Evaluating Psychometric Properties of the Korean Translated Social Emotional Assessment Measure for Korean Preschool Children
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Date
2012
Authors
Young, Ah Kim Park
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Children’s social emotional competence affects school achievement as well as later
job success. Social emotional competence can be promoted when appropriate social
emotional interventions are provided. To provide quality intervention, it is essential to use
measures that include functional skills, promote team collaboration, and monitor changes in
children’s performance over time. A Curriculum Based Measure (CBM) can support the
connection between assessment and intervention. In Korea, an increasing rate of social
emotional problems among young children has been reported. The need for culturally
appropriate CBMs for Korean children is critical for providing quality interventions. This
study explored whether the Korean translated Social Emotional Assessment Measure (KSEAM)
is a valid and reliable measure to assess social emotional competency in Korean
preschool children and evaluated teachers’ and parents’ perceptions of the utility of the KSEAM. Participants consisted of 160 parents and 66 teachers of 160 children between the
ages of 36 and 77 months. Using data from the initially-completed K-SEAM (n=160),
Cronbach’s alphas for parent and teacher data were .95. Correlations between the first
and second K-SEAM completed by parents and teachers were statistically significant (i.e., .87 for parents and .81 for teachers). Using the first K-SEAM data completed by
parents and teachers (n=160), inter-rater correlation was statistically significant, r = .31, p
< .01. Moderate correlations were found between the K-SEAM and the Korean translated
Ages and Stages Questionnaires: Social Emotion completed by parents as well as
teachers (i.e., -.61 for parents, - .54 for teachers). The results show moderate correlation
between the K-SEAM and Korean translated Child Behavior Checklist (-.58) or Kongju
Early Developmental Assessment System (.48).
Most of parents (77.6%) and teachers (74.2%) completed the K-SEAM within 10
to 30 minutes. A majority of parents (88.1%) and teachers (89.4%) felt that items of the
K-SEAM were very easy or easy to understand. Most participants felt that the response
choices were very easy or easy to select (77.5% of parents, 63.8% of teachers). Over 70%
of parents and teachers indicated that the K-SEAM was helpful to identify previously
suspected or newly detected concerns about their children’s social emotional
development.
Description
164 pages