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Investigating factor structure and validity evidence of a measure assessing students' perceptions of teachers' social and emotional competence Whitehead, Jenna Katherine


This study introduces the Students’ Perceptions of Teacher’s Social and Emotional Competence scale (TSEC) for early adolescents and presents psychometric findings regarding its reliability and validity. A sample of 360 students in 5th to 7th grade provided data on the TSEC and measures of empathy, well-being, school adjustment, as well as measures of their teacher’s emotional and personal support. Teachers provided data on students’ social and emotional competence and aggression, as well as quality of closeness and conflict in their relationship with each of their students. Results indicated that the TSEC had a unidimensional factor structure and high internal consistency. Scores on the TSEC differed by gender and grade-level, with girls reporting their teachers higher on the TSEC than boys and 5th grade students reporting their teachers higher on the TSEC than 6th grade students. The TSEC demonstrated evidence of convergent validity, providing support for this measure as a psychometrically sound instrument for use with this age group. This study provides insight into relations of students’ perceptions of teacher SEC to students’ social and academic outcomes, and the student-teacher relationship. Limitations and future directions are discussed with regard to the relevance of the TSEC for research and educational applications.

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