Opoziv: Razvoj i preliminarna validacija instrumenta za procenu socijalno-emocionalnih veština za učenike viših razreda osnovnog obrazovanja (vol. 27, br. 2, pp.297-314, 2024)
Ključne reči:
socio-emocionalne veštine, procena učenika, konstruisanje instrumenta, konfirmatorna faktorska analiza, invarijantnost merenja
Sažetak
U radu pod naslovom „Razvoj i preliminarna validacija instrumenta za procenu socijalno-emocionalnih veština za učenike viših razreda osnovnog obrazovanja“ objavljenom u br. 2, vol. 27 časopisa Psihološka istraživanja na str. 297-314. (https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2024/0352-73792402297E.pdf) administrativnom greškom u obradi rukopisa objavljena je jedna od ranijih verzija teksta. Autori i redakcija Psiholoških istraživanja se izvinjavaju čitaocima na propustu. Finalnu verzija teksta pod istim naslovom sa zadovoljstvom objavljujemo u ovom broju Psiholoških istraživanja (br. 1, vol. 28, str. XXX-XXX). (LINK NA .pdf CLANKA).
Reference
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Berg, J., Osher, D., Same, M. R., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Identifying-Defining-and-Measuring-Social-and-Emotional-Competencies-December-2017-rev.pdf
Collaborative for Academic, Social, and Emotional Learning (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.org/wp-content/uploads/2020/12/CASEL-SEL-Framework-11.2020.pdf
Chen, F. F. (2007). Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173, 1-136. https://doi.org/10.1787/db1d8e59-en
De Fruyt, F., Wille, B., & John, O. (2015). Employability in the 21st Century: Complex (Interactive) Problem Solving and Other Essential Skills. Industrial and Organizational Psychology, 8(2), 276-281. https://doi:10.1017/iop.2015.33
De Fruyt, F. (2019). Towards an evidence-based recruitment and selection process. Pertsonak Eta Antolakunde Publikoak Kudeatzeko Euskal Aldizkaria Revista Vasca de Gestión de Personas y Organizaciones Públicas 16, 8–15.
Duong, J., & Bradshaw, C. P. (2017). Links Between Contexts and Middle to Late Childhood Social-Emotional Development. American journal of community psychology, 60(3-4), 538–554. https://doi.org/10.1002/ajcp.12201
Enders, C. K. (2010). Applied missing data analysis. New York: Guilford Press.
Estonian Government. 2011/2014. “National Curriculum for Basic Schools.” Riigi Teataja. https:// www.hm.ee/sites/default/files/est_basic_school_nat_cur_2014_general_part_1.pdf
Gatzka, T. (2021). Aspects of openness as predictors of academic achievement. Personality and Individual Differences, 170, 110422. https://doi.org/10.1016/j.paid.2020.110422
Guo, J., Tang, X., Marsh, H., Parker, P. D., Basarkod, G., Sahdra, B. K., Ranta, M., & Salmela-Aro, K. (2023). The Roles of Social-Emotional Skills in Students’ Academic and Life Success: A Multi-Informant, Multi-Cohort Perspective. Journal of personality and social psychology, 124(5), 1079–1110. https://doi.org/10.1037/pspp0000426
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Kankaraš, M. and J. Suarez-Alvarez (2019), "Assessment framework of the OECD Study on Social and Emotional Skills", OECD Education Working Papers, No. 207, OECD Publishing, Paris, https://doi.org/10.1787/5007adef-en
Kankaraš, M., E. Feron and R. Renbarger (2019), "Assessing students’ social and emotional skills through triangulation of assessment methods", OECD Education Working Papers, No. 208, OECD Publishing, Paris, https://doi.org/10.1787/717ad7f2-en.
Kyllonen, P. C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development: Personality, Motivation, and College Readiness. ETS Research Report Series, 2014(1), 1–48. https://doi.org/10.1002/ets2.12004
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Muthén, L. K., & Muthén, B. O. (2022). Mplus users guide and Mplus version 8.8. http://www.statmodel.com/index.shtml
Müller, F., Denk, A., Lubaway, E., Sälzer, C., Kozina, A., Perše, T. V., Rasmusson, M., Jugović, I., Nielsen, B. L., Rozman, M., Ojsteršek, A., & Jurko, S. (2020). Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review. Educational Research Review, 29, 100304. https://doi.org/10.1016/j.edurev.2019.100304
Napolitano, C.M., Sewell, M.N., Yoon, H.J., Soto, C.J. and Roberts, B.W. (2021). Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span. Frontiers in Education, 6, 679561. https://doi.org/10.3389/feduc.2021.679561
OECD. (2015). Skills for Social Progress: The Power of Social and Emotional Skills, OECD Skills Studies, OECD Publishing. https://doi.org/10.1787/9789264226159-en
OECD. (2018). The future of education and skills - Education 2030. Paris: O. Publishing. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
OECD. (2021). Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris. https://doi.org/10.1787/92a11084-en
Primi, R., Santos, D., John, O. P., & De Fruyt, F. (2016). Development of an Inventory Assessing Social and Emotional Skills in Brazilian Youth. European Journal of Psychological Assessment, 32(1), 5–16. https://doi.org/10.1027/1015-5759/a000343
Primi, R., Santos, D., John, O. P., and De Fruyt, F. (2021). SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy. Frontiers in Psychology, 12, 716639. https://doi.org/10.3389/fpsyg.2021.716639
Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big Five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100(2), 330–348. https://doi.org/10.1037/a0021717
Soto, C. J., Napolitano, C. M., & Roberts, B. W. (2021). Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills. Current Directions in Psychological Science, 30(1), 26–33. https://doi.org/10.1177/0963721420978613
Ullman, J. B. (2006). Structural Equation Modeling: Reviewing the Basics and Moving Forward. Journal of Personality Assessment, 87(1), 35-50. https://doi.org/10.1207/s15327752jpa8701_03
Walton, K. E., Murano, D., Burrus, J., & Casillas, A. (2023). Multimethod Support for Using the Big Five Framework to Organize Social and Emotional Skills. Assessment, 30(1), 144–159. https://doi.org/10.1177/10731911211045744
Berg, J., Osher, D., Same, M. R., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Identifying-Defining-and-Measuring-Social-and-Emotional-Competencies-December-2017-rev.pdf
Collaborative for Academic, Social, and Emotional Learning (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.org/wp-content/uploads/2020/12/CASEL-SEL-Framework-11.2020.pdf
Chen, F. F. (2007). Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173, 1-136. https://doi.org/10.1787/db1d8e59-en
De Fruyt, F., Wille, B., & John, O. (2015). Employability in the 21st Century: Complex (Interactive) Problem Solving and Other Essential Skills. Industrial and Organizational Psychology, 8(2), 276-281. https://doi:10.1017/iop.2015.33
De Fruyt, F. (2019). Towards an evidence-based recruitment and selection process. Pertsonak Eta Antolakunde Publikoak Kudeatzeko Euskal Aldizkaria Revista Vasca de Gestión de Personas y Organizaciones Públicas 16, 8–15.
Duong, J., & Bradshaw, C. P. (2017). Links Between Contexts and Middle to Late Childhood Social-Emotional Development. American journal of community psychology, 60(3-4), 538–554. https://doi.org/10.1002/ajcp.12201
Enders, C. K. (2010). Applied missing data analysis. New York: Guilford Press.
Estonian Government. 2011/2014. “National Curriculum for Basic Schools.” Riigi Teataja. https:// www.hm.ee/sites/default/files/est_basic_school_nat_cur_2014_general_part_1.pdf
Gatzka, T. (2021). Aspects of openness as predictors of academic achievement. Personality and Individual Differences, 170, 110422. https://doi.org/10.1016/j.paid.2020.110422
Guo, J., Tang, X., Marsh, H., Parker, P. D., Basarkod, G., Sahdra, B. K., Ranta, M., & Salmela-Aro, K. (2023). The Roles of Social-Emotional Skills in Students’ Academic and Life Success: A Multi-Informant, Multi-Cohort Perspective. Journal of personality and social psychology, 124(5), 1079–1110. https://doi.org/10.1037/pspp0000426
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Kankaraš, M. and J. Suarez-Alvarez (2019), "Assessment framework of the OECD Study on Social and Emotional Skills", OECD Education Working Papers, No. 207, OECD Publishing, Paris, https://doi.org/10.1787/5007adef-en
Kankaraš, M., E. Feron and R. Renbarger (2019), "Assessing students’ social and emotional skills through triangulation of assessment methods", OECD Education Working Papers, No. 208, OECD Publishing, Paris, https://doi.org/10.1787/717ad7f2-en.
Kyllonen, P. C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development: Personality, Motivation, and College Readiness. ETS Research Report Series, 2014(1), 1–48. https://doi.org/10.1002/ets2.12004
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Muthén, L. K., & Muthén, B. O. (2022). Mplus users guide and Mplus version 8.8. http://www.statmodel.com/index.shtml
Müller, F., Denk, A., Lubaway, E., Sälzer, C., Kozina, A., Perše, T. V., Rasmusson, M., Jugović, I., Nielsen, B. L., Rozman, M., Ojsteršek, A., & Jurko, S. (2020). Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review. Educational Research Review, 29, 100304. https://doi.org/10.1016/j.edurev.2019.100304
Napolitano, C.M., Sewell, M.N., Yoon, H.J., Soto, C.J. and Roberts, B.W. (2021). Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span. Frontiers in Education, 6, 679561. https://doi.org/10.3389/feduc.2021.679561
OECD. (2015). Skills for Social Progress: The Power of Social and Emotional Skills, OECD Skills Studies, OECD Publishing. https://doi.org/10.1787/9789264226159-en
OECD. (2018). The future of education and skills - Education 2030. Paris: O. Publishing. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
OECD. (2021). Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris. https://doi.org/10.1787/92a11084-en
Primi, R., Santos, D., John, O. P., & De Fruyt, F. (2016). Development of an Inventory Assessing Social and Emotional Skills in Brazilian Youth. European Journal of Psychological Assessment, 32(1), 5–16. https://doi.org/10.1027/1015-5759/a000343
Primi, R., Santos, D., John, O. P., and De Fruyt, F. (2021). SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy. Frontiers in Psychology, 12, 716639. https://doi.org/10.3389/fpsyg.2021.716639
Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big Five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100(2), 330–348. https://doi.org/10.1037/a0021717
Soto, C. J., Napolitano, C. M., & Roberts, B. W. (2021). Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills. Current Directions in Psychological Science, 30(1), 26–33. https://doi.org/10.1177/0963721420978613
Ullman, J. B. (2006). Structural Equation Modeling: Reviewing the Basics and Moving Forward. Journal of Personality Assessment, 87(1), 35-50. https://doi.org/10.1207/s15327752jpa8701_03
Walton, K. E., Murano, D., Burrus, J., & Casillas, A. (2023). Multimethod Support for Using the Big Five Framework to Organize Social and Emotional Skills. Assessment, 30(1), 144–159. https://doi.org/10.1177/10731911211045744
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2025/06/30
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