Teacher reports of social-emotional development: Moving from measure to construct

The Family Life Project Key Investigators

Research output: Contribution to journalArticle

Abstract

This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were evaluated in a series of confirmatory factor models, including bifactor models. A bifactor model with behavioral regulation as a general factor and an orthogonal social competence factor emerged as the preferred model. Results indicate that teacher reports of behavioral regulation capture teachers’ perceptions of preschoolers’ behavioral regulation. However, teacher reports of social competence reflect teachers’ perceptions of both social competence and behavioral regulation. Post-hoc analyses were conducted to explore potential explanations for these findings. Implications for interpreting teacher reports of social-emotional development and for future work strengthening the quality of scalable measures of children's social-emotional development are discussed.

Original languageEnglish (US)
Pages (from-to)98-110
Number of pages13
JournalEarly Childhood Research Quarterly
Volume48
DOIs
StatePublished - Jul 1 2019

Fingerprint

emotional development
social development
social competence
teacher
regulation
Poverty
Social Skills
low income

Keywords

  • Behavioral regulation
  • Factor analysis
  • Preschool
  • Social competence
  • Social-emotional development
  • Teacher reports

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Teacher reports of social-emotional development : Moving from measure to construct. / The Family Life Project Key Investigators.

In: Early Childhood Research Quarterly, Vol. 48, 01.07.2019, p. 98-110.

Research output: Contribution to journalArticle

The Family Life Project Key Investigators. / Teacher reports of social-emotional development : Moving from measure to construct. In: Early Childhood Research Quarterly. 2019 ; Vol. 48. pp. 98-110.
@article{b91c82753de04faf85e863062929139d,
title = "Teacher reports of social-emotional development: Moving from measure to construct",
abstract = "This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were evaluated in a series of confirmatory factor models, including bifactor models. A bifactor model with behavioral regulation as a general factor and an orthogonal social competence factor emerged as the preferred model. Results indicate that teacher reports of behavioral regulation capture teachers’ perceptions of preschoolers’ behavioral regulation. However, teacher reports of social competence reflect teachers’ perceptions of both social competence and behavioral regulation. Post-hoc analyses were conducted to explore potential explanations for these findings. Implications for interpreting teacher reports of social-emotional development and for future work strengthening the quality of scalable measures of children's social-emotional development are discussed.",
keywords = "Behavioral regulation, Factor analysis, Preschool, Social competence, Social-emotional development, Teacher reports",
author = "{The Family Life Project Key Investigators} and Travis Cramer and Pamela Morris and Clancy Blair",
year = "2019",
month = "7",
day = "1",
doi = "10.1016/j.ecresq.2019.01.010",
language = "English (US)",
volume = "48",
pages = "98--110",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Teacher reports of social-emotional development

T2 - Moving from measure to construct

AU - The Family Life Project Key Investigators

AU - Cramer, Travis

AU - Morris, Pamela

AU - Blair, Clancy

PY - 2019/7/1

Y1 - 2019/7/1

N2 - This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were evaluated in a series of confirmatory factor models, including bifactor models. A bifactor model with behavioral regulation as a general factor and an orthogonal social competence factor emerged as the preferred model. Results indicate that teacher reports of behavioral regulation capture teachers’ perceptions of preschoolers’ behavioral regulation. However, teacher reports of social competence reflect teachers’ perceptions of both social competence and behavioral regulation. Post-hoc analyses were conducted to explore potential explanations for these findings. Implications for interpreting teacher reports of social-emotional development and for future work strengthening the quality of scalable measures of children's social-emotional development are discussed.

AB - This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were evaluated in a series of confirmatory factor models, including bifactor models. A bifactor model with behavioral regulation as a general factor and an orthogonal social competence factor emerged as the preferred model. Results indicate that teacher reports of behavioral regulation capture teachers’ perceptions of preschoolers’ behavioral regulation. However, teacher reports of social competence reflect teachers’ perceptions of both social competence and behavioral regulation. Post-hoc analyses were conducted to explore potential explanations for these findings. Implications for interpreting teacher reports of social-emotional development and for future work strengthening the quality of scalable measures of children's social-emotional development are discussed.

KW - Behavioral regulation

KW - Factor analysis

KW - Preschool

KW - Social competence

KW - Social-emotional development

KW - Teacher reports

UR - http://www.scopus.com/inward/record.url?scp=85063684211&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063684211&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2019.01.010

DO - 10.1016/j.ecresq.2019.01.010

M3 - Article

AN - SCOPUS:85063684211

VL - 48

SP - 98

EP - 110

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -