Measurement Invariance of Children's SEL Competencies: An Examination of the SSIS SEL Brief Scales With a Multi-Informant Sample From Six Countries

• Published in: European journal of psychological assessment : official organ of the European Association of Psychological Assessment 2024-05, Vol.40 (3), p.222-240
• Main Authors: Anthony, Christopher J., Lei, Pui-Wa, Elliott, Stephen N., DiPerna, James C., Cefai, Carmel, Bartolo, Paul A., Camilleri, Liberato, O'Riordan, Mollie, Grazzani, Ilaria, Cavioni, Valeria, Conte, Elisabetta, Ornaghi, Veronica, Tatalović Vorkapić, Sanja, Poulou, Maria, Martinsone, Baiba, Simões, Celeste, Colomeischi, Aurora A.
• Format: Article
• Language: English
• Subjects: Age Differences; Childhood Development; Cross Cultural Differences; Female; Human; Male; Measurement Invariance; Psychometrics; Social Emotional Learning; Teachers
• ISSN: 1015-5759; 2151-2426
• DOI: 10.1027/1015-5759/a000753

Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SELb - Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SELb for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children's SEL competencies globally.