Psychometric Properties of Teacher Report of Social-Emotional Assets and Resilience Scale in Preschoolers and Elementary
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Psychometric Properties of Teacher Report of Social-Emotional Assets and Resilience Scale in Preschoolers and Elementary School Children Patrícia Figueiredo 1,2
&
Andreia Azeredo 1,2 & Ricardo Barroso 2,3 & Fernando Barbosa 1,2
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Research in psychology has evolved over the decades creating a movement of greater emphasis on the assessment of strengths and positive characteristics, rather than focusing on risk factors and the diagnosis of pathology. The Social-Emotional Assets and Resilience Scale (SEARS) is an instrument for assessing the children’s strengths, resilience and adaptability in daily life, presenting a form completed by teachers. This study presents the factorial structure of the Portuguese version of teacher-report of SEARS and examines its psychometric properties, namely internal consistency and convergent validity, with a sample of 235 children (116 boys and 119 girls) aged between 5 and 10 years (M = 7.51, SD = 1.63). The factorial structure suggested by Merrell et al. (2011) was tested through a Confirmatory Factor Analyzes, with 41 items making up four factors (responsibility, self-competence, self-regulation, and empathy). In general, our findings support a final structure of 40 items divided into four subscales and provides evidence on the psychometric quality of this instrument. Limitations and future research needs are discussed. Keywords SEARS . Social-emotional . Preschool children . Elementary school children
Research in psychology has evolved over the decades creating a movement of greater emphasis on the assessment of strengths and positive characteristics, rather than focusing on risk factors or on the diagnosis of pathology (Garmezy, 1993; Kirby & Fraser, 1997; Seligman & Csikszentmihalyi, 2000; Suldo & Shaffer, 2008). When applied to developmental psychology, this movement focuses on unique skills, resources, life experiences and talents to better meet the needs of children and their families (Jimerson et al., 2004; Tedeschi & Kilmer, 2005). Epstein and Sharma (1998) defined the strengths-based assessment as “the measurement of these emotional and behavioral skills, competencies and characteristics that create a sense of personal fulfillment; contribute to satisfying relationships with family members, peers and adults; improve the * Patrícia Figueiredo [email protected] 1
Laboratory of Neuropsychophysiology, Faculty of Psychology and Education Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal
2
Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal
3
University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5001-801 Vila Real, Portugal
ability to deal with adversity and stress; and promote their personal, social and academic development” (p. 3). Childhood is a key period during which children develop social-emotional competences that will affect their learning and well-being (Denham et al., 2012; He
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