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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >Knowing Every Child: Validation of the Holistic Student Assessment (HSA) as a Measure of Social-Emotional Development
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Knowing Every Child: Validation of the Holistic Student Assessment (HSA) as a Measure of Social-Emotional Development

机译：了解每个孩子：验证整体学生评估（HSA）作为社会情绪发展的衡量标准

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Abstract Knowing every child’s social-emotional development is important as it can support prevention and intervention approaches to meet the developmental needs and strengths of children. Here, we discuss the role of social-emotional assessment tools in planning, implementing, and evaluating preventative strategies to promote mental health in all children and adolescents. We, first, selectively review existing tools and identify current gaps in the measurement literature. Next, we introduce the Holistic Student Assessment (HSA), a tool that is based in our social-emotional developmental theory, The Clover Model, and designed to measure social-emotional development in children and adolescents. Using a sample of 5946 students (51% boys, M ~(age)?=?13.16?years), we provide evidence for the psychometric validity of the self-report version of the HSA. First, we document the theoretically expected 7-dimension factor structure in a calibration sub-sample ( n ?=?984) and cross-validate its structure in a validation sub-sample ( n ?=?4962). Next, we show measurement invariance across development, i.e., late childhood (9- to 11-year-olds), early adolescence (12- to 14-year-olds), and middle adolescence (15- to 18-year-olds), and evidence for the HSA’s construct validity in each age group. The findings support the robustness of the factor structure and confirm its developmental sensitivity. Structural equation modeling validity analysis in a multiple-group framework indicates that the HSA is associated with mental health in expected directions across ages. Overall, these findings show the psychometric properties of the tool, and we discuss how social-emotional tools such as the HSA can guide future research and inform large-scale dissemination of preventive strategies.
机译：摘要知道每个孩子的社交情绪发展都很重要，因为它可以支持预防和干预方法，以满足儿童的发展需求和优势。在这里，我们讨论了社会情感评估工具在规划，实施和评估所有儿童和青少年中促进心理健康的预防策略的作用。首先，我们首先选择性地查看现有工具并识别测量文献中的当前差距。接下来，我们介绍了整体学生评估（HSA），这是一种基于我们社交情绪发展理论，三叶草模型的工具，旨在衡量儿童和青少年的社交情绪发展。使用5946名学生的样本（51％的男孩，M〜（年龄）？=？13.16？年），我们为HSA的自我报告版本的心理测量有效性提供了证据。首先，我们在校准子样本（n？= 984）中记录理论上预期的7维度因子结构，并在验证子样本中交叉验证其结构（n？= 4962）。接下来，我们展示了开发的测量不变性，即童年晚期（9至11岁），早期的青春期（12至14岁）和中间青春期（15至18岁）以及HSA在每个年龄组构建有效性的证据。调查结果支持因子结构的鲁棒性，并确认其发展敏感性。多组框架中的结构方程建模有效性分析表明，HSA与跨年龄的预期方向上的心理健康相关联。总体而言，这些发现显示了该工具的心理测量特性，我们讨论了社交情绪的工具，如HSA可以引导未来的研究，并告知大规模传播预防策略。

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