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Evaluating the Psychometric Properties and Validity of the Second Step Knowledge Assessment Interview (SSKA) in a German Sample.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Evaluating the Psychometric Properties and Validity of the Second Step Knowledge Assessment Interview (SSKA) in a German Sample./
Author:	Arellano Piedra, Maria Andrea.
Description:	1 online resource (68 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
Contained By:	Dissertation Abstracts International79-04B(E).
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355364019

Evaluating the Psychometric Properties and Validity of the Second Step Knowledge Assessment Interview (SSKA) in a German Sample.
Arellano Piedra, Maria Andrea.

Evaluating the Psychometric Properties and Validity of the Second Step Knowledge Assessment Interview (SSKA) in a German Sample. - 1 online resource (68 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

A long-standing debate on the universality or cultural bases of socio-emotional competence points to the need to validate socio-emotional competence instruments cross-culturally to further our understanding of these constructs. The Second Step Knowledge Assessment Interview (SSKA) is a performance-based instrument designed to assess social and emotional abilities of children. An initial study conducted in the US found the SSKA to be a reliable and valid measure. The purpose of this study was to expand this research by evaluating the psychometric properties of this measure in a German sample, diverse with respect to gender and ethnicity. The SSKA was found to have good internal consistency, good test-retest reliability. Structural equation modeling revealed that it has good concurrent validity with regards to other measures of socio-emotional functioning across groups. The instrument yielded two factors: Empathy and Social Problem-solving. This factor structure based on CFA analyses is generally consistent with theory and differed only slightly from the factor structure obtained with the American sample using EFA procedures. These results are consistent with the factor model suggested by the user's manual (Committee of children, 2004) and suggest the superiority of either the 2- or the 3-factor model is determined by the the strength of between-factor correlation coefficients. Results are discussed with respect to the usefulness of the SSKA in school settings and in terms of future research directions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355364019Subjects--Topical Terms:

555998
Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating the Psychometric Properties and Validity of the Second Step Knowledge Assessment Interview (SSKA) in a German Sample.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
500 $a Adviser: Paul S. Strand.
502 $a Thesis (Ph.D.) $c Washington State University $d 2017.
504 $a Includes bibliographical references
520 $a A long-standing debate on the universality or cultural bases of socio-emotional competence points to the need to validate socio-emotional competence instruments cross-culturally to further our understanding of these constructs. The Second Step Knowledge Assessment Interview (SSKA) is a performance-based instrument designed to assess social and emotional abilities of children. An initial study conducted in the US found the SSKA to be a reliable and valid measure. The purpose of this study was to expand this research by evaluating the psychometric properties of this measure in a German sample, diverse with respect to gender and ethnicity. The SSKA was found to have good internal consistency, good test-retest reliability. Structural equation modeling revealed that it has good concurrent validity with regards to other measures of socio-emotional functioning across groups. The instrument yielded two factors: Empathy and Social Problem-solving. This factor structure based on CFA analyses is generally consistent with theory and differed only slightly from the factor structure obtained with the American sample using EFA procedures. These results are consistent with the factor model suggested by the user's manual (Committee of children, 2004) and suggest the superiority of either the 2- or the 3-factor model is determined by the the strength of between-factor correlation coefficients. Results are discussed with respect to the usefulness of the SSKA in school settings and in terms of future research directions.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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