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- Emotional intelligence; Geneva Emotional Competence Test (GECo); Cattell-Horn-Carroll (CHC) theory; multidimensionality; S-1 Bifactor Modeling (1)
Articles 1 - 5 of 5
Full-Text Articles in School Psychology
How Multidimensional Is Emotional Intelligence? Bifactor Modeling Of Global And Broad Emotional Abilities Of The Geneva Emotional Competence Test, Daniel Simonet, Katherine E. Miller, Kevin Askew, Kenneth Sumner, Marcello Mortillaro, Katja Schlegel
How Multidimensional Is Emotional Intelligence? Bifactor Modeling Of Global And Broad Emotional Abilities Of The Geneva Emotional Competence Test, Daniel Simonet, Katherine E. Miller, Kevin Askew, Kenneth Sumner, Marcello Mortillaro, Katja Schlegel
Department of Psychology Faculty Scholarship and Creative Works
Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point …
Pregnant Teens In Foster Care: Concepts, Issues, And Challenges In Conducting Research On Vulnerable Populations, Lisa D. Lieberman, Linda L. Bryant, Kenece Boyce, Patricia Beresford
Pregnant Teens In Foster Care: Concepts, Issues, And Challenges In Conducting Research On Vulnerable Populations, Lisa D. Lieberman, Linda L. Bryant, Kenece Boyce, Patricia Beresford
Department of Public Health Scholarship and Creative Works
Teens in foster care give birth at over twice the rate of other teens. Unique challenges exist for these vulnerable teens and babies, yet research on such populations, particularly within the systems that serve them, is limited. A demonstration project at Inwood House, a residential foster care agency in New York City, from 2000 to 2005, at the same time that the Administration for Children's Services was exploring policy and practice changes for this population, is described. Research design and implementation issues, descriptive data, and experiences provide lessons for improving the evidence base to meet the needs of pregnant teens …
Developing A School Functioning Index For Middle Schools, Amanda Birnbaum, Leslie A. Lytle, Cheryl L. Perry, David Murray, Mary Story
Developing A School Functioning Index For Middle Schools, Amanda Birnbaum, Leslie A. Lytle, Cheryl L. Perry, David Murray, Mary Story
Department of Public Health Scholarship and Creative Works
Despite widespread recognition of schools' role in the healthy development of youth, surprisingly little research has examined the relationships between schools' overall functioning and the health‐related behavior of students. School functioning could become an important predictor of students' health‐related behavior and may be amenable to intervention. This paper describes the development and testing of the School Functioning Index (SFI) as a first step in investigating this question. The index was developed for use with middle schools and conceived as a predictor of students' violent behavior, with the potential for extending research applications to additional health and social behaviors. Using social …
Scale Development For Perceived School Climate For Girls’ Physical Activity, Amanda Birnbaum, Kelly R. Evenson, Robert W. Motl, Rod K. Dishman, Carolyn C. Voorhees, James F. Sallis, John P. Elder, Marsha Dowda
Scale Development For Perceived School Climate For Girls’ Physical Activity, Amanda Birnbaum, Kelly R. Evenson, Robert W. Motl, Rod K. Dishman, Carolyn C. Voorhees, James F. Sallis, John P. Elder, Marsha Dowda
Department of Public Health Scholarship and Creative Works
Objectives: To test an original scale assessing perceived school climate for girls' physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers' and boys' behaviors, respectively, fit the data well in both sixth and eighth-graders. SEM detected a positive, significant direct association of the teacher factor, but not the boy factor, with girls' self-reported physical activity. Conclusions:School climate for girls' physical activity is a measurable construct, and preliminary evidence suggests a relationship with physical activity.
The Relationship Between Cognitive Maturity And Information About Health Problems Among School Age Children, Lisa D. Lieberman, Noreeen Clark, Karen V. Krone, Mario Orlandi, Ernst L. Wynder
The Relationship Between Cognitive Maturity And Information About Health Problems Among School Age Children, Lisa D. Lieberman, Noreeen Clark, Karen V. Krone, Mario Orlandi, Ernst L. Wynder
Department of Public Health Scholarship and Creative Works
This study of urban, multi-ethnic children was undertaken to explore the relationships between age, cognitive developmental capability (termed ‘cognitive maturity’) and accuracy of information about health problems. A total of 299 children in the first, second and third grades from six public and one private school hi New York City were individually interviewed using an open-ended set of questions. Findings indicated that having accurate health information is not the same as comprehending the abstract internal nature of the ‘facts’. Results supported Piaget's levels of cognitive development applied to the area of health. Findings also showed that age is a better …