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Behavioral and emotional strength-based assessment of Finnish elementary students: psychometrics of the BERS-2

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Abstract

When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings.

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Notes

  1. A multi-level model could be fit only if Monte Carlo integration was used to estimate the model. We decided not to estimate the teacher model this way because we had used traditional numerical integration to estimate the other models, and, therefore, we wanted to parameterize the models in a consistent manner.

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Acknowledgments

The research reported herein was supported, in part, by the Finnish National Board of Education; by a grant from Finnish Cultural Foundation; and by the Institute of Education Sciences, U.S. Department of Education, through Grant R324B110001 to the University of Nebraska-Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Authors and Affiliations

  1. University of Eastern Finland, Joensuu, 80100, Finland

    Erkko Tapio Sointu, Hannu Savolainen & Kristiina Lappalainen

  2. Center for Child and Family Well-Being, University of Nebraska-Lincoln, 211 Barkley Center, Lincoln, NE, 68583-0732, USA

    Matthew C. Lambert

  3. Center for Child and Family Well-Being, University of Nebraska-Lincoln, 202F Barkley Center, Lincoln, NE, 68583-0732, USA

    Michael H. Epstein

Authors
  1. Erkko Tapio Sointu
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  2. Hannu Savolainen
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  3. Matthew C. Lambert
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  4. Kristiina Lappalainen
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  5. Michael H. Epstein
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Correspondence to Erkko Tapio Sointu.

Additional information

Erkko T. Sointu. Philosophical Faculty, School of Educational Sciences and Psychology, Special Education, University of Eastern Finland, P.O. Box 111, 80101 Joensuu, Finland. E-mail: erkko.sointu@uef.fi

Current themes of research:

Student strengths. Strength-based assessment. Positive youth development. Prevention of emotional and behavioral problems.

Most relevant publications in the field of Psychology of Education:

Sointu, E. T., Savolainen, H., Lappalainen, K., & Epstein, M. H. (2012a). Cross informant agreement of behavioral and emotional strengths between Finnish students and teachers. Scandinavian Journal of Educational Research, 56(6), 625–636.

Sointu, E., T., Savolainen, H., Lappalainen, K., & Epstein, M. H. (2012b). Parent, teacher and student cross informant agreement of behavioral and emotional strengths: Students with and without special education support. Journal of Child and Family Studies, 21(4), 682–690.

Hannu Savolainen. Philosophical Faculty, School of Educational Sciences and Psychology, Special Education, University of Eastern Finland, P.O. Box 111, 80101 Joensuu, Finland. E-mail: hannu.savolainen@uef.fi

Current themes of research:

Prevention of behavioral and emotional problems. School-wide Positive Behavior Support. International comparative research on inclusive education. Long-Term Consequences of learning difficulties.

Most relevant publications in the field of Psychology of Education:

Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27 (1), 51–68.

Hakkarainen, A., Holopainen, L., Savolainen, H. (2012). Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education, Scandinavian Journal of Educational Research, doi:10.1080/00313831.2012.696207

Malinen, O., Savolainen, H. & Xu J. (2012). Beijing In-Service Teachers’ Self-Efficacy and Attitudes towards Inclusive Education, Teaching and Teacher Education, doi:10.1016/j.tate.2011.12.004.

Kiuru, N., Haverinen, K., Salmela-Aro, K., Nurmi, J-E., Savolainen, H. & Holopainen, L. (2011). Students with reading and spelling disabilities: Peer groups and educational attainment in secondary education. Journal of Learning Disabilities, 44 (6), 556–569.

Matthew C. Lambert. Center for Child and Family Well-Being, University of Nebraska-Lincoln, 211 Barkley Center, Lincoln, NE 68583–0732, USA. E-mail: matthew.lambert@unl.edu

Current themes of research :

Psychometrics. Rasch Modeling. Confirmatory Factor Analysis. Strength-Based Assessment. Child Welfare.

Most relevant publications in the field of Psychology of Education:

Hoffman, S., Lambert, M. C., Nelson, T., Trout, A., et al. (in press). Confirmatory factor analysis of the PedsQL for youth in residential care settings. Quality of Life Research. doi:10.1007/s11136-012-0327-z

Duppong Hurley, K., Lambert, M. C., Van Ryzin, M., Sullivan, J., & Stevens, A. (2013). Therapeutic alliance between youth and staff in residential group care: Psychometrics of the therapeutic alliance quality scale. Children and Youth Services Review, 35 (1), 56–64.

Lambert, M. C., Burley, H., & Rudd, L.C. (2012). The Jumpstart model: The contours of a new force in early literacy. The Educational Forum, 76 (2), 234–247.

Rudd, L.C., Lambert, M. C., Satterwhite, M., & Smith, C. (2009). Professional development + coaching = enhanced teaching: Increasing usage of math mediated language in preschool classrooms. Early Childhood Education Journal, 37 (1), 63–69.

Rudd, L.C., Lambert, M. C., Satterwhite, M., & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education Journal, 36 (1), 75–80.

Kristiina Lappalainen. Philosophical Faculty, School of Educational Sciences and Psychology, Special Education, University of Eastern Finland, P.O. Box 111, 80101 Joensuu, Finland. E-mail: kristiina.lappalainen@uef.fi@uef.fi

Current themes of research:

Socio-emotional behavior. Self-concept. Strength-based assessment. School-wide positive behavior support. Special education.

Most relevant publications in the field of Psychology of Education:

Lappalainen, K. & Hotulainen, R. (2012) Participation in Part-time Special Education and its Correlation with Educational Paths and Self-concept of Young Adults. British Journal of Special Education 39(4), 185–193.

Holopainen, L., Lappalainen, K., Junttila, N., & Savolainen, H. (2012). The Role of Social Competence in the Psychological Well-being of Adolescents in Secondary Education Scandinavian Journal of Educational Research 56(2), 199–212.

Hotulainen, R. & Lappalainen, K. (2011). Pre-School Socio-Emotional Behaviour and its Correlation to Self-Perceptions and Strengths of Young Adults. Emotional and Behavioural Difficulties 16(4), 365–381.

Hotulainen, R., Lappalainen, K., Ruoho, K., & Savolainen, H. (2010). Pre-school Verbo-sensory Motor Status as a Predictor of Educational Life-courses and Self-perceptions of Young Adults International Journal of Disability, Development and Education 57(3), 299–314.

Lappalainen, K., Savolainen, H., Kuorelahti, M. & Epstein, M.H. (2009). An International Assessment of the Emotional and Behavioral Strengths of Youth. Journal of Child and Family Studies 18(6), 746–753.

Michael H. Epstein. Center for Child and Family Well-Being, University of Nebraska-Lincoln, 202 F Barkley Center, Lincoln, NE 68583–0732, USA. E-mail: mepstein1@unl.edu

Current themes of research:

Strength-based assessment. Evidence based practices. Home school relationships

Most relevant publications in the field of Psychology of Education:

Epstein, M.H. (2004). Behavioral and Emotional Rating Scale. Austin, TX: PRO-ED.

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Sointu, E.T., Savolainen, H., Lambert, M.C. et al. Behavioral and emotional strength-based assessment of Finnish elementary students: psychometrics of the BERS-2. Eur J Psychol Educ 29, 1–19 (2014). https://doi.org/10.1007/s10212-013-0184-3

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