Catálogo de publicaciones - revistas

<jats:p>This study examined three potential sources of variance in teacher ratings of the socioemotional skills of children: occasion, child, and teacher. The ratings were prepared using the Devereux Student Strengths Assessment. In total, 344 children were assessed in both the fall and spring of kindergarten and first grade, providing a total of 1,067 ratings across 106 teachers. We employed cross-classified random effects models to account for multiple occasions of measurement that were nested within both children and teachers, which allowed us to determine the amounts of variance attributable to occasion, children, and teachers. Overall, occasion accounted for the greatest proportion of variance (43%-50%) across a variety of socioemotional subscales, followed by child (36%-46%), and teacher (11%-16%). Findings suggest that caution is warranted when using these scales for high-stake decisions.</jats:p>

<jats:p> Emotional management (EM) is a crucial skill for achieving relevant biopsychosocial goals, and there has been an increased demand for the effective measurement of EM ability. The current study aimed to explore the psychometric properties of the Portuguese version of the brief Situational Test of Emotional Management (STEM-B) using the item response theory in a sample of 899 participants. The global fit indicated the model had a good adjustment, with most items aligning vertically across the logit scale and presenting an adequate range of item difficulty and fit. Differential item functioning analysis showed no differences in difficulty between genders, but some items differed according to the education level and age-groups. Overall, findings suggest the STEM-B is a psychometrically sound measure for specific testing of EM skills that has the potential to be used across cultures and fields. </jats:p>