Psychometric Properties of the Social Emotional Health Survey–Primary: A Strengths-Based Assessment of Student Covitality

Abstract

Strengths-based assessment (SBA) focuses on traits and resources that foster resilience, as opposed to the symptoms and impairments that are the focus of traditional deficit-based assessment. In schools, SBA can provide an effective framework for social, emotional, behavioral, and academic intervention. The Social Emotional Health Survey (SEHS) system is a set of SBAs that assess the synergistic effects of multiple psychological strengths (i.e., covitality), though more research is needed. This study examined the measurement invariance of the Social Emotional Health Survey–Primary (SEHS-P) for elementary school-age children, across four subscales (Gratitude, Zest, Optimism, and Persistence), as well as the higher order construct of covitality, using multiple-group categorical confirmatory factor analysis. We analyzed responses from 1,030 students across 16 elementary schools in two southern U.S. states, comparing results by state, grade (fourth, fifth), gender, and race (Black, White). The results suggest configural, weak, strong, and latent means invariance across all comparisons. Covitality was confirmed as a higher order construct, with configural and weak invariance holding across all comparisons. These results suggest the SEHS-P is a reliable tool for assessing psychological strengths and covitality in diverse elementary student populations, supporting its generalizability and value in promoting student well-being and informing school-based interventions.