Validation of the Chinese version of the Social Emotional Health Survey–Primary

Wang, Cixin; Yang, Chunyan; Jiang, Xu; Furlong, Michael J.

doi:10.1080/21683603.2016.1272026

Cited by 22 publications

(14 citation statements)

References 35 publications

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“…School climate has been suggested as such a variable that may mitigate these effects (Konishi et al., 2017; Wang, La Salle, Wu, Do, & Sullivan, 2018). Consistent with Bronfenbrenner’s ecological systems theory (1977), school climate has been found to buffer the detrimental relationship between victimization and suicidal thoughts and behavior among Asian American middle school students (Wang et al., 2018). Low and Ryzin (2014) also found that school climate moderated the effect of the Steps to Respect bullying intervention on student-reported victimization.…”

Section: School Climate As a Moderatormentioning

confidence: 93%

“…The Social Emotional Health Survey- Primary-Chinese version (SEHS-P; Furlong et al., 2013; Wang et al., 2018) was used to measure covitality at T2. Covitality consists of four lower-order positive psychology traits, gratitude, optimism, zest, and persistence.…”

Section: Methodsmentioning

confidence: 99%

“…For elementary-aged children, covitality as a latent trait, has been measured by four lower order constructs: Gratitude, zest, optimism, and persistence (Furlong et al, 2013). Covitality relates to less victimization among elementary school students in China (Wang, Yang, Jiang, & Furlong, 2018) and with adolescents in the US (Fullchange & Furlong, 2016). Researchers also noted that covitality, or the number of psychological assets an individual holds, was correlated with less depressive symptoms and substance use (Lenzi, Dougherty, Furlong, Sharkey, & Dowdy, 2015).…”

Section: Relationship Between School Climate Victimization and Covimentioning

confidence: 99%

“…Victimization has been linked to mental health difficulties, such as more internalizing symptoms (e.g., Gini, Card, & Pozzoli, 2017; Wu, Zhang, Su, & Hu, 2015) and fewer positive psychology traits (e.g., covitality) although the latter is less studied (Wang et al., 2018). Although fewer studies have focused on Chinese children, this relationship has been documented (Xie, Lv, Bear et al., 2016).…”

Section: School Climate As a Moderatormentioning

confidence: 99%

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School climate, victimization, and mental health outcomes among elementary school students in China

Wang

Boyanton²,

Ross

et al. 2018

School Psychology International

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Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students (M age ¼ 10.27 years, SD ¼ 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher

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Section: School Climate As a Moderatormentioning

confidence: 93%

Section: Methodsmentioning

confidence: 99%

Section: Relationship Between School Climate Victimization and Covimentioning

confidence: 99%

Section: School Climate As a Moderatormentioning

confidence: 99%

See 2 more Smart Citations

School climate, victimization, and mental health outcomes among elementary school students in China

Wang

Boyanton²,

Ross

et al. 2018

School Psychology International

Self Cite

View full text Add to dashboard Cite

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“…Higher scores reflected higher levels of covitality. The SEHS-P [ 19 ] has established full factorial invariance across genders and good internal reliability across subscales: school gratitude (α = 0.71), student zest (α = 0.78), school optimism (α = 0.71), student persistence (α = 0.80), covitality (α = 0.89), and prosocial behavior (α = 0.81) for students in grades 4–8 (age, M = 11.1 years) [ 19 , 52 , 68 , 69 ]. The survey is free to download, and the author granted permission for use in the present study.…”

Section: Methodsmentioning

confidence: 99%

Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children

Naples

Tuckwiller

2021

IJERPH

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There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education.

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“The Sum Is Greater Than the Parts?”—The Role of Student Covitality in Flourishing

Lau,

Zhang,

Sun

et al. 2024

J Happiness Stud

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Existing studies have revealed associations of positive psychological traits with human thriving and flourishing. However, how these traits co-occur—known as covitality—and how it relates to flourishing remain relatively unexplored. This study aimed to investigate how student covitality as a second-order construct of four school experience-grounded positive psychological traits, namely gratitude, optimism, zest and persistence, predicts flourishing among primary school students. Participants were fourth to sixth graders (N = 1,107, 36.2% Grade 4, 32.8% Grade 5, and 31.0% Grade 6; 50.4% female) from 34 primary schools in Hong Kong (7.1% Hong Kong Island, 36.4% Kowloon, and 56.5% New Territories). In this study, structural equation modelling showed that student covitality as a second-order construct predicted flourishing directly (β = .594), and also indirectly through resilience (β = .111) and prosocial behaviour (β = .062). The findings suggest that student covitality as a latent construct better captures the mechanisms that drive student flourishing than the four individual first-order constructs of positive psychological traits. This study sheds light on future efforts in the field of children’s flourishing to consider school-related covitality as a critical variable in research and to develop school-based strategies that promote covitality in practice.

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Validation of the Chinese version of the Social Emotional Health Survey–Primary

Cited by 22 publications

References 35 publications

School climate, victimization, and mental health outcomes among elementary school students in China

School climate, victimization, and mental health outcomes among elementary school students in China

Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children

“The Sum Is Greater Than the Parts?”—The Role of Student Covitality in Flourishing

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