Children's social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition)

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00023752%3A_____%2F23%3A43921066" target="_blank" >RIV/00023752:_____/23:43921066 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1020963/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1020963/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2022.1020963" target="_blank" >10.3389/fpsyg.2022.1020963</a>

Result language

angličtina

Original language name

Children's social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition)

Original language description

IntroductionSocial emotional competence is fundamental to the positive development of children and youth. Accurately understanding and assessing children&apos;s social emotional competencies, using psychometrically sound instruments, are essential to global efforts to support children&apos;s social emotional learning, academic achievements, and health. This study examined the psychometric properties of a teacher-reported measure of young children&apos;s social emotional competence, the Social Competence Scale - Teacher edition (SCS-T), in two samples of children growing up with varied economic resources/conditions, cultural norms, and educational experiences, namely Pakistan (N = 396) and Sweden (N = 309). MethodsParticipants were aged 4-6 years old. The study design was cross-sectional. Results and DiscussionUsing structural equation modelling, bi-factor confirmatory factor analysis models implying shared variance, among all items and domain-specific shared variance, among the prosocial items, emotion regulation items, and academic skills items resulted in good fitting models in each respective sample. Invariance testing across samples revealed a subset of items from each factor structure with partial scalar invariance, whereby five items had equal thresholds and could be comparable across the two samples. Thus, results provided partial support for hypotheses 1, 2, and 3, in that the posited three factor model (H1) was not clearly supported and a bi-factor model evidenced the best fit, among tested models, for both samples. Further, partial scalar invariance (H3) was found for five items out of 25 items, concerning social competence and academic skills. In regards, to the posited research question, the results of Z-tests showed significant (p &lt; 0.001) latent mean differences between the samples. Compared to the Swedish sample, the Pakistani sample was 1.80 units lower on social competence (z = -6.41, p &lt; 0.001) and 1.86 units lower on academic skills (z = -7.87, p &lt; 0.001). The implications of these findings in light of efforts to promote positive child development in diverse parts of the world are considered.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

—

Continuities

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Volume of the periodical

13

Issue of the periodical within the volume

"Article Number: 1020963"

Country of publishing house

CH - SWITZERLAND

Number of pages

15

Pages from-to

1-15

UT code for WoS article

000919294100001

EID of the result in the Scopus database

2-s2.0-85147150787