Bibliographic Details
| Title: |
Investigating the Psychometric Properties of the Social-Emotional Learning Scale |
| Language: |
English |
| Authors: |
Thomas, Christopher L. (ORCID 0000-0001-6804-5318), Zolkoski, Staci M., Sass, Sarah M. |
| Source: |
Assessment for Effective Intervention. Jun 2022 47(3):127-136. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles
Reports - Research |
| Descriptors: |
Psychometrics, Social Emotional Learning, Likert Scales, Behavior Problems, Child Behavior, Questionnaires, Screening Tests, Factor Analysis, Factor Structure, Test Validity, Evidence Based Practice |
| Assessment and Survey Identifiers: |
Strengths and Difficulties Questionnaire |
| DOI: |
10.1177/1534508420984522 |
| ISSN: |
1534-5084 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1342519 |
| Database: |
ERIC |
