An Initial Evaluation of a Measure of Social-Emotional Skills among Brazilian Children and Adolescents
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| Title: | An Initial Evaluation of a Measure of Social-Emotional Skills among Brazilian Children and Adolescents |
|---|---|
| Language: | English |
| Authors: | Luis Anunciacao, Louise Marques (ORCID |
| Source: | Psychology in the Schools. 2025 62(10):4000-4011. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Children, Adolescents, Interpersonal Competence, Emotional Intelligence, Measures (Individuals), Social Emotional Learning, Factor Structure, Test Reliability, Test Norms, Test Validity |
| Geographic Terms: | Brazil |
| DOI: | 10.1002/pits.23591 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Growing evidence suggests that providing children and adolescents with explicit opportunities to learn social and emotional skills during elementary and secondary school can support positive developmental outcomes. However, understanding the benefits of social-emotional learning (SEL) programs requires an ability to measure potential changes in SEL skills. This study investigates the factor structure, reliability, and preliminary percentile norms of a new SEL measure for use in Brazil. The measure is aligned with the Collaborative for Academic Social and Emotional Learning's (CASEL) SEL competencies and was then administered to 7728 participants between the ages of 9-17 years old. Results confirmed a five-factor model that was well-aligned with the CASEL framework. Internal consistency, test-retest reliability, and initial criterion-related validity provided further support for the constructs. Implications for future research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483391 |
| Database: | ERIC |
| Abstract: | Growing evidence suggests that providing children and adolescents with explicit opportunities to learn social and emotional skills during elementary and secondary school can support positive developmental outcomes. However, understanding the benefits of social-emotional learning (SEL) programs requires an ability to measure potential changes in SEL skills. This study investigates the factor structure, reliability, and preliminary percentile norms of a new SEL measure for use in Brazil. The measure is aligned with the Collaborative for Academic Social and Emotional Learning's (CASEL) SEL competencies and was then administered to 7728 participants between the ages of 9-17 years old. Results confirmed a five-factor model that was well-aligned with the CASEL framework. Internal consistency, test-retest reliability, and initial criterion-related validity provided further support for the constructs. Implications for future research and practice are discussed. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23591 |
