-87.

Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. (2009). Development and evaluation of the social-emotional learning scale. Journal of Psychoeducational Assessment, 27(4): 283-295.

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(5): 767-785.

Datu, J. A. D., & Yang, W. (2019). Academic buoyancy, academic motivation, and academic achievement among Filipino high school students. Current Psychology, 38(3):1-8.

Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(1): 37-52.

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(1): 405-432.

Farnoodian, P., Abolmaali, Kh., & Hashemian, K. (2019). The reability and validity of the socio-emotional learning questionnaire in adolescent girls secondary school in Tehran. Applied Psychological Research Quarterly 10(3): 147-159. [In Persian]

Gresham, F. M., Elliott, S. N., Metallo, S., Byrd, S., Wilson, E., Erickson, M., & Altman, R. (2018). Psychometric fundamentals of the social skills improvement system: Social-emotional learning edition rating forms. Assessment for Effective Intervention, 45(3): 1-16.

Humphrey, N., Kalambouka, A., Wigelsworth, M., Lentrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people. Educational and Psychological Measurement, 71(4): 617-637.

Imamgholivand, F., Kadivar, P., & Pasha Sharifi, H. (2018). Psychometric indexes students' of the social emotional competence questionnaire (SECQ). Quarterly of Educational Measurement, 9(33): 79-101. [In Persian]

Jamali Paqale, S., Abedi, A., Jadidi Fiqan, M., Jamali Paqale, Z., & Aqai, E. (2013). A study of psychometric properties of social emotional learning scale in 4th and 5th grade male students in elementary schools of Isfahan. Quarterly of Educational Measurement, 4(13): 193-211. [In Persian]

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4): 1-22.

Kagesten, A., Gibbs, S., Blum, R. W., Moreau, C., Chandra-Mouli, V., Herbert, A., & Amin, A. (2016). Understanding factors that shape gender attitudes in early adolescence globally: A mixedmethods systematic review. PLOS ONE, 11(6): 1-36.

Kats Gold, I., Kopelman-Rubin, D., Mufson, L., & Klomek, A. B. (2020). I Can Succeed for Preschools: A Randomized Control Trial of a New Social-emotional Learning Program. Early Education and Development, 1-17.

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.).New York: Guilford.

Martin, A. J., & Marsh, H. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35(3): 353-370.

Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … & Soloway, G. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4): 291-307.

Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56(1): 193-204.

Rahbar Karbasdehi, F., Abolghasemi, A., & Rahbar Karbasdehi, E. (2018). The effect of social-emotional skills training on motivational beliefs and self- regulated learning strategies in students with specific learning disorder. Biquarterly Journal of Cognitive Strategies in Learning, 6(10): 39-55. [In Persian]

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., & Oberlander, T. F., et al. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1): 52-66.

Tarbetsky, A. L., Martin A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In E. Frydenberg, A. J. Martin & R. J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 17-39). Singapore: Springer.

West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2): 1-25.

Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 4(2): 27-42.

Zych, I., Ortega-Ruiz, R., Munoz-Morales, R., & Llorent, V. J. (2018). Dimensions and psychometric properties of the social and emotional competencies questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicologia, 50(2): 98-106.