Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
Instrument Overview
The Social-Emotional Assets and Resilience Scales (SEARS) were developed at the University of Oregon and are sold by Psychological Assessment Resources (PAR). They measure responsibility, self regulation, social competence, and empathy, and contain both long and short forms for K-12 students, parents, and teachers. The forms are often used for progress monitoring and program evaluations. PAR sells the forms in English and Spanish, and they have also been translated into Chinese and Portuguese. Subscore(s): Responsibility, Self-Regulation, Social Competence, and Empathy
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade,
Post secondary
Keywords
Student Well-Being ; Social-Emotional Competence ; Relationship Skills ; Responsible Decision Making ; Self Awareness, ; Self Management ; Social Awareness ; Responsibility ; Self-Regulation ; Social Competence ; Empathy
Languages
English,
Spanish,
Chinese,
Portuguese
Respondent
Student,
Teacher,
Parent
Administration Information
Length
20 minutes
Administration
Computer,
Paper
Access and Use
Developer
University of Oregon
Open Access
No
Setting
Undefined
Psychometrics (additional guidance)
Psychometric References
Merrell, K. W., Felver-Gant, J. C., & Tom, K. M. (2011). Development and validation of a parent report measure for assessing social-emotional competencies of children and adolescents. Journal of Child and Family Studies, 20(4), 529-540. https://doi.org/10.1007/s10826-010-9425-0 Merrell, K. W., Cohn, B. P., & Tom, K. M. (2011). Development and validation of a teacher report measure for assessing social-emotional strengths of children and adolescents. School Psychology Review, 40(2), 226-241. https://doi.org/10.1080/02796015.2011.12087714 Nese, R. N., Doerner, E., Romer, N., Kaye, N. C., Merrell, K. W., & Tom, K. M. (2012). Social Emotional Assets and Resilience Scales: Development of a strength-based short-form behavior rating scale system. Journal for Educational Research Online, 4(1), 124-139. https://www.pedocs.de/volltexte/2013/7054/pdf/JERO_2012_1_Nese_et_al_So… Romer, N., & Merrell, K. W. (2013). Temporal stability of strength-based assessments: Test - retest reliability of student and teacher reports. Assessment for Effective Intervention, 38(3), 185-191. https://doi.org/10.1177/1534508412444955 YUE, Y.-Y. (2019). Reliability and Validity of the Chinese Version of the Teacher Form of Social Emotional Assets and Resilience Scales for Children. DEStech Transactions on Economics, Business and Management, (ICAEM). https://doi.org/10.12783/dtem/icaem2019/31118
