Factor Structure of a Social-Emotional Screening Instrument for Preschool Children

Anunciação, Luís; Chen, Chieh-Yu; Pereira, Danilo Assis; Landeira-Fernández, J.

doi:10.1590/1413-82712019240304

Cited by 6 publications

(3 citation statements)

References 29 publications

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“…Even with an initial lack of knowledge about concepts such as competencies, insecurity, or lack of theoretical ability, they experience this theme in their professional practice without reflecting on them. That is in line with both national and international literature, with mentioning of these socio-emotional competencies, also called soft skills, reflected in the speech and behavior of both students and teachers, even though they are unaware of their applicability (10)(11)(12) . The fact that the participating teachers had experienced these soft skills and promoted the effectiveness of the teaching-learning process also agrees with the literature (13)(14) .…”

Section: Discussionsupporting

confidence: 85%

Teachers' social and emotional competencies in nursing technical education

2021

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Objectives: to identify the socio-emotional competencies in teachers who work in a Nursing technical course. Method: qualitative study in the action research modality. Inclusion criteria: being a teacher in a Nursing technical course. Data collection: December 2018 to June 2019, with the realization of five focus group meetings. Data analyzed using the Content Analysis technique, according to Bardin. Results: data classification into two categories: 1) Teacher socio-emotional competencies in a conceptual and experiential perspective; 2) Teacher socio-emotional competencies in a conscious perspective of lived experiences. Final Considerations: five socio-emotional competencies were listed for teaching practice: self-control, creativity, empathy, respect, and knowing how to listen. There was a strong awareness of the theme among teachers, impacting their teaching practice.

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Section: Discussionsupporting

confidence: 85%

Teachers' social and emotional competencies in nursing technical education

2021

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“…19 Previous cross-country studies that have used EFA and confirmatory factor analysis, as well as item response theory have concluded that the variability of ASQ:SE observed variables can be adequately explained in two dimensions namely a social and an emotional one. 15,20,21 The ASQ: SE has been widely recognized as a useful screening tool for practitioners, clinicians, and families to identify children who may be facing a challenging environment or may be at risk of developmental delays. 19 In this study, the ASQ:SE 60-month-old children were selected for the sample, as social and emotional skills are most easily discriminable in the age of 5, as pointed out by the specific literature.…”

Section: Methodsmentioning

confidence: 99%

An Exploratory Analysis of the Internal Structure of Test Through a Multimethods Exploratory Approach of the ASQ:SE in Brazil

Anunciação

Squires

Landeira-Fernández

et al. 2022

JNRP

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Background A wide range of exploratory methods is available in psychometrics as means of gathering insight on existing data and on the process of establishing the number and nature of an internal structure factor of a test. Exploratory factor analysis (EFA) and principal component analysis (PCA) remain well-established techniques despite their different theoretical perspectives. Network analysis (NA) has recently gained popularity together with such algorithms as the Next Eigenvalue Sufficiency Test. These analyses link statistics and psychology, but their results tend to vary, leading to an open methodological debate on statistical assumptions of psychometric analyses and the extent to which results that are generated with these analyses align with the theoretical basis that underlies an instrument. The current study uses a previously published data set from the Ages & Stages Questionnaires: Social-Emotional to explore, show, and discuss several exploratory analyses of its internal structure. To a lesser degree, this study furthers the ongoing debate on the interface between theoretical and methodological perspectives in psychometrics. Methods From a sample of 22,331 sixty-month-old children, 500 participants were randomly selected. Pearson and polychoric correlation matrices were compared and used as inputs in the psychometric analyses. The number of factors was determined via well-known rules of thumb, including the parallel analysis and the Hull method. Multidimensional solutions were rotated via oblique methods. R and Factor software were used, the codes for which are publicly available at https://luisfca.shinyapps.io/psychometrics_asq_se/. Results Solutions from one to eight dimensions were suggested. Polychoric correlation overcame Pearson correlation, but nonconvergence issues were detected. The Hull method achieved a unidimensional structure. PCA and EFA achieved similar results. Conversely, six clusters were suggested via NA. Conclusion The statistical outcomes for determining the factor structure of an assessment diverged, varying from one to eight domains, which allowed for different interpretations of the results. Methodological implications are further discussed.

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“…This is an independent questionnaire to measure infant social-emotional development ( Bian et al, 2017 ; Anunciação et al, 2019 ). The questionnaire consists of 269 items of social emotional related behaviors that is divided into nine age groups from 1 to 60 months.…”

Section: Methodsmentioning

confidence: 99%

Sensory stimulation program improves developments of preterm infants in Southwest China: A randomized controlled trial

Zheng

Sangthong²,

Ingviya³

et al. 2022

Front. Psychol.

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Preterm infants are prone to growth and developmental delay, especially social-emotional development. Sensory stimulation may benefit developmental outcomes for these vulnerable infants. This study aims to determine whether 5-integrated sensory stimulation (5-ISS) improves preterm infant social-emotional development. A randomized, parallel trial was conducted from November 2018 to January 2020 at three tertiary hospitals in Kunming, China. Preterm infants were eligible if gestational ages were from 28 to 36 weeks based on ultrasound results when discharged from neonatal wards. Two hundred preterm infants (male n = 110, female n = 90) were randomly allocated to the 5-ISS intervention group (n = 98) and the standard care group (n = 102). Social-emotional development was assessed with the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE). Temperament was assessed with the Infant Behavior Questionnaire-Revised. Anthropometry, which included weight, length, and head circumference, was measured at corrected ages of 1, 3, and 6 months. Demographic and clinical characteristics were similar between the intervention and the standard care groups. At 1- and 3-month corrected age, no significant differences between the two groups were observed in terms of infant development and temperament. At 6 months, significant disparities were found in the social-emotional development scale (mean difference −0.29, 95% CI: −0.58, < -0.001, p = 0.01), infant length (mean difference 0.70, 95% CI: < 0.001, 1.4, p = 0.03), distress to limitation (p = 0.04), and sadness (p = 0.03). A mixed model revealed that the 5-ISS intervention positively affected social-emotional development, length, distress to limitation, and sadness for preterm infants. Integrated sensory stimulation has benefits on social-emotional development, temperament, and length for preterm infants. This program provides a feasible method to promote social-emotional development for preterm infants.

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Factor Structure of a Social-Emotional Screening Instrument for Preschool Children

Cited by 6 publications

References 29 publications

Teachers' social and emotional competencies in nursing technical education

Teachers' social and emotional competencies in nursing technical education

An Exploratory Analysis of the Internal Structure of Test Through a Multimethods Exploratory Approach of the ASQ:SE in Brazil

Sensory stimulation program improves developments of preterm infants in Southwest China: A randomized controlled trial

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