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DC Field | Value | Language |
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dc.contributor.author | Grazzani, Ilaria | - |
dc.contributor.author | Martinsone, Baiba | - |
dc.contributor.author | Simoes, Celeste | - |
dc.contributor.author | Cavioni, Valeria | - |
dc.contributor.author | Conte, Elisabetta | - |
dc.contributor.author | Ornaghi, Veronica | - |
dc.contributor.author | Pepe, Alessandro | - |
dc.date.accessioned | 2024-04-15T07:12:401Z | - |
dc.date.available | 2024-04-15T07:12:40Z | - |
dc.date.issued | 2024 | - |
dc.identifier.citation | Grazzani, I., Martinsone, B., Simoes, C., Cavioni, V., Conte, E., Ornaghi, V., & Pepe, A. (2024). Assessing teachers' social and emotional competence : the validation of SECTRS in Italy, Latvia, and Portugal. International Journal of Emotional Education, 16(1), 70-87. | en_GB |
dc.identifier.issn | 20737629 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/120911 | - |
dc.description.abstract | Despite growing interest in evaluating the social and emotional learning of students and the development of standardized assessment tools for this purpose, there remains a dearth of validated instruments for evaluating teachers’ social and emotional skills. We set out to address this knowledge gap by investigating the psychometric characteristics of the Social-Emotional Competence Teacher Rating Scale (SECTRS) questionnaire, an instrument originally developed and validated in North America. Participants were 572 teachers from Italy (n=324), Latvia (n=139), and Portugal (n=109) ranging from 40 to 59 years of age. We performed confirmatory factor analysis procedures to validate a four-factor model measuring Teacher-student relationships, Emotion regulation, Social awareness, and Interpersonal relationships. The data supported this factorial structure, with a total of 14 items included in the final model. The outcomes of a multi-group comparison indicated that the model exhibited partial invariance, up to and including metric invariance, across the three cultural settings. We discuss these findings in relation to selecting appropriate instruments for assessing the social and emotional skills of teachers in different cultural contexts. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Centre for Resilience & Socio-Emotional Health | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Emotions | en_GB |
dc.subject | Social learning | en_GB |
dc.subject | Developmental psychology | en_GB |
dc.subject | Teacher-student relationships | en_GB |
dc.title | Assessing teachers' social and emotional competence : the validation of SECTRS in Italy, Latvia, and Portugal | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.56300/QIAN8168 | - |
dc.publication.title | International Journal of Emotional Education | en_GB |
Appears in Collections: | IJEE, Volume 16 Issue 1 |
Files in This Item:
File | Description | Size | Format | |
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v16i1p4.pdf | 536.57 kB | Adobe PDF | View/Open |
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