The Social and Emotional Competencies Evaluation Questionnaire—Teacher’s version, Short Form (QACSE-P-SF) allows teachers to assess their students’ social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes.
AchenbachT. M. (2001) Challenges and benefits of assessment, diagnosis, and taxonomy for clinical practice and research. Australian and New Zealand Journal of Psychiatry35: 263–271. doi: 10.1046/j.1440-1614.2001.00899.x.
2.
CastilloR.SalgueroJ. M.Fernández-BerrocalP.BalluerkaN. (2013) Effects of an emotional intelligence intervention on aggression and empathy among adolescent boys and girls. Journal of Adolescence36: 883–892. doi: 10.1016/j.adolescence.2013.07.001.
3.
CoelhoV.FigueiraA. (2011) Project “Positive Attitude”: Promoting school success through social and emotional abilities development. Design for elementary and middle school students, in Portugal. Interamerican Journal of Psychology45(2): 185–192.
4.
CoelhoV.SousaV.MarchanteM. (2014) Desenvolvimento e validação do questionário de avaliação de competências socioemocionais – versão profesores [Development and validation of the Social and Emotional Competencies Questionnaires – Teacher’s version]. International Journal of Developmental and Educational Psychology2(1): 15–22.
5.
CoelhoV.SousaV.MarchanteM. (2015) Development and validation of the Social and Emotional Competencies Evaluation Questionnaire. Journal of Educational and Developmental Psychology5(1): 139–147.
6.
CicchettiD. V. (1994) Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment6: 284–290. doi: 10.1037/1040-3590.6.4.284.
7.
Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL guide: Effective social and emotional learning programs (Preschool and elementary school edition). Chicago, IL: Author.
8.
DenhamS. (2005) Assessing social-emotional development in children from a longitudinal perspective for the National Children’s Study: Social-emotional compendium of measures, Columbus, OH: Battelle Memorial Institute.
9.
DurlakJ.WeissbergR.DymnickiA.TaylorR.SchellingerK. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development82(1): 405–432. doi: 10.1111/j.1467-8624.2010.01564.x.
10.
EdmundsL.Stewart-BrownS. (2003) Assessing emotional and social competence in primary school and early years settings: A review of approaches, issues and instruments, Oxford, England: University of Oxford: Health Services Research Unit Institute of Health Sciences.
11.
FerreiraC.RochaA. M. (2004) BAS-3, Bateria de Socialização (Auto-avaliação) [BAS-3, Socialization Battery (self-report)], Lisboa: CEGOC.
12.
FloydF. J.WidamanK. F. (1995) Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment7(3): 286–299.
13.
HumphreyN.KalamboukaA.WigelsworthM.LendrumA.DeightonJ.WolpertM. (2011) Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement71: 617–637.
14.
KimberB.SandellR. (2009) Prevention of substance use among adolescents through social and emotional training in school: A latent-class analysis of a five-year intervention in Sweden. Journal of Adolescence32: 1403–1413.
15.
MarshH. W.HauK. T. (1996) Assessing goodness of fit: Is parsimony always desirable?Journal of Experimental Education64: 364–390. doi: 10.1080/00220973.1996.10806604.
16.
MerrellL. (2001) Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality9: 3–18. doi:10.1080/09362835.2001.9666988.
17.
MotaC.MatosP.LemosM. (2011) Psychometric properties of the social skills questionnaire: Portuguese adaptation of the student form (grades 7 to 12). Spanish Journal of Psychology14: 486–499. doi:10.5209/rev_SJOP.2011.v14.n1.44.
18.
SkladM.DiekstraR.DeRitterM.BenJ.GravesteijnC. (2012) Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior and adjustment?Psychology in the Schools49: 892–909. doi: 10.1002/pits.216412.
19.
SilvaF.MartorellM. C. (2001) BAS 1-2: Socialization Battery (Teachers and Parents form: Manual, 4th ed. Madrid, Spain: TEA Ediciones.
20.
WigelsworthM.HumphreyN.LendrumA.KalamboukaA. (2010) A review of key issues in the measurement of children’s social and emotional skills. Educational Psychology in Practice26: 173–186. doi: 10.1080/02667361003768526.
21.
World Health Organization (2004) Prevention of mental disorders: Effective interventions and policy option, Geneva, Switzerland: World Health Organization.
22.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.
