Abstract :
The purpose of this study was to provide evidence of the construct and concurrent validity of the Social Emotional School Readiness Scale (SESRS) among Iranian preschool children. Using a sample of 193 parents of Iranian kindergarten children, evidence for the SESRS’s construct validity was provided using confirmatory factor analysis, with four factors confirmed. Evidence for the SESRS’s concurrent validity was also presented by analyzing the relationship between subscales of the social emotional school readiness scale and home to school transition scale. Factor analysis indicated that self-awareness, self-regulation, social relationships, coping skills subscales items loaded on their respective factors, and internal reliability coefficients at all levels were satisfactory to good. Support for validity was shown by associations in the expected direction of home to school transition. This inventory shows promise as a measure of social emotional school readiness in students from Iran.
