Analysis of psychometric properties of the diagnostic tool for socio-emotional habits assessment in elementary school

1343

Abstract

The article describes validation process of the diagnostic tool for monitoring assessment of socio-emotional habits in elementary school. The tool is based on the Big Five model and includes three scales: Goal achievement, Cooperation and Emotional control. Two validation researches have been conducted, both on third-grade students from Moscow and Tatarstan elementary schools. Preliminary research (N=1318) examined the construct validity and reliability of the questionnaire. Confirmatory and exploratory factor analysis and methods of Modern Test Theory have confirmed hypothecated factorial structure. Subsequent research (N=2559) proved criterion validity of the questionnaire: it showed expected level and direction of correlation with the results of reading and mathematical skills testing. Presented questionnaire can be used for group monitoring assessment of socio-emotional development in elementary school.

General Information

Keywords: socio-emotional habits, elementary school, reliability, validity, psychometric analysis

Journal rubric: Social Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2018070301

For citation: Orel E.A., Kulikova A.A. Analysis of psychometric properties of the diagnostic tool for socio-emotional habits assessment in elementary school [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 3, pp. 8–17. DOI: 10.17759/jmfp.2018070301. (In Russ., аbstr. in Engl.)

References

  1. Kardanova E.Yu. et al. Prediktory uspeshnosti obucheniya v nachale i v kontse nachal'noi shkoly: otchet o nauchno-issledovatel'skoi rabote. [Predictors of the success of education at the beginning and at the end of an elementary school: report on research work.]. Moscow: Natsional'nyi issledovatel'skii universitet «Vysshaya shkola ekonomiki», 2017. 142 p. (In Russ.).
  2. Baker-Henningham H., López Bóo F. Early childhood stimulation programs in developing countries: A comprehensive literature review [Elektronnyi resurs]. Washington, DC: Banco Interamericano de Desarrollo, 2010. 71 p. Available at: https://publications.iadb.org/bitstream/handle/11319/2660/earlychildhoodstimulationinterventionsindevelopingcountries:acomprehensiveliteraturereview.pdf?sequence=1 (Accessed 06.08.2018).
  3. Bar-On R. The Bar-On model of emotional-social intelligence (ESI) [Elektronnyi resurs]. Psicothema, 2006, no. 18, pp. 13–25. Available at: http://www.redalyc.org/html/727/72709503/ (Accessed 06.08.2018).
  4. Colman A.M. A Dictionary of Psychology (4 ed.) [Elektronnyi resurs]. Oxford; New York: Oxford University Press, 2015. Available at: http://www.oxfordreference.com/view/10.1093/acref/9780199657681.001.0001/acref-9780199657681 (Accessed 06.08.2018).
  5. Duckworth A.L, Yeager S.D. Measurement Matters: Assessing Personal Qualities other than Cognitive Ability for Educational Purposes. Educational Researcher, 2015, vol. 44, no. 4, pp. 237–251. doi:10.3102/0013189X15584327
  6. Furnham A., Moutafi J., Chamorro-Premuzic T. Personality and Intelligence: Gender, the Big Five, Self-Estimated and Psychometric Intelligence [Elektronnyi resurs]. Selection & Assessment, 2005, vol. 13, no. 1, pp. 11–24. Available at: https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.0965-075X.2005.00296.x (Accessed 06.08.2018).
  7. Heckman J., Kautz T. Fostering and measuring skills: Interventions that improve character and cognition : NBER Working Paper № 19656 [Elektronnyi resurs]. Cambridge, MA: National Bureau of Economic Research, 2013. 124 p. Available at: http://www.nber.org/papers/w19656.pdf (Accessed 06.08.2018).
  8. Heckman J., Rubinstein Y. The Importance of Noncognitive Skills: Lessons from the GED Testing. American Economic Review Papers and Proceedings, 2001, vol. 91, no. 2, pp. 145–149. doi:10.1257/aer.91.2.145
  9. Hu L.T. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives [Text]. Structural equation modeling: a multidisciplinary journal, 1999, vol. 6, no. 1, pp. 1–55. doi:10.1080/10705519909540118
  10. Jang K.L., Livesley W.J., Vernon P.A. Heritability of the big five personality dimensions and their facets: a twin study. Journal of Personality, 1996, vol. 64, no. 3, pp. 577–591. doi:10.1111/j.1467-6494.1996.tb00522.x
  11. John O.P., Srivastava S. The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives [Elektronnyi resurs]. In Pervin L.A., John O.P. (eds.) Handbook of personality: Theory and research. New York: Guilford Press, 1999. P. 102–139. Available at: https://books.google.ru/books?id=iXMQq7wg-qkC&lpg=PA102&ots=uE9876lCga&dq=John%20O.P.%2C%20Srivastava%20S.%20The%20Big-Five%20Trait%20Taxonomy%3A%20History%2C%20Measurement%2C%20and%20Theoretical%20Perspectives%20&lr&hl=ru&pg=PA102#v=onepage&q&f=false (Accessed 06.08.2018).
  12. Linacre J.M. A User's Guide to WINSTEPS: ProgramManual 3.71.0. [Elektronnyi resurs]. Winsteps, 2011. Available at: http://www.winsteps.com/a/winsteps.pdf (Accessed 06.08.2018).
  13. Organization. Partners in Life Skills Education [Elektronnyi resurs]: Conclusions from a United Nations Inter-Agency Meeting Geneva. Geneva: World Health Organization, Department of Mental Health, 1999. 14 p. Available at: http://www.who.int/mental_health/media/en/30.pdf (Accessed 06.08.2018).
  14. Poropat A.E. A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychological Bulletin, 2009, vol. 135, no. 2, pp. 322–338. doi:10.1037/a0014996
  15. Singh M. Understanding Life Skills [Elektronnyi resurs]. UNESCO Institute for Education. Hamburg, 2003. 8 p. In UNESCO. United Nations Educational, Scientific and Cultural Organization.. Available at: http://unesdoc.unesco.org/images/0014/001469/146963e.pdf (Accessed 06.08.2018).
  16. Skills for Social Progress. The Power of Social and Emotional Skills [Elektronnyi resurs]. Paris: OECD, 2015. 142 p. Available at: http://www.oecd.org/edu/skills-for-social-progress-9789264226159-en.htm (Accessed 06.08.2018).
  17. Durlak J.A. et al. The impact of enhancing students' social and emotional learning: A meta‐analysis of schoolbased universal programs. Child development, 2011, vol. 82, no. 1, pp. 405–432. doi:10.1111/j.1467-8624.2010.01564.x
  18. Payton J. et al. The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth–Grade Students: Findings from Three Scientific Reviews [Elektronnyi resurs]. Collaborative for Academic, Social, and Emotional Learning (CASEL), 2008. 12 p. Available at: http://www.casel.org/wp-content/uploads/2016/08/PDF-4-the-positive-impact-of-social-and-emotional-learning-for-kindergarten-to-eighth-grade-students-executive-summary.pdf (Accessed 06.08.2018).
  19. Duff A. et al. The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 2004, vol. 36, no. 8, pp. 1907–1920. doi:10.1016/j.paid.2003.08.020

Information About the Authors

Ekaterina A. Orel, PhD in Psychology, Head of Laboratory for Competency Modelling and Assessment in Higher Education in Center of Psychometrics and Measurements in Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9100-0713, e-mail: eorel@hse.ru

Alena A. Kulikova, Research Associate, Center of Psychometrics and Measurement in Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4296-3521, e-mail: aponomareva@hse.ru

Metrics

Views

Total: 1798
Previous month: 14
Current month: 22

Downloads

Total: 1343
Previous month: 21
Current month: 20