https://www.um.edu.mt/library/oar/handle/123456789/3962 2026-08-03T23:12:41Z https://www.um.edu.mt/library/oar/handle/123456789/148379 Title: The validity and reliability of the parent-report strengths and difficulties questionnaire with kindergarten children in Indonesia Authors: Mukmini, Amirul; Sumanto, Reni Pawestuti Ambari; Pranoto, Yuli Kurniawati Sugiyo Abstract: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS), including the SEL Edition and Brief Scales, are widely used instruments for assessing children’s social skills, problem behaviors, and academic competence. This narrative overview synthesizes 195 international studies (1995–2025) applying these instruments with children and adolescents outside the United States. Studies were examined for publication trends, geographic distribution, instrument versions, informants, age ranges, participant characteristics, settings, languages, and study purposes, based on a comprehensive search of six databases, with supplementary searches identifying additional studies. Europe, the Americas, and Asia were the most represented regions, with Brazil, Canada, Australia, Iran, and Portugal contributing over half of all research. The SSRS and SSIS dominated, parent and teacher reports were most common, and school-age children (6–12 years) in mainstream settings were most frequently studied. Studies primarily focused on screening and assessment, including correlational analyses, followed by intervention evaluations, and, finally, adaptation and psychometric investigations. Findings highlight the global reach, versatility, and cross-cultural relevance of SSRS–SSIS instruments while identifying gaps for future research. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148101 Title: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS) : Adaptations and applications beyond the United States Authors: Freitas, Lucas C. Abstract: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS), including the SEL Edition and Brief Scales, are widely used instruments for assessing children’s social skills, problem behaviours, and academic competence. This narrative overview synthesizes 195 international studies (1995–2025) applying these instruments with children and adolescents outside the United States. Studies were examined for publication trends, geographic distribution, instrument versions, informants, age ranges, participant characteristics, settings, languages, and study purposes, based on a comprehensive search of six databases, with supplementary searches identifying additional studies. Europe, the Americas, and Asia were the most represented regions, with Brazil, Canada, Australia, Iran, and Portugal contributing over half of all research. The SSRS and SSIS parent and teacher reports were most common, and school age children (6–12 years) in mainstream settings were most frequently studied. Studies primarily focused on screening and assessment, including correlational analyses, followed by intervention evaluations, and, finally, adaptation and psychometric investigations. Findings highlight the global reach, versatility, and cross-cultural relevance of SSRS–SSIS instruments while identifying gaps for future research. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146047 Title: A systematic review of the association between social and emotional competencies and student engagement in youth Authors: Santos, Anabela Caetano; Simões, Celeste; Melo, Márcia Helena Da Silva; Santos, Margarida F.; Freitas, Iara; Branquinho, Cátia; Cefai, Carmel; Arriaga, Patrícia Abstract: Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in students aged 10–25 years. The review followed the PRISMA guidelines. Nine databases were searched for peer-reviewed literature published between 2004 and 2020. A total of 91 studies were selected, including 92879 youth students. Emotional engagement is the most studied dimension of student engagement and largely surpasses the number of studies that analysed the multidimensional SE concept. The number of studies in each of the five CASEL domains is uneven, with more studies focussing on self-management, self-awareness, and relationship skills, in association with SE. Overall, most studies showed that SECs are positively associated with SE and negatively associated with disengagement, with similar results for middle, high school and university students from different backgrounds, suggesting that educational institutions should implement social and emotional learning programmes to increase SE. Studies reporting age and gender differences with respect to SE showed unanimously higher SE values for girls and younger students. There is a clear need for studies that use the multidimensional SE concept, including university students and applying cross-cultural analyses. 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146032 Title: Animated situational judgement to assess students’ learning about wellbeing Authors: Scully, Darina; Crosbie, Nisha; O’Brien, Deirdre; O’Leary, Michael Abstract: Although wellbeing and social and emotional education are key components of many school curricula worldwide, there is a lack of resources to support classroom-based assessment of students’ curricular knowledge about wellbeing. This paper outlines the systematic development and validation of the Wellbeing Situational Judgement Test (WB-SJT), an animated, scenario-based assessment of students’ learning about wellbeing in the context of the Irish lower secondary Social, Personal and Health Education (SPHE) curriculum. Validation data (n = 316) demonstrate acceptable psychometric properties, high face validity, and positive criterion-related associations with students’ levels of connectedness, happiness and overall psychosocial function. The potential of the WB-SJT for both formative and summative assessment purposes is discussed, along with broader implications for schools’ wellbeing education. 2026-01-01T00:00:00Z