Understanding Chinese children’s social-emotional competence in a school-based setting: Validating the Washoe County School District-Social-Emotional Competency Assessment in Hong Kong

Understanding Chinese children’s social-emotional competence in a school-based setting: Validating the Washoe County School District-Social-Emotional Competency Assessment in Hong Kong

• Cheung, Yuen Man Rebecca The Education University of Hong Kong
• Ng, Ocean O. S.

The HKERA-APERA International Conference 2021 (2021: Hong Kong)

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• L 教育測量及評鑑
  • LB 態度及興趣測量

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Children’s social-emotional learning (SEL) lays the groundwork for their later adjustment (Durlak et al., 2011). Although numerous SEL programs have been developed for children, few measures have been constructed to assess social-emotional competencies, namely self-awareness, social awareness, self-management, relationship skills, and responsible decision-making (CASEL, 2013). This study validated the 40-item Washoe County School District-Social-Emotional Competency Assessment (WCSD-SECA; Crowder et al., 2019) for use in Hong Kong. The sample consisted of 369 Chinese children (8-13 years old) and their parents. Children completed WCSD-SECA and International Positive and Negative Affect Schedule-Short Form (Thompson, 2007). Parents completed the Strengths and Difficulties Questionnaire (Goodman et al, 1997). Confirmatory factor analysis revealed that the original 8-factor model fit well to the data, χ2(698)=1116.16, p>.001, CFI=.91, TLI=.90, RMSEA=0.04. WCSD-SECA was associated with emotions and behavioral problems, ps<.05, thereby demonstrating concurrent and predictive validity. Hence, WCSD-SECA could be used to assess children’s social-emotional competence in Hong Kong. Copyright © 2021 HKERA-APERA International Conference.

Paper presented at The HKERA-APERA International Conference 2021, Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/12865b9e

2022-11-03