Measurement Invariance Across Sex and Language Background of a Self-Report Social-Emotional Learning Questionnaire for Middle Childhood

Emma J. Carpendale; Melissa J. Green; Kate E. Williams; Stacy Tzoumakis; Vaughan J. Carr; Kristin R. Laurens

doi:10.1007/s12187-023-10015-3

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Measurement Invariance Across Sex and Language Background of a Self-Report Social-Emotional Learning Questionnaire for Middle Childhood

Emma J. Carpendale, Melissa J. Green, Kate E. Williams, Stacy Tzoumakis, Vaughan J. Carr and Kristin R. Laurens

Child Indicators Research, Vol.16(3), pp.1233-1249

2023

DOI: https://doi.org/10.1007/s12187-023-10015-3

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Abstract

measurement equivalence

student wellbeing

multi-group confirmatory factor analysis

psychometric analysis

gender

cultural background

This study investigates the measurement invariance of a brief self-report measure of childhood social-emotional competencies, the Middle Childhood Survey: Social-Emotional Learning (MCS-SEL), across demographic subgroups. Invariance was tested simultaneously among subgroups of children aged 11–12 years that were differentiated by sex (male, female) and main language spoken at home (English, not English). Multi-group confirmatory factor analysis evaluated structural and item-level invariance using two random, independent samples of 2,000 students (500 per demographic strata) selected by disproportionate sampling from the New South Wales Child Development Study (NSW-CDS) population cohort. The measure achieved full configural, metric, scalar, and residual invariance across all demographic subgroups, validating its utility for assessing middle childhood social-emotional competencies at a population-level.

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Title: Measurement Invariance Across Sex and Language Background of a Self-Report Social-Emotional Learning Questionnaire for Middle Childhood
Authors: Emma J. Carpendale (Author) - Queensland University of Technology
Melissa J. Green (Author) - UNSW Sydney
Kate E. Williams (Author) - Queensland University of Technology
Stacy Tzoumakis (Author) - UNSW Sydney
Vaughan J. Carr (Author) - UNSW Sydney
Kristin R. Laurens (Corresponding Author) - Queensland University of Technology
Publication details: Child Indicators Research, Vol.16(3), pp.1233-1249
Publisher: Springer Dordrecht
Date published: 2023
DOI: 10.1007/s12187-023-10015-3
ISSN: 1874-8988; 1874-897X
Copyright note: © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Grants: The role of social-emotional learning in attaining literacy and numeracy, FT170100294, Australian Research Council (Australia, Canberra) - ARC
Gender differences in the prevention of youth victimisation and offending, DE210100113, Australian Research Council (Australia, Canberra) - ARC
The NSW child development study. Research shows that a child's development predicts health and social outcomes later in life, LP110100150 , Australian Research Council (Australia, Canberra) - ARC
Identifying new targets for primary school mental health interventions using population data, 1058652, National Health and Medical Research Council (Australia, Canberra) - NHMRC
Grant note: 104090 / Australian Rotary Health Mental Health for Young Australians Research Grant.
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 99989897802621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Social Sciences, Interdisciplinary