This study examined the agreement between the Ages & Stages Questionnaires, third edition (ASQ-3), and the Ages & Stages Questionnaires: Social-Emotional, second edition (ASQ:SE-2), and investigated the relationship of the overall indication of "parental concerns" about their child's behavior on the ASQ-3 and the results of the…

This study examined the psychometric properties of the Chinese version of the Social-Emotional Assessment Measure (SEAM) (33-66 months), which is designed to assess social-emotional difficulties and behavior disorders in young children. In this case, the SEAM was translated and back-translated. The sample included 2477 preschoolers (1256 boys;…

Background: Children with developmental language disorder (DLD) have problems acquiring language, affecting their communicative participation, social--emotional functioning (SEF) and quality of life (QoL). Aims: To investigate whether communicative participation mediates the relation between language and SEF and QoL. Methods & Procedures: In a…

In this study, the authors examined whether placing demographic questions at the beginning of a survey impacts student responses to a social and emotional skills assessment. Participants were students who took the ACT® test on the national testing date in December 2019 and responded to an invitation to participate in research after completing the…

Moral emotions are experienced in daily life and are crucial for mediating appropriate social behaviors, as they prevent individuals from committing transgressions. In this study, caregivers of 377 children aged between 2.5 and 6.5 years old completed the Moral Emotions Questionnaire (MEQ), a parent report aimed to separately identify the presence…

This study aims to analyze the effect of Self-Regulation, Social Skills, Critical Thinking, and Problem-Solving Skills on Social Learning Outcomes. This research used a quantitative approach, survey methods, and path analysis techniques. The participants were class V students throughout Jakarta from November 2015 to October 2016, with a total of…

Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessment tools to adequately identify early signs of social, emotional, behavioural and mental health (SEMH) difficulties. The current study aimed to develop…

Based on previous research and the limitations of existing questionnaires on teachers' value orientations (VOs), the purpose of this study was to develop and provide validity evidence of two French-language versions of a physical education (PE) teachers' VO questionnaire (OVEPS). The two versions are based on a model of 3 VOs (i.e., motor skills,…

This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional…

Measuring children's social and emotional development can provide valuable information about how children are progressing in areas such as forming close and secure relationships, regulating and expressing their emotions, and showing empathy toward others. This resource provides information to early childhood practitioners and administrators…

School-based empowerment programs are types of interventions targeting students with or without behavioral, psychological, and emotional difficulties at schools. The purpose of the current study was to examine the effectiveness of a school-based social and mental empowerment program on students' behavioral and developmental problems. We…

Universal screening of social-emotional deficits in preschool children is a promising avenue for detecting children in need of early intervention. Due to the enormity of this task, it is vital that the instruments used in universal screening be brief, inexpensive, and capable of accurately measuring social-emotional development. The Ages and…

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the…

The purpose of this study was to examine the effect of occupational therapy group intervention using Trust Based Relational Intervention® (TBRI®) Nurture Groups© on preschool children's social, emotional, and behavioral development in a Head Start program. This study used a retrospective mixed method, quasi-experimental design with non-equivalent…

Parents in the 21st century are concerned with the ubiquity of mobile devices and their effects on the progression of social development. A review of the literature indicated that although digital interaction has become more prominent, limited empirical data existed on whether children who spend more time interacting in the digital realm would…