A Dutch translation and multidimensional structure of the adjustment scales for early transition in schooling

This study introduces and applies the Dutch translation of the Adjustment Scales for Early Transition in Schooling (ASETS), assessed in 323 kindergarten children across 30 regular schools in the Netherlands. Culturally-tailored, context-informed assessments are essential to address childhood adaptation challenges in early schooling. Starting with a professional translation and back-translation of the ASETS by a translation bureau, a panel of kindergarten teachers critically reviewed the translated items. They ensured reliability, contextual accuracy, and addressed nuances in Dutch school terminology, bridging cultural differences between U.S. and Dutch educational settings. The analysis included Exploratory Factor Analysis, revealing three behavioral problem categories: Aggressive/Oppositional, Withdrawal/Low Energy, and Hyperactive/Attention Seeking. In addition, three situational contexts were identified: Contexts Requiring Discipline, Contexts Involving Teaching and Learning, and problems in Contexts Requiring Engagement (aka Disengagement). Correlations between the problem categories and situational contexts comported with theoretical expectations and extant literature.