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

Applied Research in Quality of Life

Volumn 9, Issue 4, 2014, Pages 997-1015

  You, Sukkyung ^a   Furlong, Michael J ^b   Dowdy, Erin ^b   Renshaw, Tyler L ^c   Smith, Douglas C ^d   O’Malley, Meagan D ^e  

^a Hankuk University of Foreign Studies   (South Korea)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c LOUISIANA STATE UNIVERSITY   (United States)

^d SOUTHERN OREGON UNIVERSITY   (United States)

^e WestEd   (United States)

Author keywords

Adolescent; Belief in others; Belief in self; Complete mental health; Confirmatory factor analysis; Covitality; Emotional competence; Engaged living; Grade point average; Latent means analysis; School; Social Emotional Health Survey; Validity

Indexed keywords

EID: 84888210817     PISSN: 18712584     EISSN: 18712576     Source Type: Journal    
DOI: 10.1007/s11482-013-9282-2     Document Type: Article

References (57)

1. Antaramian, S. P., Huebner, E. S., Hills, K. J., & Valois, R. F. (2010). A dual–factor model of mental health: toward a more comprehensive understanding of youth functioning. American Journal of Orthopsychiatry, 80, 462–472. doi:10.1111/j.1939-0025.2010.01049.x.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
3. Bentler, P. M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238–246. doi:10.1037/0033-2909.107.2.238.
4. Bentler, P. M. (2006). EQS 6 Structural Equations Program manual. Encino: Multivariate Software.
5. Bloom, B. L. (1985). A factor analysis of self-report measures of family functioning. Family Process, 24, 225–239. doi:10.1111/j.1545-5300.1985.00225.x.
6. Boman, P., Furlong, M. J., Shochet, I., Lilles, E., & Jones, C. (2009). Optimism and the school context. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 51–64). New York: Routledge.
7. Bono, G., Froh, J. J., & Forrett, R. (2014). Gratitude in schools: Benefits to students and schools. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), The handbook of positive psychology in the school (2nd ed., pp. 67–81). New York, NY: Routledge/Taylor & Francis.
8. Chen, F. F., Sousa, K. H., & West, S. G. (2005). Testing measurement invariance of second order factor models. Structural Equation Modeling, 12, 471–492.
9. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. doi:10.1207/S15328007SEM0902_5.
10. Cornell, D., Klein, J., Konold, T., & Huang, F. (2012). Effects of validity screening items on adolescent survey data. Psychological Assessment, 24, 21–35. doi:10.1037/a0024824.
11. Dalgard, O. S., Dowrick, C., Lehtinen, V., Vazquez-Barquero, J., Casey, P., Wilkinson, G., et al. (2006). Negative life events, social support and gender difference in depression: a multinational community survey with data from the ODIN study. Social Psychiatry and Psychiatric Epidemiology, 41, 444–451. doi:10.1007/s00127-006-0051-5.
12. Dowdy, E., Furlong, M. J., Raines, T. C., Bovery, B., Kamphaus, R. W., Dever, B., et al. (2013). Enhancing school-based mental health services with a preventive and promotive approach to universal screening for complete mental health. Manuscript submitted for publication.
13. Dowdy, E., Furlong, M. J., & Sharkey, J. D. (2013b). Using surveillance of mental health to increase understanding of youth involvement in high-risk behaviors: a value added analysis. Journal of Emotional and Behavioral Disorders, 21, 33–44. doi:10.1177/1063426611416817//.
14. Dowdy, E., Twyford, J. M., Chin, J. K., DiStefano, C. A., Kamphaus, R. W., & Mays, K. L. (2011). Factor structure of the BASC–2 Behavioral and Emotional Screening System Student Form. Psychological Assessment, 23, 379–387. doi:10.1037/a0021843.
15. Dozois, D. J. A., Eichstedt, J. A., Collins, K. A., Phoenix, E., & Harris, K. (2012). Core beliefs, self-perception, and cognitive organization in depressed adolescents. International Journal of Cognitive Therapy, 5, 99–112. doi:10.1521/ijct.2012.5.1.99.
16. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based interventions. Child Development, 82, 405–432. doi:10.1111/j.1467-8624.2010.01564.x.
17. Eaton, D. A., Kann, L., Kinchen, S., Shanklin, S., Flint, K. H., Hawkins, J. et al. (2012). Youth risk behavior surveillance—United States, 2011. MMWR, Morbidity and Mortality Weekly Report, 61(4).
18. Evans, W. P., Marsh, S. C., & Weigel, D. J. (2010). Promoting adolescent sense of coherence: testing models of risk, protection, and resiliency. Journal of Community & Applied Social Psychology, 20, 30–43. doi:10.1002/casp.1002.
19. Ey, S., Hadley, W., Allen, D. N., Palmer, S., Klosky, J., Deptula, D., et al. (2005). A new measure of children’s optimism and pessimism: the youth life orientation test. Journal of Child Psychology and Psychiatry, 46, 548–558. doi:10.1111/j.1469-7610.2004.00372.x.
20. Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2009). Gratitude and subjective well-being in early adolescence: examining gender differences. Journal of Adolescence, 32, 633–650. doi:10.1016/j.adolescence.2008.06.006.
21. Furlong, M. J., & O’Brennan, L. (2010). Review of the behavioral and emotional screening system. In R. A. Spies, K. F. Geisinger, & J. F. Carlson (Eds.), The 18th Mental Measurements Yearbook. Lincoln: Buros Institute of Mental Measurements.
22. Furlong, M. J., Ritchey, K. M., & O’Brennan, L. M. (2009). Developing norms for the California resilience youth development module: internal assets and school resources subscales. California School Psychologist, 14, 35–46.
23. Furlong, M. J., Sharkey, J. D., Boman, P., & Caldwell, R. (2007). Cross-validation of the behavioral and emotional rating scale-2 youth version: an exploration of strength-based latent traits. Journal of Child and Family Studies, 16, 696–711. doi:10.1007/s10826-006-9117-y.
24. Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013a). Preliminary development of the positive experiences at school scale for elementary school children. Child Indicators Research. Advanced online publication. doi:10.1007/s12187-013-9193-7.
25. Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2013b). Preliminary development and validation of the Social and Emotional Health Survey for secondary students. Social Indicators Research. Advanced online publication. doi:10.1007/s11205-013-0373-0.
26. Gilman, R., Huebner, E. S., & Furlong, M. J. (Eds.). (2009). Handbook of positive psychology in schools. New York: Routledge.
27. Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi:10.1037/0003-066X.58.6-7.466.
28. Hanson, T. L., & Kim, J. O. (2007). Measuring resilience and youth development: The psychometric properties of the Healthy Kids Survey. (Issues & Answers Report, REL 2007–No. 034). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from http://ies.ed.gov/ncee/edlabs.
29. Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118.
30. Huebner, E. S., Antaramian, S. P., & Heffner, A. L. (2012). In K. Land (Ed.), The well-being of America’s children (Vol. 6, pp. 121–141). Heidelberg: Springer. doi:10.1007/978-94-007-4092-1_5.
31. Johnson, K. M. (2010). Review of the BASC-2 Behavioral and Emotional Screening System. In R. A. Spies, K. F. Geisinger, & J. F. Carlson (Eds.), The 18th Mental Measurements Yearbook. Lincoln: Buros Institute of Mental Measurements.
32. Jones, C. N., You, S., & Furlong, M. J. (2013). A preliminary examination of covitality as integrated well-being in college students. Social Indicators Research, 111, 511–526. doi:10.1007/s11205-012-0017-9.
33. Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 Behavioral and Emotional Screening System manual. Bloomington: Pearson.
34. Kirschman, K. J. B., Johnson, R. J., Bender, J. A., & Roberts, M. C. (2009). Positive psychology for children and adolescents: Development, prevention, and promotion. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 133–148). New York: Oxford.
35. Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183. doi:10.1037/0003-066X.55.1.170.
36. Lufi, D., & Cohen, A. (1987). A scale for measuring persistence in children. Journal of Personality Assessment, 51, 178–185. doi:10.1207/s15327752jpa5102_2.
37. Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality Social Psychology, 35, 63–78.
38. Marques, S. C., Lopez, S. J., Rose, S., & Robinson, C. (2014). Measuring hope in school children. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), The handbook of positive psychology in the school (2nd ed., pp. 35–50). New York, NY: Routledge/Taylor & Francis.
39. Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. G. (2009). Resilience in development. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 117–132). New York: Oxford.
40. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351–373. doi:10.1016/j.jsp.2006.04.004.
41. Orejudo, S., Puyuelo, M., Fernández-Turrado, T., & Ramos, T. (2012). Optimism in adolescence: a cross-sectional study of the influence of family and peer group variables on junior high school students. Personality and Individual Differences, 52, 812–817. doi:10.1016/j.paid.2012.01.012.
42. Park, N. (2004). Character strengths and positive youth development. Annals of the American Academy of Political and Social Science, 591, 40–54. doi:10.1177/0002716203260079.
43. Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., & O’Malley, M. D., et al. (2014). Covitality: a synergistic conceptualization of adolescents’ mental health. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 12–32). New York, NY: Routledge.
44. Rohrbeck, C. A., Azar, S. T., & Wagner, P. E. (1991). Child self-control rating scale: validation of a child self-report measure. Journal of Clinical Child & Adolescent Psychology, 20, 179–183. doi:10.1207/s15374424jccp2002_9.
45. Scales, P. C. (1999). Reducing risks and building developmental assets: essential actions for promoting adolescent health. Journal of School Health, 69, 113–119. doi:10.1111/j.1746-1561.1999.tb07219.x.
46. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Applied Developmental Science, 4, 27–46. doi:10.1207/S1532480XADS0401_3.
47. Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Semsa, A., & Van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: a longitudinal study. Journal of Adolescence, 29, 691–708. doi:10.1016/j.adolescence.2005.09.001.
48. Shaffer-Hudkins, E., Suldo, S., Loker, T., & March, A. (2010). How adolescents’ mental health predicts their physical health: unique contributions of indicators of subjective well-being and psychopathology. Applied Research in Quality of Life, 5, 203–217. doi:10.1007/s11482-010-9105-7.
49. Shechtman, N., DeBarger, A. H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. Washington, DC: U.S. Department of Education, Office of Educational Technology, Center for Technology in Learning, SRI International. http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf.
50. Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: the dual-factor model of mental health in youth. School Psychology Review, 37, 52–68.
51. Suldo, S. M., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual-factor model. The Journal of Positive Psychology, 6, 17–30. doi:10.1080/17439760.2010.536774.
52. Terry, P. C., Lane, A. M., Lane, H. J., & Keohane, L. (1999). Development and validation of a mood measure for adolescents. Journal of Sports Sciences, 17, 861–872. doi:10.1080/026404199365425.
53. Steiger, J. H., & Lind, A. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.
54. Van de Looij-Jansen, P. M., Goedhart, A. W., de Wilde, E. J., & Treffers, P. D. A. (2011). Confirmatory factor analysis and factorial invariance analysis of the adolescent self-report Strengths and Difficulties Questionnaire: how important are method effects and minor factors? British Journal of Clinical Psychology, 50, 127–144. doi:10.1348/014466510X498174.
55. Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 2, 4–69. doi:10.1177/109442810031002.
56. Zhang, J., Truman, J., Snyder, T. D., Robers, S., & American Institutes for Research. (2012). Indicators of school crime and safety, 2011. Washington, DC: Bureau of Justice Statistics, Institute of Education Sciences. https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=258009.
57. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17, 191–210. doi:10.1080/10474410701413145.