The Role of Social Emotional Competencies in Student Discipline and Discipline Disparities

Davis, Krista M.; Nation, Maury; Christopher, Caroline; Fisher, Benjamin W.

doi:10.1080/15388220.2023.2297040

Cited by 2 publications

(1 citation statement)

References 37 publications

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“…Initially, the WCSD-SECA was developed through a partnership between researchers and practitioners for children in the Washoe County School District in the United States [14,15]. Following its validation, the measure has been used to assess children's social-emotional competencies beyond the Washoe County School District within the United States [6,[16][17][18]. It has also been used to evaluate social-emotional competencies among Chinese children who had participated in a school-based social-emotional learning program in rural China [19].…”

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confidence: 99%

Social–Emotional Competence among School-Aged Children in the Chinese Context: Validation of the Washoe County School District Social–Emotional Competency Assessment

Cheung,

2024

Behavioral Sciences

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The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 years, SD = 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structure of both versions of the WCSD-SECA was assessed via confirmatory factor analyses. Structural equation models were then conducted to examine the predictive validity of the WCSD-SECA. The findings indicated that both the 40-item and the 17-item versions of the WCSD-SECA fit the data adequately. Both versions were also associated with self-reported positive and negative affect and parent-reported internalizing problems and externalizing problems. Additionally, social–emotional competencies as measured by the 40-item version were significantly associated with parent-reported prosocial behavior, whereas those as measured by the 17-item version were associated with prosocial behavior with a marginal significance. The findings demonstrated an adequate factor structure and predictive validity of the full version and the brief version of the WCSD-SECA in assessing social–emotional competencies. Hence, they serve as a useful tool for researchers, educators, and mental health practitioners to evaluate school-aged children’s social–emotional competencies in the Chinese context.

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