Measurement Invariance Across Sex and Language Background of a Self-Report Social-Emotional Learning Questionnaire for Middle Childhood

Emma J. Carpendale, Melissa J. Green, Kate E. Williams, Stacy Tzoumakis, Vaughan J. Carr and Kristin R. Laurens ()
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Emma J. Carpendale: Queensland University of Technology (QUT)
Melissa J. Green: University of New South Wales
Kate E. Williams: Queensland University of Technology (QUT)
Stacy Tzoumakis: University of New South Wales
Vaughan J. Carr: University of New South Wales
Kristin R. Laurens: Queensland University of Technology (QUT)

Child Indicators Research, 2023, vol. 16, issue 3, No 13, 1233-1249

Abstract: Abstract This study investigates the measurement invariance of a brief self-report measure of childhood social-emotional competencies, the Middle Childhood Survey: Social-Emotional Learning (MCS-SEL), across demographic subgroups. Invariance was tested simultaneously among subgroups of children aged 11–12 years that were differentiated by sex (male, female) and main language spoken at home (English, not English). Multi-group confirmatory factor analysis evaluated structural and item-level invariance using two random, independent samples of 2,000 students (500 per demographic strata) selected by disproportionate sampling from the New South Wales Child Development Study (NSW-CDS) population cohort. The measure achieved full configural, metric, scalar, and residual invariance across all demographic subgroups, validating its utility for assessing middle childhood social-emotional competencies at a population-level.

Keywords: Measurement Equivalence; Student Wellbeing; Multi-Group Confirmatory Factor Analysis; Psychometric Analysis; Gender; Cultural Background (search for similar items in EconPapers)
Date: 2023
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DOI: 10.1007/s12187-023-10015-3

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