Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample

Autor/inn/en	Doromal, Justin B.; Cottone, Elizabeth A.; Kim, Helyn
Titel	Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 1, S.40-54 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917731460
Schlagwörter	Low Income; Kindergarten; Factor Analysis; Social Development; Emotional Development; Correlation; Goodness of Fit; Outcomes of Education; Teacher Attitudes; Validity; Measures (Individuals) + Suchen Sie Ihr Suchwort? Niedriglohn; Faktorenanalyse; Soziale Entwicklung; Gefühlsbildung; Korrelation; Lernleistung; Schulerfolg; Lehrerverhalten; Gültigkeit; Messdaten
Abstract	This study investigated the measurement of social emotional competence in low-income youth by assessing the validity of responses derived from the widely used, teacher-rated Devereux Student Strengths Assessment (DESSA). Based on the five-component social emotional learning model proposed by the Collaborative for Academic, Social, and Emotional Learning, the teacher-rated DESSA shows promise as an easy-to-administer, strengths-based assessment tool for teachers from low-income communities. In a sample of 313 kindergarten students from a southeastern city, three competing measurement models were tested (one-factor, correlated five-factor, and higher order five-factor) using confirmatory factor analyses. Results revealed that, relative to the one-factor model, the higher order five-factor framework had the best model-data fit, although the first-order factors were highly correlated with the second-order factor. Furthermore, zero-order correlations showed that the DESSA was associated with both direct and teacher-reported measures of school-related outcomes. Implications for practice and directions for future research are discussed. [To view Grantee Submission of this article, see ED583504.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01