AUTHOR=Anthony Christopher J. , Elliott Stephen N. , Yost Michayla , Lei Pui-Wa , DiPerna James C. , Cefai Carmel , Camilleri Liberato , Bartolo Paul A. , Grazzani Ilaria , Ornaghi Veronica , Cavioni Valeria , Conte Elisabetta , Vorkapić Sanja Tatalović , Poulou Maria , Martinsone Baiba , Simões Celeste , Colomeischi Aurora Adina 

TITLE=Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

JOURNAL=Frontiers in Psychology

VOLUME=13

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.928189

DOI=10.3389/fpsyg.2022.928189

ISSN=1664-1078

ABSTRACT=<p>The SSIS SEL Brief Scales (SSIS SEL<italic>b</italic>) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SEL<italic>b</italic> was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SEL<italic>b</italic> Scales. Results indicated that SSIS SEL<italic>b</italic> Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SEL<italic>b</italic> Scales. Limitations and future research directions are discussed.</p>