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Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

Author

Listed:
  • Jose A. Piqueras

    (Department of Health Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University (UMH), 03202 Elche, Spain)

  • Tiscar Rodriguez-Jimenez

    (Department of Psychology, Campus of Los Jerónimos, Catholic University of Murcia (UCAM), 30107 Murcia, Spain)

  • Juan Carlos Marzo

    (Department of Health Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University (UMH), 03202 Elche, Spain)

  • Maria Rivera-Riquelme

    (Department of Health Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University (UMH), 03202 Elche, Spain)

  • Agustin E. Martinez-Gonzalez

    (Department of Developmental Psychology and Didactics, Faculty of Education, Campus of San Vicente del Raspeig, University of Alicante (UA), 03690 Alicante, Spain)

  • Raquel Falco

    (Department of Health Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University (UMH), 03202 Elche, Spain)

  • Michael J. Furlong

    (International Center for School Based Youth Development, Department of Counseling, Clinical, and School Psychology, Gevirtz School, University of California, Santa Barbara (UCSB), CA 93106-9490, USA)

Abstract

The Social Emotional Health Survey-Secondary (SEHS-S), which is a measure of core psychological assets based on a higher-order model of Covitality, is comprised of 36 items and four latent traits (with three measured subscales): belief in self (self-efficacy, self-awareness, and persistence), belief in others (school support, family coherence, and peer support), emotional competence (emotional regulation, behavioral self-control, and empathy), and engaged living (gratitude, zest, and optimism). Previous international studies have supported the psychometric properties of the SEHS-S. The present study extended this research by examining the psychometric properties of a Spanish-language adaptation with a sample of 1042 Spanish adolescents ( M age = 14.49, SD = 1.65.). Confirmatory factor analyses replicated the original factorial structure, with hierarchical omega between 0.66–0.93, with 0.94 for the total score. Factorial invariance across genders revealed small latent mean differences. A path model evaluated concurrent validity, which revealed a significant association between Covitality and bidimensional mental health (psychological distress and well-being). Specifically, correlational analyses showed a negative association with internalizing/externalizing symptoms, and positive associations with subjective well-being, health-related quality of life, and prosocial behaviors. This study provides an example of a culturally relevant adaptation of an international tool to measure student strengths, which is critical to planning school programming and policy.

Suggested Citation

  • Jose A. Piqueras & Tiscar Rodriguez-Jimenez & Juan Carlos Marzo & Maria Rivera-Riquelme & Agustin E. Martinez-Gonzalez & Raquel Falco & Michael J. Furlong, 2019. "Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents," IJERPH, MDPI, vol. 16(24), pages 1-16, December.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:24:p:4982-:d:295349
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    References listed on IDEAS

    as
    1. Michael Erhart & Veronika Ottova & Tanja Gaspar & Helena Jericek & Christina Schnohr & Mujgan Alikasifoglu & Antony Morgan & Ulrike Ravens-Sieberer, 2009. "Measuring mental health and well-being of school-children in 15 European countries using the KIDSCREEN-10 Index," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 54(2), pages 160-166, September.
    2. Michael Furlong & Sukkyung You & Tyler Renshaw & Douglas Smith & Meagan O’Malley, 2014. "Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 117(3), pages 1011-1032, July.
    3. Peter Greenspoon & Donald Saklofske, 2001. "Toward an Integration of Subjective Well-Being and Psychopathology," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 54(1), pages 81-108, April.
    4. Lubhana Malik Mental, 2019. "Mental Health in Adolescents," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(3), pages 45-46, March.
    5. Camille Jones & Sukkyung You & Michael Furlong, 2013. "A Preliminary Examination of Covitality as Integrated Well-Being in College Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 111(2), pages 511-526, April.
    6. Eui Kyung Kim & Michael J. Furlong & Erin Dowdy, 2019. "Adolescents’ Personality Traits and Positive Psychological Orientations: Relations with Emotional Distress and Life Satisfaction Mediated by School Connectedness," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(6), pages 1951-1969, December.
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    Cited by:

    1. Pablo Luna & Javier Cejudo & José A. Piqueras & Débora Rodrigo-Ruiz & Miriam Bajo & Juan-Carlos Pérez-González, 2021. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents," IJERPH, MDPI, vol. 18(15), pages 1-17, July.

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