Measuring social-emotional development in middle childhood: The Middle Years Development Instrument

被引：23

作者：

Thomson, Kimberly C. ^{[1
]}

Oberle, Eva ^{[1
]}

Gadermann, Anne M. ^{[1
]}

Guhn, Martin ^{[1
]}

Rowcliffe, Pippa ^{[1
]}

Schonert-Reichl, Kimberly A. ^{[1
]}

机构：

[1] Univ British Columbia, Sch Populat & Publ Hlth, Human Early Learning Partnership, Suite 440,2206 East Malt, Vancouver, BC V6T 1Z3, Canada

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2018年 / 55卷

基金：

加拿大健康研究院;

关键词：

Social-emotional development; Well-being; Middle childhood; Measurement; Population-level; Knowledge translation; UNIVERSAL INTERVENTIONS; EARLY ADOLESCENCE; SCHOOL; CHILDREN; HEALTH; ASSETS; ADULTS; RISK; ASSOCIATIONS; METAANALYSIS;

D O I：

10.1016/j.appdev.2017.03.005

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This paper discusses the conceptualization, development, validation, and application of the Middle Years Development Instrument (MDI) - a population-based child self-report tool that assesses children's social-emotional development and well-being in the context of their home, school, and neighborhood. The MDI is administered at a population-level to 4th and 7th grade students within participating public school districts across British Columbia, Canada. Children respond to items in five domains: (1) social-emotional development, (2) connectedness to peers and adults, (3) school experiences, (4) physical health and well-being, and (5) constructive use of after-school time. Results are aggregated for schools and communities and reported back in comprehensive reports and community maps to inform planning and decision making at local and regional levels. Shared testimonials exemplify how MDI results have been used by educators, community organizers, and city planners as a catalyst for promoting children's social and emotional competence and facilitating collaboration between schools and communities. (C) 2017 The Authors. Published by Elsevier Inc.

引用

页码：107 / 118

页数：12

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