Erica Munnik

Governments and organizations increasingly endorse the importance of mental health in all forms of policy, though emphasis in measurement still remains on indicators such as GDP, depression, and other common disorders. In this study of 92 countries ( n = 53,799), we assess the mental health of individuals around the world alongside measures of financial and social well-being. Findings include a trend of languishing mental health across many groups, particularly among younger adults and within higher-income countries. While positive trends are observed for education and income, a number of concerning trends also emerge, particularly the poor results for young adults and generally moderate results for employed individuals. In sum, we find an alarming but perhaps unsurprisingly low level of positive mental health in a substantial number of countries, but also identify specific economic, social, and other indicators that policymakers could target in improving the well-being of the populations they serve.

The Emotional Social Screening Tool for School Readiness – Revised (E3SR-R) is a contextually sensitive and psychometrically sound measure developed to screen emotional-social competence in preschool learners in South Africa, a multilingual country. The original measure was constructed in English. This article reports on the translation of the E3SR-R into Afrikaans. A three-phase design was adopted. Phase 1: Independent reviewers evaluated the E3SR-R for conceptual validity. The Conceptual Construct Validity Appraisal Checklist was used to assess whether the E3SR-R was theoretically sound prior to adaptation. Phase 2 entailed translation of the E3SR-R. Reviewers used the Quality of Translation and Linguistic Equivalence Checklist to assess compliance with International Test Commission (ITC) guidelines. Phase 3 established content validity of the translation using a Delphi panel of 9 experts. The panel concluded within one round. Ethics clearance was granted by the University of the Western Cape. All applicable ethics principles were upheld. In Phase 1, a high level of inter-rater agreement confirmed that the E3SR had conceptual construct validity that supported adaptation. Phase 2 produced an Afrikaans translation. Raters had a high level of agreement that the adaptation complied with ITC guidelines. The Delphi panel concluded that the Afrikaans version demonstrated content validity. The Afrikaans translation of the E3SR-R was linguistically equivalent. Contribution: The study employed a rigorous methodology that underscored the importance of establishing conceptual construct validity, evaluating the translation process and establishing content validity in translation studies. Access to screening tools for emotional-social competence in pre-schoolers was expanded.

Doctoral graduate attributes (DGAs) are the qualities and characteristics of a doctoral graduate. They are considered in the context of concerns for the quality and outcomes of doctoral education. Graduate attributes develop through formal education and the hidden curriculum, influenced by various agents such as the supervisor, peers and the institution of study. In doctoral education, where there is rarely a structured curriculum, consideration of how DGAs develop warrants investigation to ensure threshold levels of DGA development can be supported. Semi-structured interviews were conducted with doctoral supervisors, graduates and students from four South African higher education institutions. This article describes barriers and facilitators impacting the development of DGAs. The findings provide evidence of the interplay between various aspects that facilitate DGA development, including the doctoral student, supervisor(s), peers and institutions. The lack of awareness of DGAs and support available are important barriers to DGA development. It is recommended that support be offered at all levels, to facilitate learning. Agency should be encouraged to support the pursuit of doctoral scholars’ novel contribution, and growth as creative problem solvers. . The research contributes by constructing a framework of support for DGA development.

Background: The need for the adaptation of instruments to other native languages to promote culture-fairness framed this study. Aim: This article reports on the adaptation of the locally developed Emotional Social Screening Tool for School Readiness (E3SR-R) into isiXhosa. Setting: This adaptation study was conducted in South Africa. Methods: The study was executed in five steps based on the Sousa and Rajjanasrirat model. The quality of the processes for translation and establishing linguistic equivalence were evaluated using the Quality of Translation and Linguistic Equivalence Checklist (QTLC). Results: A high level of inter-rater agreement was reported. A high level of compliance with International Test Commission (ITC) guidelines for translation and linguistic equivalence was achieved. An expert reviewer (ER) concluded that the isiXhosa version of the E3SR-R demonstrated content validity. Conclusion: The E3SR-R English version was successfully adapted to isiXhosa. Contribution: The resultant isiXhosa translation extends the availability and utility of the E3SR-R to isiXhosa speakers.

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach’s alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures.

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants’ experiences of DGAs included discussion of “academic” attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and “soft skills”. Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the “soft skills” and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes.

The African Journal of Psychological Assessment focusses on original research studies, theoretical papers, test reviews and methods papers in the areas of psychometrics and psychological assessment.

The South African Journal of Psychiatry publishes topical content in psychiatry for clinical practice and academic pursuits, including work in the subspecialty areas of psychiatry.

The African Journal of Psychological Assessment focusses on original research studies, theoretical papers, test reviews and methods papers in the areas of psychometrics and psychological assessment.

The African Journal of Psychological Assessment focusses on original research studies, theoretical papers, test reviews and methods papers in the areas of psychometrics and psychological assessment.