Assessment of Social and Emotional Functioning in Economically Disadvantaged Preschoolers

• In Event: Roundtable Session 16
  In Roundtable Session: Assessing Competencies and Correlates of Social and Emotional Learning: Theoretical and Measurement Issues

Abstract

This presentation describes a study designed to evaluate the psychometric properties of an assessment battery examining social and emotional learning (SEL) constructs in a sample of 50 ethnically diverse, economically disadvantaged preschoolers. Test-retest reliabilities for each of the measures were computed after the battery was administered twice to each child during a 2-3 week period. Results revealed moderate to high test-retest reliability for most measures and subscales. Further, analyses were conducted to examine the concurrent validity on direct assessments of social problem solving, emotional awareness, self-concept, and self-regulation with parent and teacher reports of socio-emotional functioning. Results are discussed in terms of practical suggestions for selecting assessment tools for evaluation research involving preschool children.

Authors

• Adena B. Meyers, Illinois State University

• Kathryn E. Hoff, Illinois State University

• Emily Kreke, Illinois State University

• Kaylynn M. Pfister, Illinois State University

• Rachael Levine, Illinois State University

• Benicia Colon, Illinois State University