Validation of the Social and Emotional Health Survey-Secondary Among Thai Secondary School Students
คำสำคัญ:
Social and emotional health, Adolescence, Covitality, Subjective well-beingบทคัดย่อ
In response to growing concerns about youth depression in Thailand, positive psychology has emerged as a promising field for nurturing inner strengths and well-being. Guided by the concept of Covitality, efforts have been made to enhance positive psychological resources; however, comprehensive assessments in this area remain limited. This study aimed to develop and validate the Thai version of the Social and Emotional Health Survey-Secondary (SEHS-S) by examining its psychometric properties. Participants included 502 high school students in Bangkok, with 337 males and 165 females between the ages of 15 and 18. A Structural Equation Modeling (SEM) was employed to test Confirmatory Factor Analysis (CFA) of the second-order factor model, structural path analysis to Subjective Well-Being, and the correlational analysis and point-biserial analysis between SEHS-S outcomes and Quality-of-Life Indicators. Results adequately supported the Covitality construct Furthermore, the correlational results revealed the SEHS-S significantly associated with self-reported academic achievement (r = 0.28, p < .001), and self-reported perceptions of school safety (r = 0.03, p = .001), but no associations to self-reported experienced depressive symptoms (r = -0.08, p = .116). These findings suggested that Thai version of SEHS-S is an appropriate tool in assessing adolescent positive mental health, particularly adolescents within high school contexts.
เอกสารอ้างอิง
Alloy, L. B., & Abramson, L. Y. (1979). Judgment of contingency in depressed and nondepressed students: Sadder but wiser?. Journal of experimental psychology: General, 108(4), 441.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological bulletin, 107(2), 238.
Boman P., Mergler A., & Pennell, C. (2017). The effects of covitality on well-being and depression in Australian high school adolescents. Clinical Psychiatry, 3(2), No. 15.
Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of cross-cultural psychology, 1(3), 185-216.
Burnet Institute, Department of Mental Health, Mahidol University, & UNICEF Thailand (2022). Mental Health and Psychological Well-being: the current situation for children and adolescents in Thailand. Strengthening mental health and psychological support systems and services (MHPSS) for children and adolescents in East Asia and Pacific. 24-43.https://www.unicef.org/thailand/media/8871/file/MHPSS%20Report%202022.pdf
California Department of Education. (n.d.). California school district secondary school survey results fall 2009/spring 2010: Core module A. Retrieved from http://chks.wested.org/
resources/a-text_0910.pdf.
Carbonell, D. M., Reinherz, H. Z., & Giaconia, R. M. (1998). Risk and resilience in late adolescence. Child and Adolescent Social Work Journal, 15, 251-272.
Cho, M. H. (2023). The effects of self-awareness on mental health among adolescents: Focusing on life satisfaction, depression, and anxiety. Science of Emotion and Sensibility, 26(3), 129-148.
Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmad, E., & McCarthy, M. F. (2024). A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy, 3, 100029.
Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542.
Eaton, D. K., Kann, L., Kinchen, S., Shanklin, S., Flint, K. H., Hawkins, J., et al. (2012). Youth risk behavior surveillance—United States, 2011. Morbidity and mortality weekly report: Surveillance summaries, 61(4), 1-162.
Eisenberg, N., Zhou, Q., Liew, J., Champion, C., Pidada, S. U., & Chen, X. (2006). Emotion, emotion-related regulation, and social functioning. Peer relationships in cultural context, 170-197.
Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2009). Gratitude and subjective well-being in early adolescence: Examining gender differences. Journal of adolescence, 32(3), 633-650.
Furlong, M. J., Dowdy, E., Moore, S., & Kim, E. (2021). Adapting the dual-factor model for universal school-based mental health screening: Bridging the research to practice divide. Handbook of positive psychology in schools: In support of positive educational processes.
Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014). Preliminary development and validation of the social and emotional health survey for secondary school students. Social Indicators Research, 117, 1011-1032.
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The future of children, 13-32.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1-26.
Gutiérrez, M., Tomás, J. M., Romero, I., & Barrica, J. M. (2017). Perceived social support, school engagement and satisfaction with school. Revista de Psicodidáctica (English ed.), 22(2), 111-117.
Hanson, T. L., & Kim, J. O. (2007). Measuring resilience and youth development: the psychometric properties of the Healthy Kids Survey.
Hofmann, S. G., Carpenter, J. K., & Curtiss, J. (2016). Interpersonal emotion regulation questionnaire (IERQ): Scale development and psychometric characteristics. Cognitive therapy and research, 40, 341-356.
Holt-Lunstad, J., Smith, T. B., & Layton, J. B. (2010). Social relationships and mortality risk: a meta-analytic review. PLoS medicine, 7(7), e1000316.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Iida, J., Ito, A., Aoyama, I., Sugimoto, K., Endo, H., & Furlong, M. J. (2019). Development of a Japanese version of the Social Emotional Health Survey. Japanese Journal of Psychology, 90(1), 32–41.
Iida, J., Takizawa, Y., Okayasu, T., & Furlong, M. J. (2024). Japanese cultural adaptation and validation of the Social Emotional Health Survey-Secondary for junior high school students. Frontiers in Education, 9, 1277294.
Jones, C. N., You, S., & Furlong, M. J. (2013). A preliminary examination of covitality as integrated well-being in college students. Social Indicators Research, 111, 511-526.
Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well‐being in adolescence over time?. Journal of research on adolescence, 22(2), 235-251.
Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S., & Üstün, T. B. (2007). Age of onset of mental disorders: a review of recent literature. Current opinion in psychiatry, 20(4), 359-364.
Keyes, C. L. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of consulting and clinical psychology, 73(3), 539.
Keyes, C. L. M. (2015). Human flourishing and salutogenetics. Genetics of psychological well-being: The role of heritability and genetics in positive psychology, 3, 19.
Lee, S., You, S., & Furlong, M. J. (2016). Validation of the Social Emotional Health Survey for Korean school students. Child Indicators Research, 9, 73–92.
Muthén, L. K., & Muthén, B. O. (2002). How to use a Monte Carlo study to decide on sample size and determine power. Structural equation modeling, 9(4), 599-620.
Newman, D. B., & Nezlek, J. B. (2022). The influence of daily events on emotion regulation and well-being in daily life. Personality and Social Psychology Bulletin, 48(1), 19-33.
Osterman, K. F. (2000). Students' need for belonging in the school community. Review of educational research, 70(3), 323-367.
Park, N., & Peterson, C. (2010). Does it matter where we live?: The urban psychology of character strengths. American Psychologist, 65(6), 535.
Peterson, C., & Seligman, M. E. (1984). Causal explanations as a risk factor for depression: theory and evidence. Psychological review, 91(3), 347.
Piqueras, J. A., Rodriguez-Jimenez, T., Marzo, J. C., Rivera-Riquelme, M., Martinez-Gonzalez, A. E., Falco, R., & Furlong, M. J. (2019). Social Emotional Health Survey-Secondary (SEHS-S): A universal screening measure of social-emotional strengths for Spanishspeaking adolescents. International journal of environmental research and public health, 16(24), 4982.
Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., O’Malley, M. D., ... & Strøm, I. F. (2014). Covitality: A synergistic conception of adolescents' mental health. In Handbook of positive psychology in schools (pp. 12-32). Routledge.
Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., ... & Udry, J. R. (1997). Protecting adolescents from harm: findings from the National Longitudinal Study on Adolescent Health. Jama, 278(10), 823-832.
Roach, A. (2018). Supportive peer relationships and mental health in adolescence: An integrative review. Issues in mental health nursing, 39(9), 723-737.
Rutter, M. (1987). The role of cognition in child development and disorder. British Journal of Medical Psychology, 60(1), 1-16.
Salami, S. O. (2010). Emotional intelligence, self-efficacy, psychological well-being and students attitudes: Implications for quality education. European Journal of Educational Studies, 2(3), 247-257.
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: assessment and implications of generalized outcome expectancies. Health psychology, 4(3), 219.
Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American psychologist, 60(5), 410.
Sharma, R., Henneman, L., Qadri, A., & Vignoles, L. (2017). Global youth wellbeing index. Baltimore, MD: International Youth Foundation.
Steiger, J.H., & Lind, A. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.
Šouláková, B., Kasal, A., Butzer, B., & Winkler, P. (2019). Meta-review on the effectiveness of classroom-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness. The Journal of Primary Prevention, 40, 255-278.
Thisaphak, P. (2005). The effects of forgiveness and interpersonal commitment on psychological well-being. [Master’s thesis, Chulalongkorn University]. The Chulalongkorn University Intellectual Repository. https://cuir.car.chula.ac.th/handle/
/6346
Tinnes-Vigne, M., Houssemand, C., Guay, F., Poncelet, D., & Dierendonck, C. (2025). Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective. European Journal of Investigation in Health, Psychology and Education, 15(4), 48.
Uratanamnee, S., & Lerdsamran, S. (2017). Stress anxiety and depression of high school teenager in preparation for university admission. J. Psychiatr. Nurs. Ment. Health, 31, 78-94.
Van Dusen, J. P., Tiamiyu, M. F., Kashdan, T. B., & Elhai, J. D. (2015). Gratitude, depression and PTSD: Assessment of structural relationships. Psychiatry research, 230(3), 867-870.
van de Vijver, F., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural assessment: An overview. European review of applied psychology, 54(2), 119-135.
van Sonderen, E., Sanderman, R., & Coyne, J. C. (2013). Correction: Ineffectiveness of reverse wording of questionnaire items: Let’s learn from cows in the rain. PLoS One, 8(9), 10-1371.
Weare, K. (2010). Mental health and social and emotional learning: Evidence, principles, tensions, balances. Advances in school mental health promotion, 3(1), 5-17.
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say?. Health promotion international, 26(suppl_1), i29-i69.
Weinstein, N. D. (1980). Unrealistic optimism about future life events. Journal of personality and social psychology, 39(5), 806.
Weiss, A., King, J. E., & Enns, R. M. (2002). Subjective well-being is heritable and genetically correlated with dominance in chimpanzees (Pan troglodytes). Journal of personality and social psychology, 83(5), 1141.
Werner-Seidler, A., Spanos, S., Calear, A. L., Perry, Y., Torok, M., O'Dea, B., ... & Newby, J. M. (2021). School-based depression and anxiety prevention programs: An updated systematic review and meta-analysis. Clinical psychology review, 89, 102079.
Wood, A. M., Froh, J. J., & Geraghty, A. W. (2010). Gratitude and well-being: A review and theoretical integration. Clinical psychology review, 30(7), 890-905.
You, S., Furlong, M. J., Dowdy, E., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014). Further validation of the Social and Emotional Health Survey for high school students. Applied Research in Quality of Life, 9, 997-1015.
ดาวน์โหลด
เผยแพร่แล้ว
รูปแบบการอ้างอิง
ฉบับ
ประเภทบทความ
สัญญาอนุญาต
ลิขสิทธิ์ (c) 2025 สมาคมจิตวิทยาแห่งประเทศไทย
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของสมาคมจิตวิทยาแห่งประเทศไทย
ข้อความที่ปรากฎในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับสมาคมจิตวิทยาแห่งประเทศไทย แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใด ๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
