Volume 1, Issue 3 (September 2019)                   Iranian Evolutionary and Educational Psychology 2019, 1(3): 204-212 | Back to browse issues page


XML Print


University of Isfahan. Faculty of Education and Psychology, department of counseling
Abstract:   (1268 Views)
The purpose of this study was to provide evidence of the construct and concurrent validity of the Social Emotional School Readiness Scale (SESRS) among Iranian preschool children. Using a sample of 193 parents of Iranian kindergarten children, evidence for the SESRS’s construct validity was provided using confirmatory factor analysis, with four factors confirmed. Evidence for the SESRS’s concurrent validity was also presented by analyzing the relationship between subscales of the social emotional school readiness scale and home to school transition scale. Factor analysis indicated that self-awareness, self-regulation, social relationships, coping skills subscales items loaded on their respective factors, and internal reliability coefficients at all levels were satisfactory to good. Support for validity was shown by associations in the expected direction of home to school transition. This inventory shows promise as a measure of social emotional school readiness in students from Iran.
Full-Text [PDF 298 kb]   (639 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2019/10/7 | Accepted: 2019/09/9 | Published: 2019/10/7

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.