Social Emotional Health Survey-Secondary (SEHS-S) Take the SEHS-Secondary Survey

The Social Emotional Health Survey–Secondary (SEHS-S) is a 36-item self-report measure that assesses youth’s strengths (Furlong, You et al., 2014). Confirmatory factor analyses and invariance testing across multiple groups by You et al. (2015) suggest a higher order-factor structure, with 12 subscales loading onto four second-order traits of Belief-in-Self (self-awareness, persistence, self-efficacy), Belief-in-Others (school support, family coherence, peer support), Emotional Competence (empathy, self-control, behavioral self-control), and Engaged Living (gratitude, zest, and optimism). The second-order traits load onto a higher-order latent trait called Covitality. Other than the gratitude and zest subscales, students report their degree of functioning using a 4-point scale (1 = not at all true of me and 4 = very much true of me). Students report gratitude and zest on a 5-point scale (1 = not at all and 5 = extremely). The overall higher-order covitality score was used in this study as a measure of social emotional well-being. Evidence for the higher-order invariance model has been provided across multiple, diverse samples including U.S. (You et al., 2015), Australian (Pennell, Boman, & Mergler, 2015), Korean (Lee, You, & Furlong, 2015), and Japanese (Ito, Smith, You, Shimoda, & Furlong, 2015) samples. For this sample, the internal consistency for the overall covitality score was .88.  


SEHS-S MVP Model copy.001

SEHS-Secondary Higher-order Covitality Model


Key References

Cornick, J., Nylund-Gibson, K., & Furlong, M. J. (2016). A Comprehensive Reexamination of the Factor Structure of the Social Emotional Health Survey–Secondary. Manuscript under review.

Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014). Preliminary development and validation of the Social and Emotional Health Survey for secondary studentsSocial Indicators Research, 117, . 1011–1032. doi:10.1007/s11205-013-0373-0  

Ito, A., Smith, D. C., You, S., Shimoda, Y., & Furlong, M. J. (2015). Validation of the Social Emotional Health Survey–Secondary for Japanese Students. Contemporary School Psychology, 19, 243–252. doi:10.1007/s40688-015-0068-4

Kim, E., Dowdy, W., Furlong, M. J., & You, S. (2016, in press). Mental health profiles and quality of life outcomes among Korean adolescents. School Psychology International.

Lee, S., You, S., & Furlong, M. J. (2016). Validation of the Social Emotional Health Survey for Korean school students.  Child Indicators Research, 9, 73–92.  doi:10.1007/s12187-014-9294-y

Renshaw, T. L. (2016). Psychometric properties of the Social Emotional Health Survey with a small sample of academically at-risk adolescents. Journal of Psychoeducational Assessment, 34, 487–495.  doi:10.1177/0734282915614495

Telef, B., & Furlong, M. J. (2016). Adaptation and validation of the Social and Emotional Health Survey into Turkish culture. International Journal of School and Educational Psychology. in press.

You, S., Dowdy, E., Furlong, M. J., Renshaw, T., Smith, D. C., & O’Malley, M. D. (2014). Further validation of the Social and Emotional Health Survey for high school students. Applied Quality of Life Research, 9, 997–1015. doi:10.1007/s11482-013-9282-2

You, S., Furlong, M. J., Felix, E., & O’Malley, M. D. (2015). Validation of the Social and Emotional Health Survey for five sociocultural groups: Multigroup invariance and latent mean analyses. Psychology in the Schools, 52, 349–362.doi:10.1002/pits.21828

          

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