Investigating the Psychometric Properties of the Social-Emotional Learning Scale

Autor/inn/en	Thomas, Christopher L.; Zolkoski, Staci M.; Sass, Sarah M.
Titel	Investigating the Psychometric Properties of the Social-Emotional Learning Scale
Quelle	In: Assessment for Effective Intervention, 47 (2022) 3, S.127-136 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Christopher L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420984522
Schlagwörter	Psychometrics; Social Emotional Learning; Likert Scales; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Factor Analysis; Factor Structure; Test Validity; Evidence Based Practice; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Likert-Skala; Fragebogen; Screening-Verfahren; Faktorenanalyse; Faktorenstruktur; Testvalidität
Abstract	Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students' social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student's ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students (N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01