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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Emotion Regulation Checklist (ER Checklist) (Shields & Cichetti, 1997): Assesses Emotion regulation through a parent questionnaire
Multidimensional Anxiety Scale for Children (MASC) (March, 2013): Assesses through self-report and parent-report the presence of anxiety for students eight to 19 years old
Elementary Reading Attitude Survey (McKenna & Kear, 1990): Assess enjoyment of reading with 20 items self-report on attitudes toward both recreational and academic reading
Achenbach, T. M. (2005). Manual for the adult self report and adult behavior checklist. Burlington, VT: University of Vermont.
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.
Aparicio, E., Canals, J., Arija, V., De Henauw, S., & Michels, N. (2016). The role of emotion regulation in childhood obesity: Implications for prevention and treatment. Nutrition Research Reviews, 29(1), 17-29.
Barnett, D.; Manly, J. T.; Cicchetti, D. (1993). Defining child maltreatment: The interface between policy and research. In: Cicchetti, D., & Toth, SL. (Eds.). Child abuse, child development, and social policy (pp.7-73). Norwood, NJ: Ablex.
Barrie, R. E., Langrehr, K., Jeremie-Brink, G., Alder, N., Hewitt, A., & Thomas, A. (2016). Stereotypical beliefs and psychological well-being of African American adolescent girls: Collective self-esteem as a moderator. Counselling Psychology Quarterly, 29(4), 423-442.
Beck, J. S., Beck, A. T., Jolly, J. B., & Steer, R. A. (2005). Beck Youth Inventories for children and adolescents (2nd ed.). San Antonio, TX: Harcourt Assessment.
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36(3), 383-405.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.
DuBois, D. L., Felner, R. D., Brand, S., Phillips, R. S. C., & Lease, A. M. (1996). Early adolescent self-esteem: A developmental-ecological framework and assessment strategy. Journal of Research on Adolescence, 6, 543-579.
Fredriksen, K., Rhodes, J., Reddy, R., & Way, N. (2004). Sleepless in Chicago: Tracking the effects of adolescent sleep loss during the middle school years. Child Development, 75(1), 84-95.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.
Gonzales, N. A., Tein, J., Sandler, I. N., & Friedman, R. J. (2001). On the limits of coping: Interaction between stress and coping for inner-city adolescents. Journal of Adolescent Research, 16, 372-395.
Graves Jr, S. L., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., ... & Prier, D. (2017). Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting. School Psychology Quarterly, 32(1), 62.
Green, S. A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders:Is there a causal relationship?. Journal of Autism and Developmental Disorders, 40(12), 1495-1504.
Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Press.
Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125-138.
Houben, M., Van Den Noortgate, W., & Kuppens, P. (2015). The relation between short-term emotion dynamics and psychological well-being: A meta-analysis. Psychological Bulletin, 141(4), 901-930.
Hyndman, B., Benson, A. C., Lester, L., & Telford, A. (2017). Is there a relationship between primary school children's enjoyment of recess physical activities and health-related quality of life? A cross-sectional exploratory study. Health Promotion Journal of Australia, 28(1), 37-43.
Hyndman, B., Telford, A., Finch, C., Ullah, S., & Benson, A. C. (2013). The development of the lunchtime enjoyment of activity and play questionnaire. Journal of School Health, 83(4), 256-264.
Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.
Kovacs, M. (1989). Affective disorders in children and adolescents. American Psychologist, 44, 209-215.
Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.
Kusche, C. A. (1984). The understanding of emotion concepts by deaf children: An assessment of an affective curriculum (Doctoral dissertation).
Lupien, S. J., King, S., Meaney, M. J., & McEwen, B. S. (2001). Can poverty get under your skin? Basal cortisol levels and cognitive function in children from low and high socioeconomic status. Development and Psychopathology, 13(3), 653-676.
Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.
March, J.S. (2013). Multidimensional anxiety scale for children (2nd ed.). Toronto, Canada: Multi-health Systems.
Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the world: The relationship between emotional display rules and individualism versus collectivism. Journal of Cross-Cultural Psychology, 39(1), 55-74.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Mohammad, E. T., Shapiro, E. R., Wainwright, L. D., & Carter, A. S. (2015). Impacts of family and community violence exposure on child coping and mental health. Journal of Abnormal Child Psychology, 43(2), 203-215.
Moore, J. B., Yin, Z., Hanes, J., Duda, J., Gutin, B., & Barbeau, P. (2009). Measuring enjoyment of physical activity in children: validation of the Physical Activity Enjoyment Scale. Journal of Applied Sport Psychology, 21(S1), S116-S129.
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress, & Coping, 21(4), 417-430.
Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104-120.
Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 327-355.
Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.
Reynolds, W.M. (2003). Reynolds Bully Victimization Scales for Schools. San Antonio, TX: The Psychological Corporation.
Reynolds, C.R., & Kamphaus, R.W. (1998). The Behavior Assessment System for Children. Circle Pines, MN: American Guidance Service, Inc.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Santiago, C. D., Wadsworth, M. E., & Stump, J. (2011). Socioeconomic status, neighborhood disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families. Journal of Economic Psychology, 32(2), 218-230.
Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.
Shany, M., Wiener, J., & Feingold, L. (2011). Knowledge about and preoccupation with reading disabilities: A delicate balance. Journal of Learning Disabilities, 44(1), 80-93.
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916.
Spielberger, C. D., & Gorsuch, R. L. (1983). State-trait anxiety inventory (form Y). Palo Alto, CA: Consulting Psychologists Press.
The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.
Theunissen, S. C., Rieffe, C., Kouwenberg, M., Soede, W., Briaire, J. J., & Frijns, J. H. (2011). Depression in hearing-impaired children. International Journal of Pediatric Otorhinolaryngology, 75(10), 1313-1317.
Tsovili, T.D. (2004). The relationship between language teachers' attitudes and the state-trait anxiety of adolescents with dyslexia. Journal of Research in Reading, 27(1), 69-86.
Urbina, I., Villares, E., & Mariani, M. (2017). Examining the efficacy of the Spanish cultural translation of the Student Success Skills program to improve academic achievement. The Journal of Humanistic Counseling, 56(2), 127-143.
Varni, J. W., Seid, M., & Kurtin, P. S. (2001). PedsQL™ 4.0: Reliability and validity of the Pediatric Quality of Life Inventory™ Version 4.0 Generic Core Scales in healthy and patient populations. Medical Care, 800-812.
Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.
Wasserberg, M. J. (2017). High-achieving African American elementary students' perspectives on standardized testing and stereotypes. The Journal of Negro Education, 86(1), 40-51.
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