SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy

Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide new psychometric information on its internal structure. Data were obtained throug...

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Autores principales:	Ricardo Primi, Daniel Santos, Oliver P. John, Filip De Fruyt
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	21st century skills social-emotional skills instrument development Big Five five-factor model measurement invariance Psychology BF1-990
Acceso en línea:	https://doaj.org/article/63a2991e5e6e407daacd47c985d298f0
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spelling	oai:doaj.org-article:63a2991e5e6e407daacd47c985d298f02021-12-01T03:21:04ZSENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy1664-107810.3389/fpsyg.2021.716639https://doaj.org/article/63a2991e5e6e407daacd47c985d298f02021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.716639/fullhttps://doaj.org/toc/1664-1078Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide new psychometric information on its internal structure. Data were obtained through a computerized survey from 50,000 Brazilian students enrolled in public school grades 6 to 12, spread across the entire State of São Paulo. The SENNA inventory was designed to assess 18 particular skills (e.g., empathy, responsibility, tolerance of frustration, and social initiative), each operationalized by nine items that represent three types of items: three positively keyed trait-identity items, three negatively keyed identity items, and three (always positively keyed) self-efficacy items, totaling a set of 162 items. Results show that the 18 skill constructs empirically defined a higher-order structure that we interpret as the social-emotional Big Five, labeled as Engaging with Others, Amity, Self-Management, Emotional Regulation, and Open-Mindedness. The same five factors emerged whether we assessed the 18 skills with items representing (a) a trait-identity approach that emphasizes lived skills (what do I typically do?) or (b) a self-efficacy approach that emphasizes capability (how well can I do that?). Given that its target youth group is as young as 11 years old (grade 6), a population particularly prone to the response bias of acquiescence, SENNA is also equipped to correct for individual differences in acquiescence, which are shown to systematically bias results when not corrected.Ricardo PrimiRicardo PrimiDaniel SantosDaniel SantosOliver P. JohnOliver P. JohnFilip De FruytFilip De FruytFrontiers Media S.A.article21st century skillssocial-emotional skillsinstrument developmentBig Fivefive-factor modelmeasurement invariancePsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	21st century skills social-emotional skills instrument development Big Five five-factor model measurement invariance Psychology BF1-990
spellingShingle	21st century skills social-emotional skills instrument development Big Five five-factor model measurement invariance Psychology BF1-990 Ricardo Primi Ricardo Primi Daniel Santos Daniel Santos Oliver P. John Oliver P. John Filip De Fruyt Filip De Fruyt SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy
description	Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide new psychometric information on its internal structure. Data were obtained through a computerized survey from 50,000 Brazilian students enrolled in public school grades 6 to 12, spread across the entire State of São Paulo. The SENNA inventory was designed to assess 18 particular skills (e.g., empathy, responsibility, tolerance of frustration, and social initiative), each operationalized by nine items that represent three types of items: three positively keyed trait-identity items, three negatively keyed identity items, and three (always positively keyed) self-efficacy items, totaling a set of 162 items. Results show that the 18 skill constructs empirically defined a higher-order structure that we interpret as the social-emotional Big Five, labeled as Engaging with Others, Amity, Self-Management, Emotional Regulation, and Open-Mindedness. The same five factors emerged whether we assessed the 18 skills with items representing (a) a trait-identity approach that emphasizes lived skills (what do I typically do?) or (b) a self-efficacy approach that emphasizes capability (how well can I do that?). Given that its target youth group is as young as 11 years old (grade 6), a population particularly prone to the response bias of acquiescence, SENNA is also equipped to correct for individual differences in acquiescence, which are shown to systematically bias results when not corrected.
format	article
author	Ricardo Primi Ricardo Primi Daniel Santos Daniel Santos Oliver P. John Oliver P. John Filip De Fruyt Filip De Fruyt
author_facet	Ricardo Primi Ricardo Primi Daniel Santos Daniel Santos Oliver P. John Oliver P. John Filip De Fruyt Filip De Fruyt
author_sort	Ricardo Primi
title	SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy
title_short	SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy
title_full	SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy
title_fullStr	SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy
title_full_unstemmed	SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy
title_sort	senna inventory for the assessment of social and emotional skills in public school students in brazil: measuring both identity and self-efficacy
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/63a2991e5e6e407daacd47c985d298f0
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SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy

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