Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample

Autor/inn/en	Ross, Katherine M.; Tolan, Patrick
Titel	Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample
Quelle	In: Journal of Early Adolescence, 38 (2018) 8, S.1170-1199 (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617725198
Schlagwörter	Social Development; Emotional Development; Longitudinal Studies; Metacognition; Self Management; Interpersonal Competence; Factor Analysis; Decision Making; Grade 6; Grade 7; Adolescent Development; Grade 5; Error of Measurement; Validity; Academic Achievement; Models; Risk; Delinquency; Depression (Psychology); Measures (Individuals); Symptoms (Individual Disorders); Student Characteristics; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Interpersonale Kompetenz; Faktorenanalyse; Decision-making; Entscheidungsfindung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 05; 5. Schuljahr; Schuljahr 05; Messfehler; Gültigkeit; Schulleistung; Analogiemodell; Risiko; Kriminalität; Messdaten; Psychiatrische Symptomatik
Abstract	As Social and Emotional Learning (SEL) expands to focus on adolescent populations, the broadly accepted theoretical framework put forth by the Collaborative for Academic, Social, and Emotional Learning (CASEL) should be empirically tested for measurement utility. Using longitudinal data from the 4-H Study of Positive Youth Development, we first tested and validated the five (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) SEL factor model using confirmatory factor analysis (CFA) in a normative sample of 1,717 U.S. fifth grade youth. The model was then subjected to longitudinal measurement invariance testing using CFA models that included the sixth- and seventh-grade samples to confirm SEL as a robust model across these grades. Validity was further evidenced through relation of the SEL model to important youth outcomes (e.g., academic achievement). Relations were significant and in the expected direction. Implications for application of the model to adolescent development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01