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Measuring Social-Emotional Teaching Practices in Chinese Preschools: A New Scale Development and Validation

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Title: Measuring Social-Emotional Teaching Practices in Chinese Preschools: A New Scale Development and Validation
Language: English
Authors: Jing Li (ORCID 0009-0006-5746-3403), Barry Bai
Source: Journal of Psychoeducational Assessment. 2026 44(1):91-110.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Preschool Teachers, Teaching Methods, Social Emotional Learning, Measures (Individuals), Test Construction, Test Items, Factor Structure, Factor Analysis, Error of Measurement, Test Validity, Test Reliability, Psychometrics, Goodness of Fit, Self Concept, Self Management, Social Cognition, Interpersonal Competence, Decision Making, Structural Equation Models
Geographic Terms: China
DOI: 10.1177/07342829251377134
ISSN: 0734-2829
1557-5144
Abstract: Research has consistently shown that teachers' teaching practices can significantly influence children's social-emotional learning (SEL). However, there has been a notable oversight regarding the need for a practical framework to assess preschool teachers' effectiveness in this area. The present study developed and validated a social-emotional learning teaching scale (T-SEL) with 1677 preschool teachers. Items were derived from the literature, teachers' interviews, and experts' reviews, following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Study 1 (N = 377) confirmed a five-factor structure, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Study 2 (N = 700) established concurrent validity by correlating the T-SEL with teachers' SEL beliefs. Study 3 (N = 1300) tested measurement invariance across the teacher variables. Overall, the findings support T-SEL's reliability and utility in assessing teaching practices, underscoring the need for further research on promoting children's SEL.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495980
Database: ERIC
FullText Text:
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  Data: Measuring Social-Emotional Teaching Practices in Chinese Preschools: A New Scale Development and Validation
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  Data: <searchLink fieldCode="AR" term="%22Jing+Li%22">Jing Li</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-5746-3403">0009-0006-5746-3403</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barry+Bai%22">Barry Bai</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2026 44(1):91-110.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 20
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Error+of+Measurement%22">Error of Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1177/07342829251377134
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
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  Data: Research has consistently shown that teachers' teaching practices can significantly influence children's social-emotional learning (SEL). However, there has been a notable oversight regarding the need for a practical framework to assess preschool teachers' effectiveness in this area. The present study developed and validated a social-emotional learning teaching scale (T-SEL) with 1677 preschool teachers. Items were derived from the literature, teachers' interviews, and experts' reviews, following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Study 1 (N = 377) confirmed a five-factor structure, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Study 2 (N = 700) established concurrent validity by correlating the T-SEL with teachers' SEL beliefs. Study 3 (N = 1300) tested measurement invariance across the teacher variables. Overall, the findings support T-SEL's reliability and utility in assessing teaching practices, underscoring the need for further research on promoting children's SEL.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1495980
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        Value: 10.1177/07342829251377134
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      – Text: English
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Teachers
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Goodness of Fit
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      – SubjectFull: China
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      – TitleFull: Measuring Social-Emotional Teaching Practices in Chinese Preschools: A New Scale Development and Validation
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