The CoVitality SEHS, partially funded by IES at the US Department of Education, aligns with national frameworks of social-emotional competencies, measuring student strengths. There are three forms for use in corresponding grade levels: primary, secondary, and higher education.
Content
Empathy, Optimism, Persistence, Self-Control, Zest, Gratitude, Self-Efficacy, Family Coherence, Peer Support, School Support
Administration Information
Access and Use
Michael Furlong, PhD
Hinton, T., Dowdy, E., Furlong, M. J., Nylund-Gibson, K., Carter, D., & Wagle, R. (2021). Examining the Social Emotional Health Survey-Secondary for Use with Latinx Youth. Journal of Psychoeducational Assessment, 39(2), 242–246. https://doi.org/10.1177/0734282920953236
Jones, C. N., You, S., & Furlong, M. J. (2013). A preliminary examination of covitality as integrated wellbeing in college students. Social Indicators Research, 111, 511–526. https://doi.org/10.1007/s11205-012-0017-9
Wilkins, B., Boman, P., & Mergler, A. (2015). Positive psychological strengths and school engagement in primary school children. Cogent Education, 2, 1–11. https://doi.org/10.1080/2331186X.2015.1095680
Zachariah, S., Boman, P., Mergler, A., & Furlong, M. J. (2015). Examining well-being, anxiety, and self-deception in university students. Cogent Psychology, 2, 1–17. https://doi.org/10.1080/23311908.2014.993850
Psychometrics
Furlong, M. J., You, S., Shishim, M., & Dowdy, E. (2017). Development and validation of the Social Emotional Health Survey–Higher Education Version. Applied Research in Quality of Life, 12, 343–367. https://doi.org/10.1007/s11482-016-9464-9
Furlong, M. J., Nylund-Gibson, K., Dowdy, E., Wagle, R., Hinton, T., & Carter, D. (2020). Modification and standardization of Social Emotional Health Survey-Secondary— 2020 edition. University of California Santa Barbara, International Center for School Based Youth Development. https://eric.ed.gov/?id=ED600109
Renshaw, T. R. (2016). Technical adequacy of the Positive Experiences at School Scale with Adolescents. Journal of Psychoeducational Assessment, 33, 757–768. https://doi.org/10.1177/0734282915627920