Development of a social-emotional foreign language learning scale (SEFLLS) for young adults

Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language lear...
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Autor*in:	Zaimoğlu, Senem [verfasserIn] Sahinkarakas, Sehnaz

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	Social and emotional learning (SEL) Social and emotional competence (SEC) Scale development Scale validation

Anmerkung:	© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021

Übergeordnetes Werk:	Enthalten in: Current psychology - New York, NY : Springer, 1988, 42(2021), 9 vom: 16. Juli, Seite 7501-7511
Übergeordnetes Werk:	volume:42 ; year:2021 ; number:9 ; day:16 ; month:07 ; pages:7501-7511

Links:	Volltext

DOI / URN:	10.1007/s12144-021-02090-y

Katalog-ID:	SPR050017004

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allfields	10.1007/s12144-021-02090-y doi (DE-627)SPR050017004 (SPR)s12144-021-02090-y-e DE-627 ger DE-627 rakwb eng Zaimoğlu, Senem verfasserin aut Development of a social-emotional foreign language learning scale (SEFLLS) for young adults 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. Social and emotional learning (SEL) (dpeaa)DE-He213 Social and emotional competence (SEC) (dpeaa)DE-He213 Scale development (dpeaa)DE-He213 Scale validation (dpeaa)DE-He213 Sahinkarakas, Sehnaz (orcid)0000-0002-7195-8190 aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 9 vom: 16. Juli, Seite 7501-7511 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511 https://dx.doi.org/10.1007/s12144-021-02090-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 9 16 07 7501-7511
spelling	10.1007/s12144-021-02090-y doi (DE-627)SPR050017004 (SPR)s12144-021-02090-y-e DE-627 ger DE-627 rakwb eng Zaimoğlu, Senem verfasserin aut Development of a social-emotional foreign language learning scale (SEFLLS) for young adults 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. Social and emotional learning (SEL) (dpeaa)DE-He213 Social and emotional competence (SEC) (dpeaa)DE-He213 Scale development (dpeaa)DE-He213 Scale validation (dpeaa)DE-He213 Sahinkarakas, Sehnaz (orcid)0000-0002-7195-8190 aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 9 vom: 16. Juli, Seite 7501-7511 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511 https://dx.doi.org/10.1007/s12144-021-02090-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 9 16 07 7501-7511
allfields_unstemmed	10.1007/s12144-021-02090-y doi (DE-627)SPR050017004 (SPR)s12144-021-02090-y-e DE-627 ger DE-627 rakwb eng Zaimoğlu, Senem verfasserin aut Development of a social-emotional foreign language learning scale (SEFLLS) for young adults 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. Social and emotional learning (SEL) (dpeaa)DE-He213 Social and emotional competence (SEC) (dpeaa)DE-He213 Scale development (dpeaa)DE-He213 Scale validation (dpeaa)DE-He213 Sahinkarakas, Sehnaz (orcid)0000-0002-7195-8190 aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 9 vom: 16. Juli, Seite 7501-7511 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511 https://dx.doi.org/10.1007/s12144-021-02090-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 9 16 07 7501-7511
allfieldsGer	10.1007/s12144-021-02090-y doi (DE-627)SPR050017004 (SPR)s12144-021-02090-y-e DE-627 ger DE-627 rakwb eng Zaimoğlu, Senem verfasserin aut Development of a social-emotional foreign language learning scale (SEFLLS) for young adults 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. Social and emotional learning (SEL) (dpeaa)DE-He213 Social and emotional competence (SEC) (dpeaa)DE-He213 Scale development (dpeaa)DE-He213 Scale validation (dpeaa)DE-He213 Sahinkarakas, Sehnaz (orcid)0000-0002-7195-8190 aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 9 vom: 16. Juli, Seite 7501-7511 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511 https://dx.doi.org/10.1007/s12144-021-02090-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 9 16 07 7501-7511
allfieldsSound	10.1007/s12144-021-02090-y doi (DE-627)SPR050017004 (SPR)s12144-021-02090-y-e DE-627 ger DE-627 rakwb eng Zaimoğlu, Senem verfasserin aut Development of a social-emotional foreign language learning scale (SEFLLS) for young adults 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. Social and emotional learning (SEL) (dpeaa)DE-He213 Social and emotional competence (SEC) (dpeaa)DE-He213 Scale development (dpeaa)DE-He213 Scale validation (dpeaa)DE-He213 Sahinkarakas, Sehnaz (orcid)0000-0002-7195-8190 aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 9 vom: 16. Juli, Seite 7501-7511 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511 https://dx.doi.org/10.1007/s12144-021-02090-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 9 16 07 7501-7511
language	English
source	Enthalten in Current psychology 42(2021), 9 vom: 16. Juli, Seite 7501-7511 volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511
sourceStr	Enthalten in Current psychology 42(2021), 9 vom: 16. Juli, Seite 7501-7511 volume:42 year:2021 number:9 day:16 month:07 pages:7501-7511
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Social and emotional learning (SEL) Social and emotional competence (SEC) Scale development Scale validation
isfreeaccess_bool	false
container_title	Current psychology
authorswithroles_txt_mv	Zaimoğlu, Senem @@aut@@ Sahinkarakas, Sehnaz @@aut@@
publishDateDaySort_date	2021-07-16T00:00:00Z
hierarchy_top_id	320612821
id	SPR050017004
language_de	englisch
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author	Zaimoğlu, Senem
spellingShingle	Zaimoğlu, Senem misc Social and emotional learning (SEL) misc Social and emotional competence (SEC) misc Scale development misc Scale validation Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
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topic_title	Development of a social-emotional foreign language learning scale (SEFLLS) for young adults Social and emotional learning (SEL) (dpeaa)DE-He213 Social and emotional competence (SEC) (dpeaa)DE-He213 Scale development (dpeaa)DE-He213 Scale validation (dpeaa)DE-He213
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title	Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
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title_full	Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
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title_sort	development of a social-emotional foreign language learning scale (seflls) for young adults
title_auth	Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
abstract	Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021
abstractGer	Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021
abstract_unstemmed	Abstract The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’ social-emotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item Social-Emotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021
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title_short	Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
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doi_str	10.1007/s12144-021-02090-y
up_date	2024-07-04T03:08:26.901Z
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