Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2023-12-26 DOI:10.1177/07342829231223856

Kristy L. Brann, C. Anthony, Stephen N. Elliott, Ashley Flora, Courtney A. DiOrio

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Abstract

When conducting universal social and emotional learning (SEL) screening, schools need clear decision-making guidelines for selecting informants. The current study examined informant profiles for screening SEL functioning using latent profile analysis with the student and teacher forms of the SSIS SEL Brief Scales for 536 students in grades 3–7. Teacher and student models each had three profiles emerge with roughly similar meanings of the profiles (Developing, Competent, and Advanced profiles), although a larger percentage of students were identified in the developing profile for the student rater. Profile categories aligned for 42% of students, with the most disagreement according between the Competent and Advanced SEL categories. For the teacher and student combined model, five profiles emerged (Competent-Developing, Developing-Competent, Competent-High Competent, Competent-Competent, and Advanced-Competent), with one profile indicating informant agreement. We explore gender and grade setting covariates and discuss implications for multi-informant research and practice.

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社会和情感学习的信息员筛选概况：探索教师和学生的一致意见

在进行普遍的社会和情感学习（SEL）筛查时，学校需要明确的决策指南来选择信息提供者。本研究通过对学生和教师形式的 SSIS SEL 简要量表进行潜特征分析，对 536 名三至七年级学生进行了 SEL 功能筛查的线人特征进行了研究。教师和学生模型各有三个特征，其含义大致相同（发展中特征、胜任特征和高级特征），但学生测评者在发展中特征中识别出的学生比例较大。有 42% 的学生的自我评价类别是一致的，其中 "胜任 "和 "高级 "自我评价类别之间的分歧最大。在教师和学生的综合模型中，出现了五种情况（胜任-发展中、发展中-胜任、胜任-高胜任、胜任-胜任和高级-胜任），其中一种情况表明信息提供者意见一致。我们探讨了性别和年级设置的协变量，并讨论了对多信息提供者研究和实践的影响。

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.