目的：考察“社会情绪健康调查—初级版”在我国学龄儿童中的试用情况及其因素结构与信效度。方法：汉译该问卷,选取河北省1144名四至六年级小学生施测,以学校态度、学业成绩、青少年心理健康素质调查表-适应分量表、同伴提名和友谊质量问卷作为效标工具;间隔2周后,抽取4个班127名小学生重测。结果：探索性因素分析表明,该问卷包括感激、热情、乐观、坚持四个因素,累计解释55.61%方差变异量;验证性因素分析结果,RMESA=0.06,GFI=0.92,CFI=0.92,TLI=0.91,IFI=0.92;多组验证性因素分析表明,在部分条目测量等同的情况下,模型在男女生样本中具有不变性;量表的内部一致性系数与重测信度分别为0.91和0.75,各分量表的内部一致性系数为0.78～0.81,重测信度为0.71～0.81;除热情与学业成绩、乐观与学校回避相关不具有统计学意义外,其它各维度得分及总量表分与学校喜欢、学校回避、学业成绩、学习适应、人际适应、同伴接纳、信任与支持、陪伴与娱乐、肯定价值、亲密袒露与交流均显著相关。结论：社会情绪健康调查—初级版信效度良好,可以在中国文化背景下应用。

Objective： To evaluate the reliability and validity of the Social Emotional Health Survey-Elementary （SEHS-E） in Chinese Elementary School students. Methods： 1144 elementary school students from Grade 4 to Grade 6 were applied to the Chinese version of SEHS-P, 127 of them participated the retest 2 weeks later. School Attitude Scales, Learning Scores, Adolescence Mental Health Diathesis Questionnaire-Adaptation Scale, Peer Nomination and Friendship Quality Questionnaire were chosen as the criteria-related validity instruments. Results： The exploratory factor analysis showed that SEHS-E consisted of four subscales： Gratitude, Zest, Optimism, Persistence; and the cumulative variance ac- counts was 55.61%. The confirmatory factor analysis（CFA） confirmed the hypothesized four-factor model. Multi-group CFA showed that the structure model were invariant between male and female samples with some invariant items. The internal consistencies of the SEHS-E and its subscales were 0.78~0.91. The test-retest reliabilities were 0.71~0.81. The scores of the SEHS-E were significantly associated with school learning, school avoidance, learning scores, learning adaption, inter- personal adaptation, peer acceptance, trust and support, accompany and entertainment, value affirmation, intimacy exposing and communication, except for enthusiasm and academic performance, optimism and school avoidance. Conclusion： Chi- nese Version of SEHS-E has satisfactory validity and reliability, can be used in Chinese Elementary School students.