The article explores the use of the Social and Emotional Health Survey—Secondary version (SEHS-S) with a sample of 975 Japanese students in Grades 7–9 attending schools located northwest of Tokyo. A confirmatory factor analysis using half the sample confirmed the four-factor structure of the SEHS-S, and further analyses verified its second-order factor model including Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living, all of which contribute to a latent second-order construct labeled Covitality. Additional SEM validity analyses found that the four identified first-order SEHS constructs and the second-order covitality construct were positively associated with subjective well-being. SEHS-S scores also predicted several variables indicative of positive school engagement for Japanese students, including academic performance, social relationships, and willingness to assist others. Results of the study are discussed in terms of the advantages of using strength-based assessments such as the SEHS-S for Japanese students and in promoting well-being in this population.
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Conflict of Interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
The preparation of this article was financially supported by a Japanese Grant-in-Aid for Scientific Research (C) 23530891 and (C) 26380921.
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Ito, A., Smith, D.C., You, S. et al. Validation and Utility of the Social Emotional Health Survey—Secondary for Japanese Students. Contemp School Psychol 19, 243–252 (2015). https://doi.org/10.1007/s40688-015-0068-4
- Social emotional health survey-secondary
- Junior high students
- Subjective well-being
- Japanese schools