Mapping self-report questionnaires for socio-emotional characteristics: What do they measure?
Palabras clave:
Big Five, Large-scale educational assessment, Socio-emotional learning, 21st Century skillsResumen
Whereas the structure of individual differences in many social and emotional attributes is well understood in adults, much less work has been done in children and adolescents. The main goals of this research were to specify the major content domains that are assessed across multiple socioemotional instruments (self-esteem, grit, self-efficacy, strengths and difficulties, Big Five) in research in the United States and Europe, to test them in a less developed context with considerable educational challenges (Brazilian schools). We selected the five most promising instruments and studied their structure at the item level in a large sample of Brazilian school students (N = 3,023). The extracted factors to capture the major domains of child differences represented in these instruments closely resembled the Big Five personality dimensions. We discuss the contribution of our fi ndings to the assessment of socio-emotional skills in education research, as well as limitations of the current study, and suggestions for future research.
Descargas
Citas
Battelle for Kids. (2015). Partnership for 21st Century Skills. Hilliard, Ohio. Retrieved October 10, 2019, from www.p21.or
Benet-Martínez, V., & John, O. P. (1998). Los Cinco Grandes across cultures and ethnic groups: Multitrait-multimethod analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology, 75(3), 729-750. http://dx.doi.org/10.1037/0022-3514.75.3.729
Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Adaptação e validação de instrumentos psicológicos entre culturas: algumas considerações. Paidéia (Ribeirão Preto), 22(53), 423-432. http://dx.doi.org/10.1590/S0103-863X2012000300014
California Office to Reform Education (2014). Social-Emotional Skills. Retrieved October 20, 2019, from http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/3154/Social%20and%20Emotional%20Learning.pdf
Carroll, J. (1963). A model of school learning. The Teachers College Record, 64(8), 723-723. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2012). 2013 Casel guide: Effective social and emotional learning programs. Preschool and Elementary School Edition. Chicago: KSA-Plus Communications.
Damásio, B. F. (2017). Measuring socioemotional skills of children and adolescents: Development and validation of battery. Temas em Psicologia, 25(4), 2043-2050. http://dx.doi.org/10.9788/TP2017.4-24Pt
De Fruyt, F., Wille, B., & John, O. P. (2015). Employability in the 21st century: Complex (interactive) problem solving and other essential skills. Industrial and Organizational Psychology, 8(2), 276-281.
De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303-336.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (grit-s). Journal of Personality Assessment, 91(2), 166-174. http://dx.doi.org/10.1080/00223890802634290
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners - the role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on School Research.
Ferris, D. L., Johnson, R. E., Rosen, C. C., & Tan, J. A. (2012). Core self-evaluations a review and evaluation of the literature. Journal of Management, 38(1), 81-128.
Geary, D. C. (2007). An evolutionary perspective on learning disability in mathematics. Developmental Neuropsychology, 32(1), 471-519.
Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581-586.
John, O. P., & De Fruyt, F. (2016). Framework for the longitudinal study of socio and emotional skills in cities. Paris: OECD. Retrieved October 20, 2019, from http://www.oecd.org/callsfortenders/CfT%20100001311%20Longitudinal%20Study%20of%20Social%20and%20Emotional%20Skills%20in%20Cities.pdf
John, O. P., Donahue, E. M., & Kentle, R. L. (1991). The Big Five Inventory-Versions 4a and 54. Berkeley: Institute of Personality and Social Research.
John, O. P., Naumann, L., & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: Discovery, measurement, and conceptual issues. In O. P. John, R. W. Robins & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp.114-158). New York: Guilford.
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self-evaluations scale: Development of a measure. Personnel Psychology, 56(2), 303-331. http://dx.doi.org/10.1111/j.1744-6570.2003.tb00152.x
Kyllonen, P. C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, motivation, and college readiness: A prospectus for assessment and development. ETS Research Report Series, (1), 1-48.
Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J., Trautwein, U., & Nagengast, B. (2010). A new look at the Big Five factor structure through exploratory structural equation modeling. Psychological Assessment, 22(3), 471.
Marsh, H. W., Hau, K. -T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360. http://dx.doi.org/10.1207/s15327574ijt0604_1
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145-149.
Muthén, L. K., & Muthén, B. O. (2012). Mplus User’s Guide (7th ed.). Los Angeles: Muthén & Muthén.
National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington: The National Academies Press.
Nigg, J. T., John, O. P., Blaskey, L., Huang-Pollock, C., Willcutt, E. G., Hinshaw, S. P., & Pennington, B. (2002). Big Five dimensions and ADHD symptoms: Links between personality traits and clinical symptoms. Journal of Personality and Social Psychology, 83(2), 451-469.
Nowicki S., & Strickland B. R. (1973). A locus of control scale for children. Journal of Consulting and Clinical Psychology. 40(1), 148-154. http://dx.doi.org/10.1037/h0033978
Organization for Economic Cooperation and Development (OECD). (2016) Longitudinal study of social and emotional skills in cities. Paris: OECD. Retrieved October 20, 2019 from http://www.oecd.org/callsfortenders/CfT%20100001311%20Longitudinal%20Study%20of%20Social%20and%20Emotional%20Skills%20in%20Cities.pdf
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322-338.
Primi, R., De Fruyt, F., Santos, D., Antonoplis, S., & John, O. P. (2019). True or false? Keying direction and acquiescence influence the validity of socio-emotional skills items in predicting high school achievement. International Journal of Testing, 0(0), 1-25. http://dx.doi.org/10.1080/15305058.2019.1673398
Primi, R., Santos, D., De Fruyt, F., & John, O. P. (2019). SENNA V2.0 Technical Manual. São Paulo: Instituto Ayrton Senna. Primi, R., Santos, D., John, O. P., & De Fruyt, F. (2016). Development of an inventory assessing social and emotional skills in brazilian youth. European Journal of Psychological Assessment, 32(1), 5-16. http://dx.doi.org/10.1027/1015-5759/a000343
Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of Personality and Social Psychology, 111(5), 780-789. http://dx.doi.org/10.1037/pspp0000089
Roberts, R., Martin, J. E. & Olaru, G. (2015). A rosetta stone for noncognitive skills: Understanding, assessing, and enhancing noncognitive skills in primary and secondary education. New York: Asia Society.
Sailer, O. (2005). Crossdes: A package for design and randomization in crossover studies. Rnews, 5(2), 24-27.
Santos, D., & Primi, R. (2014). Social and emotional development and school learning: A measurement proposal in support of public policy. (Technical Report). São Paulo: Ayrton Senna Institute. Retrived October 20, 2019, from http://educacaosec21.org.br/wp-content/uploads/2013/07/Social-and-emotional-developmente-and-school-learning.pdf
Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martinez, V. (2007). The geographic distribution of Big Five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173-212. http://dx.doi.org/10.1177/0022022106297299
Soto, C. J., & John, O. P. (2017). The next Big Five inventory (BFI-2): Developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power. Journal of Personality and Social Psychology, 113(1), 117-143. http://dx.doi.org/10.1037/pspp0000096
Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2008). The developmental psychometrics of big five self-reports: Acquiescence, factor structure, coherence, and differentiation from ages 10 to 20. Journal of Personality and Social Psychology, 94(4), 718–737. http://dx.doi.org/10.1037/0022-3514.94.4.718
Strive Task Force on Measuring Social and Emotional Learning (2013). Beyond content: incorporating social and emotional learning into the strive framework. New York: Philiber Research Associates.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Ricardo PRIMI, Daniel Domingues dos SANTOS, Nelson HAUCK, Filip De FRUYT, Oliver Peter JOHN
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
