Universal Social, Emotional, and Behavioral Strength and Risk Screening: Relative Predictive Validity for Students’ Subjective Well-Being in Schools

Kim, Eui Kyung; Choe, Danbi

doi:10.1080/2372966x.2020.1855062

Cited by 13 publications

(8 citation statements)

References 61 publications

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“…In the covitality model, gratitude, zest, and optimism consider past, present, and future time perspectives, respectively. These three positive psychological orientations predict well-being [29]. Persistence is a primary factor predicting academic achievement [30].…”

Section: Covitality Modelmentioning

confidence: 99%

“…A sample optimism item is: "I usually expect to have a good day" (see www.covialityucsb.info, accessed on 16 March 2017). Although originally validated with samples of California school children, the SEHS-P has been adapted and validated in other international educational contexts [29,44,45]. For the current investigation, the SEHS-P alpha reliabilities were as follows: gratitude (0.85), zest (0.85), optimism (0.80), and covitality composite (0.94).…”

Section: Measures Quantitative Measuresmentioning

confidence: 99%

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Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality

Fang

Zhang

Pan

et al. 2021

IJERPH

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This investigation evaluated the Growth Psychoeducation Intervention (GPI) designed to increase primary school students’ covitality, a construct describing the beneficial combinatorial effects of positive psychological skills and mindsets. Students with higher covitality levels have stronger relationships with their teachers and classmates, and behave in more positive ways. This GPI intervention study employed a pretest-posttest-follow quasi-experimental design to evaluate a culturally adapted group counseling intervention designed to foster Chinese senior primary school students’ (n = 189, ages 9–12 years) covitality levels. The hypothesis was that covitality increases would positively correlate with school belonging and life satisfaction and less frequent bullying victimization. The Social Emotional Health Survey-Primary (SEHS-P) assessed the effectiveness of the GPI eight-week program to promote mental health and decrease bullying. GPI demonstrated effectiveness by improving students’ covitality and school belonging and reducing bullying victimization.

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Section: Covitality Modelmentioning

confidence: 99%

Section: Measures Quantitative Measuresmentioning

confidence: 99%

Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality

Fang

Zhang

Pan

et al. 2021

IJERPH

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“…After running these two initial models, the bifactor YIEPS measurement model (see Considering the misfit loadings from the bifactor model, however, we decided to reevaluate the item-factor structure of the integrated YIEPS measurement model via exploratory factor analysis (EFA) with a promax rotation. This decision was informed by our contact (just prior to running our analysis) with a study by Kim and Choe (2021), who found that the measurement model for the Korean version of the YEPS (evaluated separately from the YIPS) could be improved by further parsing the items targeting hyperactivity-impulsivity/inattention into a distinct factor from the items targeting oppositional defiance and conduct problems. Kim and Choe (2021) likewise found improved data-model fit for the Korean version of the YIPS (evaluated separately from the YEPS) when parsing the items targeting anxiety from those targeting depression.…”

Section: Measurement Modelsmentioning

confidence: 99%

“…This decision was informed by our exposure to (just prior to running our analysis) a study by Kim and Choe (2022), who found that the measurement model for the Korean version of the YEPS (evaluated separately from the YIPS) could be improved by further parsing the items targeting hyperactivity-impulsivity/ inattention into a distinct factor from the items targeting oppositional defiance and conduct problems. Kim and Choe (2022) likewise found improved data-model fit for the Korean version of the YIPS (evaluated separately from the YEPS) when parsing the items targeting anxiety from those targeting depression. These findings suggested that our bifactor model might be further improved by including additional specific factors to represent narrower internalizing and externalizing constructs.…”

Section: Measurement Modelsmentioning

confidence: 99%

Evaluating a Unified Screener for Adolescent Internalizing and Externalizing Problems

Weeks

Renshaw

Rainey

et al. 2022

Journal of Emotional and Behavioral Disorders

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Internalizing and externalizing problems are common targets for school mental health screening. Prior research supports the interpretation of scores from the Youth Internalizing Problems Screener (YIPS) and the Youth Externalizing Problems Screener (YEPS), which were developed separately yet intended as companion measures. We extended previous work by evaluating the psychometric defensibility of integrated measurement models that combined items from the YIPS and YEPS into a unified screener (YIEPS). Specifically, we evaluated (a) a unidimensional model, (b) a correlated-factors model with two latent variables representing internalizing and externalizing problems, and (c) a bifactor model with two specific factors—internalizing and externalizing—and a general factor representing global mental health problems. We then tested the reliabilities of the several factors from these models and the informational value added of the competing models. Results indicated the bifactor YIEPS model had the best data-model fit for representing the unified screener. However, exploratory analyses suggested an alternative bifactor model with three specific factors—parsing attention problems from externalizing and internalizing content—might be an even better fit for the data. Reliability findings suggested the general factor—representing global mental health problems—was the most psychometrically defensible. Future directions for research and practice are discussed.

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“…Next, Kim and Choe (2021) examine the integration of risk and strength indicators in universal SEB screening in South Korea. The nationwide SEB screening in K-12 schools primarily focuses on identifying SEB risk, with a little emphasis on SEB strength and resources.…”

Section: Overview Of the Contributing Articlesmentioning

confidence: 99%

Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks: Advancing Research Through Reflections on the Past Decade

Kim

Anthony

Chafouleas³

2021

School Psychology Review

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Schools play a critical role in service delivery related to students' social, emotional, and behavioral (SEB) health. A foundation for effective SEB service delivery includes capacity to identify students in need of support, differentiate which supports are needed, and monitor students' responsiveness to intervention. Assessment is critical for each of these goals, providing the data needed to make effective decisions across the continuum of service delivery. This special issue provides opportunity to reflect on the past decade of research that strengthens the psychometric evidence for use of the measures in SEB assessment, as well as address several themes that characterize recent SEB assessment research. In this introductory article, we introduce a series of original articles and commentaries addressing these critical issues that are timely and relevant for the future path of SEB assessment. Taken together, the current issue seeks to bring together current evidence around multitiered problem-solving frameworks with focus on SEB domain and propose future directions for research and practice. IMPACT STATEMENTSThe paper describes key themes related to current status and future directions in social, emotional, and behavioral assessment. Those themes are organized around usability, rater effects, a balanced focus on assets and deficits, and equity considerations.

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Universal Social, Emotional, and Behavioral Strength and Risk Screening: Relative Predictive Validity for Students’ Subjective Well-Being in Schools

Cited by 13 publications

References 61 publications

Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality

Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality

Evaluating a Unified Screener for Adolescent Internalizing and Externalizing Problems

Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks: Advancing Research Through Reflections on the Past Decade

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