11  Psychosocial

This chapter contains variables related to psychosocial skills or traits.

11.1 SCA: Academic Self Concept

The SCA questionnaire records the individual attitudes towards learning in general as well as the attitudes and estimation regarding the own school and class context. The original version is copyrighted and its use is restricted. Therefore, a short version of the SCA comprising only 3 items has also been developed that is not based on the original version and has no copyright restrictions. The short version was used from 2018 onwards. The potential equivalence of short and long version still needs to be assessed.

var_name SCA.score SCA.type
var_stat_dyn dynamic dynamic
var_content_group psychosocial psychosocial
var_info_type self_report_score aux
item_level_data TRUE is_no_scale
analysis_set_core TRUE FALSE
analysis_set_extended TRUE FALSE
description SCA.type indicates which version of the SCA was used.
number of items 25 or 3
response format 4-point rating scale

11.1.1 Reliability

Name Name Full Language Number Items Rel Cronbach Alpha Rel Test Retest Sem
sca Academic Self Concept English 25 0.91 0.81 4.5

11.1.2 Reference

Bracken, B. A. (1992). Multidimensional Self Concept Scale. Austin, TX: Pro-ed.

11.2 SCS: Social Self Concept

The self-concept scale by Bracken (1992) has been developed for children and adolescents (9 – 19 years old). It asks adolescents to evaluate their own behaviour patterns, personality traits and social integration e. g. within the peer group. The original version is copyrighted and its use is restricted. Therefore and in order to reduce the length of the SCS, a short version of the SCA comprising only 8 items has also been developed. The short version was used from 2019 onwards. The equivalence of short and long version has been assessed.

var_name SCS
var_stat_dyn dynamic
var_content_group psychosocial
var_info_type self_report_score
item_level_data TRUE
analysis_set_core TRUE
analysis_set_extended TRUE
number of items 25
response format 4-point rating scale

11.2.1 Reliability

Name Name Full Language Number Items Rel Cronbach Alpha Rel Test Retest Sem
scs Social Self Concept English 25 0.9 0.79 4.74

11.2.2 Reference

Bracken, B. A. (1992). Multidimensional Self Concept Scale. Austin, TX: Pro-ed.

11.3 SDQ: Strengths and Difficulties Questionnaire

The SDQ is a short questionnaire about behavioural difficulties and strengths in children and adolescents. Versions for parents and teachers as well as self-report are available - we use the self-report version. Specific care was taken to achieve a balance of positive and negative behavioural aspects across the 25 SDQ items.

var_name SDQ.conduct_problems SDQ.emotional_problems SDQ.hyperactivity SDQ.peer_problems SDQ.prosocial SDQ.difficulties SDQ.externalising SDQ.internalising
var_stat_dyn dynamic dynamic dynamic dynamic dynamic dynamic dynamic dynamic
var_content_group psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial
var_info_type self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score
item_level_data FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE
analysis_set_core TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE
analysis_set_extended TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE
description Conduct problems (arguing, lying, stealing, …) Emotional problems (anxiety, unhappiness, …) Hyperactivity (fidgeting, concentration, …) Peer problems Prosocial behavior Total score based on conduct_problems, emotional_problems, hyperactivity, and peer_problems Second-order factor, mean of SDQ.conduct_problems and SDQ.hyperactivity Second-order factor, mean of SDQ.emotional_problems and SDQ.peer_problems
number of items 5 5 5 5 5 5 5 5
response format 4-point rating scale 4-point rating scale 4-point rating scale 4-point rating scale 4-point rating scale 4-point rating scale 4-point rating scale 4-point rating scale

11.3.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=SDQ

11.3.2 Reliability

Name Name Full Language Number Items Rel Cronbach Alpha
sdq Strengths and Difficulties Questionnaire English 20 0.82
sdq Hyperactivity Scale English 5 0.69
sdq Emotional Symptoms Scale English 5 0.75
sdq Conduct Problems Scale English 5 0.72
sdq Peer Problems Scale English 5 0.61
sdq Prosocial Scale English 5 0.65

11.3.3 Reference

Goodman, R., Meltzer, H., & Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child & Adolescent Psychiatry, 7, 125–130. https://doi.org/10.1007/s007870050057

11.4 SEM: School Engagement Measurement

This questionnaire assesses commitment and attitudes of pupils towards their school. The scale includes questions about behaviour, emotion and cognition.

var_name SEM.attentiveness SEM.cognitive_strategy_use SEM.school_belonging SEM.school_compliance SEM.self_regulated_learning SEM.valuing_of_school_education SEM.emotional_engagement SEM.cognitive_engagement SEM.behavioral_engagement
var_stat_dyn dynamic dynamic dynamic dynamic dynamic dynamic dynamic dynamic dynamic
var_content_group psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial psychosocial
var_info_type self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score self_report_score
item_level_data FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE
description Second-order factor, derived from school_belonging and valuing_of_school_education Second-order factor, derived from cognitive_strategy_use and self_regulated_learning. Second-order factor, derived from school_compliance and attentiveness.
analysis_set_core TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE
analysis_set_extended TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE
number of items 3 4 3 4 4 5 8 8 7
response format 5-point rating scale 5-point rating scale 5-point rating scale 5-point rating scale 5-point rating scale 5-point rating scale 5-point rating scale 5-point rating scale 5-point rating scale

11.4.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=SEM

11.4.2 Reliability

Name Name Full Language Number Items Rel Cronbach Alpha
sem School Engagement Measurement English 23
sem Behavioural Engagement English 7 0.82
sem Attentiveness English 3 0.79
sem School compliance English 4 0.83
sem Emotional Engagement English 8 0.86
sem School Belonging English 3 0.82
sem Valuing of School Education English 5 0.85
sem Cognitive Engagement English 8 0.82
sem Self-Regulated Learning English 5 0.78
sem Cognitive Strategy Use English 3 0.8

11.4.3 Reference

Wang, M.-T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465–480. https://doi.org/10.1016/j.jsp.2011.04.001

11.5 TOM: Theory of Musicality (Version 1)

The TOM questionnaire v1 consists of 7 items and asks for attitudes about musical abilities (acquired or innate). It is modelled after the Theory of Intelligence Questionnaire (TOI). It was only used in test wave 1 and shows poor reliability; therefore, its use is not recommended.

var_name TOM.old.performance_goal TOM.old.static_theory
var_stat_dyn dynamic dynamic
var_content_group psychosocial psychosocial
var_info_type self_report_score self_report_score
item_level_data FALSE FALSE
analysis_set_core FALSE FALSE
analysis_set_extended FALSE FALSE
number of items 4 3
response format 6-point rating scale and 1 binary item 6-point rating scale

11.5.1 Reliability

Name Name Full Language Number Items Rel Cronbach Alpha
tom Theory of Musicality English 24
tom Theory of Musicality - Entity English 6 0.68
tom Theory of Musicality - Gift English 3 0.79
tom Theory of Musicality - Improvement English 3 0.62
tom Theory of Musicality - Incremental English 6 0.79
tom Theory of Musicality - Learning English 3 0.62
tom Theory of Musicality - Stable English 3 0.66
tom Theory of Musicality - Incremental German 6 0.66
tom Theory of Musicality - Entity German 6 0.63
tom Theory of Musicality - Learning German 3 0.54
tom Theory of Musicality - Improvement German 3 0.6
tom Theory of Musicality - Stable German 3 0.55
tom Theory of Musicality - Gift German 3 0.64

11.5.2 Reference

Müllensiefen, D., Harrison, P., Caprini, F., & Fancourt, A. (2015). Investigating the importance of self-theories of intelligence and musicality for students’ academic and musical achievement. Frontiers in Psychology, 6, 1702. https://doi.org/10.3389/fpsyg.2015.01702

11.6 TOM: Theory of Musicality (Version 2)

The TOM questionnaire v2 consists of 12 items. It aims to capture similar concepts to the TOM v1, asking for attitudes about musical abilities (acquired or innate), but it is modelled after the Conception of the Nature of Athletic Ability Questionnaire - Version 2 (CNAAQ-2) by Biddle et al. (2003) and has a hierarchical scale structure/factors. TOM.entity refers to a fixed mindset, TOM.incremental a growth mindset.

11.6.1 First-Order Factors

var_name TOM.gift TOM.improvement TOM.learning TOM.stable
var_stat_dyn dynamic dynamic dynamic dynamic
var_content_group psychosocial psychosocial psychosocial psychosocial
var_info_type self_report_score self_report_score self_report_score self_report_score
item_level_data TRUE TRUE TRUE TRUE
analysis_set_core TRUE TRUE TRUE TRUE
analysis_set_extended TRUE TRUE TRUE TRUE
number of items 4 4 4 4
response format 5-point rating scales 5-point rating scales 5-point rating scales 5-point rating scales

11.6.2 Second-Order Factors

var_name TOM.entity TOM.incremental
var_stat_dyn dynamic dynamic
var_content_group psychosocial psychosocial
var_info_type self_report_score self_report_score
item_level_data TRUE TRUE
analysis_set_core TRUE TRUE
analysis_set_extended TRUE TRUE
description Second-order factor, derived from TOM.gift and TOM.stable. Second-order factor, derived from TOM.learning and TOM.improvement.

11.6.3 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=TOM

11.6.4 References

Eisinger, M. (2021). Struktur Subjektiver Theorien über Musikalität und Validierung eines Messinstruments. [Structure/factors of Theory of Musicality and Validation of a Measuring Instrument].Jahrbuch Musikpsychologie, 30. https://doi.org/10.5964/jbdgm.93

Modelled after: Biddle, S. J. H., Wang, C. K. J., Chatzisarantis, N. L. D., & Spray, C. M. (2003). Motivation for physical activity in young people: entity and incremental beliefs about athletic ability. Journal of Sports Sciences, 21, 973–989. https://doi.org/10.1080/02640410310001641377

11.7 TOI: Theory of Intelligence

The seven-item TOI questionnaire assesses individuals’ attitudes toward intelligence. The central question is whether pupils view intelligence as something fixed and unchangeable (entity view) or as something malleable and changeable (incremental view). The items include statements reflecting a fixed mindset. These are reverse-coded; therefore, high values in the dataset indicate a growth mindset, while low values indicate a fixed mindset.

var_name TOI.growth_goal TOI.incremental_theory
var_stat_dyn dynamic dynamic
var_content_group psychosocial psychosocial
var_info_type self_report_score self_report_score
item_level_data FALSE FALSE
analysis_set_core TRUE TRUE
analysis_set_extended TRUE TRUE
number of items 4 3
response format 6-point rating scale and 1 binary item 6-point rating scale

11.7.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=TOI

11.7.2 Reliability

Name Name Full Language Number Items
toi Theory of Intelligence English 7
toi Growth Goal subscale English
toi Incremental Theory subscale English

11.7.3 Reference

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Essays in social psychology. Philadelphia, PA: Psychology Press.

#Link to the Original Publication https://www.taylorfrancis.com/books/mono/10.4324/9781315783048/self-theories-carol-dweck

11.8 TPI: Ten Item Personality Inventory

The TIPI measures personality on the big five personality dimensions (openness, agreeableness, extraversion, conscientiousness and neuroticism).

var_name TPI.agreeableness TPI.conscientiousness TPI.emotional_stability TPI.extraversion TPI.openness
var_stat_dyn dynamic dynamic dynamic dynamic dynamic
var_content_group psychosocial psychosocial psychosocial psychosocial psychosocial
var_info_type self_report_score self_report_score self_report_score self_report_score self_report_score
item_level_data FALSE FALSE FALSE FALSE FALSE
analysis_set_core TRUE TRUE TRUE TRUE TRUE
analysis_set_extended TRUE TRUE TRUE TRUE TRUE
number of items 2 2 2 2 2
response format 7-point rating scales 7-point rating scales 7-point rating scales 7-point rating scales 7-point rating scales

11.8.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=TPI

11.8.2 Reliability

Name Name Full Language Number Items Rel Test Retest
tip Ten Item Personality Inventory English 10
tip Openness subscale English 0.62
tip Conscientiousness subscale English 0.76
tip Extraversion subscale English 0.77
tip Agreeableness subscale English 0.71
tip Emotional stability subscale English 0.7

11.8.3 Reference

Gosling, S. D., Rentfrow, P. J., & Swann, W. B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37, 504–528. https://doi.org/10.1016/S0092-6566(03)00046-1

11.9 HOP: Children’s Hope Scale

The scale measures the perception of agency and availability of pathways for achieving one own’s goals with a single score.

var_name HOP
var_stat_dyn dynamic
var_content_group psychosocial
var_info_type self_report_score
item_level_data TRUE
analysis_set_core FALSE
analysis_set_extended TRUE
number of items 6
response format 6-point frequency rating scales

11.9.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=HOP

11.9.2 Reference

Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl, K. J. (1997). The development and validation of the Children’s Hope Scale. Journal of pediatric psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399

11.10 GRT: Short Grit Scale

The scale measures trait-level perseverance and passion for long-term goals and produces a single score.

var_name GRT
var_stat_dyn dynamic
var_content_group psychosocial
var_info_type self_report_score
item_level_data TRUE
analysis_set_core FALSE
analysis_set_extended TRUE
number of items 8
response format 5-point rating scales

11.10.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=GRT

11.10.2 Reference

Duckworth, A.L, & Quinn, P.D. (2009). Development and validation of the Short Grit Scale (Grit- S). Journal of Personality Assessment, 91, 166-174.

11.11 SWL: Satisfaction With Life Scale

This short scale measures general satisfaction with one’s own life. We use the adaptation for children by Gadermann et al. (2010) that differs slightly in the phrasing of some items from the original SWL scale.

var_name SWL
var_stat_dyn dynamic
var_content_group psychosocial
var_info_type self_report_score
item_level_data FALSE
analysis_set_core FALSE
analysis_set_extended TRUE
number of items 5
response format 5-point agreement rating scale

11.11.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=SWL

11.11.2 References

Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.

Gadermann, A., Schonert-Reichl, K.A, & Zumbo, B.D. (2010). Investigating Validity Evidence of the Satisfaction with Life Scale Adapted for Children. Social Indicators Research, 96(2), 229-247.

11.12 MPA: Music Performance Anxiety Inventory for Adolescents

This questionnaire measures the trait level of music performance anxiety of an individual. It is only suitable for individuals who play and perform music (including singers) and it is target at adolescent musicians.

var_name MPA.somatic_and_cognitive_features MPA.performance_context MPA.performance_evaluation MPA_intro.plays_instrument
var_stat_dyn dynamic dynamic dynamic dynamic
var_content_group psychosocial psychosocial psychosocial psychosocial
var_info_type self_report_score self_report_score self_report_score self_report_score
item_level_data FALSE FALSE FALSE FALSE
analysis_set_core FALSE FALSE FALSE FALSE
analysis_set_extended TRUE TRUE TRUE TRUE
number of items 8 3 4 1
response format 7-point frequency rating scale 7-point frequency rating scale 7-point frequency rating scale 2-option multiple choice

11.12.1 Online Demo

https://shiny.gold-msi.org/longgold_demo/?test=MPA

11.12.2 Reference

Osborne, M. S., & Kenny, D. T. (2005). Development and validation of a music performance anxiety inventory for gifted adolescent musicians. Journal of anxiety disorders, 19(7), 725-751.

#Link to the Original Publication https://www.sciencedirect.com/science/article/abs/pii/S0887618504000830