Further Validation of the Social and Emotional Health Survey for High School Students

You, Sukkyung; Furlong, Michael J.; Dowdy, Erin; Renshaw, Tyler L.; Smith, Douglas C.; O’Malley, Meagan D.

doi:10.1007/s11482-013-9282-2

Cited by 79 publications

(77 citation statements)

References 37 publications

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“…Participants responded using a four-point scale (1 = not at all true to 4 = very much true) with the exception of the gratitude and zest assets, which used a five-point response scale (1 = not at all to 5 = extremely). The SEHS-S subscales measuring the 12 social-emotional protective assets have good internal reliability (with alphas ranging from .76 in persistence and self-control to .94 in gratitude), and the alpha coefficient of the combined, overall covitality index being .93-.95 across three samples You et al, 2014You et al, , 2015. This was confirmed in the current sample (α = .95).…”

Section: Protective Assetssupporting

confidence: 64%

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Lenzi

Dougherty

Furlong

et al. 2015

Journal of Applied Developmental Psychology

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a b s t r a c t a r t i c l e i n f oThe current study examined the association between quantity, variety, and configuration of developmental assets with risk behaviors (tobacco and alcohol use) and developing emotional problems (depressive feelings and suicidal thoughts). A sample of 12,040 high school students completed surveys investigating youth health and risk behaviors, and developmental assets. Independent one-step logistic regression analyses showed that adolescents reporting a higher quantity of assets, and possessing them in multiple domains, tended to have a lower likelihood of experiencing behavioral and emotional problems. The negative association between developmental assets and negative outcomes was more consistent when quantity and variety were taken into account simultaneously, thus supporting the configuration protective model. A sufficient amount of strengths, in an adequate number of different domains, seems to provide the strongest protection against negative developmental outcomes. The research and clinical implications of findings are discussed.

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Section: Protective Assetssupporting

confidence: 64%

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Lenzi

Dougherty

Furlong

et al. 2015

Journal of Applied Developmental Psychology

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“…The development and evaluation of the SEHS-S psychometric properties has been reported in previous studies using samples of adolescents in the USA You et al 2013You et al , 2015. Using independent samples, confirmatory factor analyses have supported the SEHS-S hierarchal factor structure with full invariance for males and females and for younger (aged 13-15) and older (aged 16-18) adolescents (see SEHS-S measurement model in Fig.…”

Section: Development Of the Sehs-smentioning

confidence: 53%

Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students

Ito

Smith

You

et al. 2015

Contemp School Psychol

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The article explores the use of the Social and Emotional Health Survey-Secondary version (SEHS-S) with a sample of 975 Japanese students in Grades 7-9 attending schools located northwest of Tokyo. A confirmatory factor analysis using half the sample confirmed the four-factor structure of the SEHS-S, and further analyses verified its secondorder factor model including Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living, all of which contribute to a latent second-order construct labeled Covitality. Additional SEM validity analyses found that the four identified first-order SEHS constructs and the secondorder covitality construct were positively associated with subjective well-being. SEHS-S scores also predicted several variables indicative of positive school engagement for Japanese students, including academic performance, social relationships, and willingness to assist others. Results of the study are discussed in terms of the advantages of using strength-based assessments such as the SEHS-S for Japanese students and in promoting well-being in this population.

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“…Furlong [2] and You, et al [5] identified four constructs in their covitality model using a sample of United States adolescents. These were belief-in-self, belief-in-others, emotional competence, and engaged living.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Covitality on Well-Being and Depression in Australian High School Adolescents

Boman¹,

Mergler²,

Pennell³

2017

Clinical Psychiatry

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Positive psychology is an area of increasing interest in psychological research, with studies generally focusing an individual's strengths rather than their psychopathology. Within positive psychology, co-vitality is a new area of study that relates to the co-occurrence of human strengths. This study examined the construct of co-vitality, using the SocialEmotional Health Scale-Secondary (SEHS-S), in a population of Australian adolescents examining relationships between its four underpinning constructs (Belief-in-Self, Belief-inOthers, Emotional Competence, and Engaged Living), psychological well-being, and depression. Three hundred and sixty-one adolescents completed the SEHS-S with results demonstrating high correlations between all constructs examined. The results demonstrated that covitality predicted both well-being and depression. However, the combined effect of these constructs, co-vitality, was found to be a stronger predictor of psychological wellbeing and depression than the unique variance of any of the SEHS-S individual constructs. This suggests that building only one psychological strength, such as belief-in-self, might not be enough to strengthen wellbeing, or lessen depressive tendencies, in adolescents. In conclusion, it is considered that a broad range of constructs, such as those that underpin the SEHS-S, should be considered in high school intervention programs with adolescents.

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Further Validation of the Social and Emotional Health Survey for High School Students

Cited by 79 publications

References 37 publications

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students

The Effects of Covitality on Well-Being and Depression in Australian High School Adolescents

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