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Evaluating a Brief Self-Report Measure of Social-Emotional Learning and Risk Correlates among Brazilian Students

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Title: Evaluating a Brief Self-Report Measure of Social-Emotional Learning and Risk Correlates among Brazilian Students
Language: English
Authors: Renato de Marca, Christopher Murray, Louise Marques, Adriana Lima, Bruno Oliveira, Luis Anunciacao (ORCID 0000-0001-5303-5782)
Source: Assessment for Effective Intervention. 2025 51(1):20-30.
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: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Grade 9
High Schools
Descriptors: Foreign Countries, Social Emotional Learning, Test Validity, Student Characteristics, Racial Differences, Instructional Program Divisions, Family Size, At Risk Students, Self Evaluation (Individuals), Mental Health, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Self Concept, Self Management, Emotional Response, Interpersonal Competence, Decision Making
Geographic Terms: Brazil
DOI: 10.1177/15345084251369736
ISSN: 1534-5084
1938-7458
Abstract: Social and Emotional Learning (SEL) promotes positive mental health, strong relationships, and success in school and life. Identifying SEL skills and competencies relies heavily on self-report scales, but few of these scales have been developed and validated in Brazil, a country that requires all schools to implement SEL. We assessed 12,887 students (50% male) across five grade levels in three Brazilian states using a brief self-report measure that is based on the Collaborative for Academic Social and Emotional Learning's (CASEL) SEL framework. We conducted a Confirmatory Factor Analysis (CFA) of the measure, identified risk for below-average SEL using latent scores [less than or equal to]1 SD below the mean, and evaluated the relationships between students' sociodemographic characteristics and SEL delay. Results of the CFA indicated acceptable fit, X[superscript 2](221) = 17,183.888, p < 0.001, comparative fit index (CFI) = 0.922, Tucker-Lewis index (TLI) = 0.911, root mean square error of approximation (RMSEA) = 0.077 (90% confidence interval [CI] = [0.076, 0.078]), and standardized root mean square residual (SRMR) = 0.066 for the CASEL five-factor model including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Results of the risk analyses indicated that race, grade level, and household size were associated with SEL risk status. Implications of these findings for future research and practice efforts are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489480
Database: ERIC
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  Data: Evaluating a Brief Self-Report Measure of Social-Emotional Learning and Risk Correlates among Brazilian Students
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Brazil%22&quot;&gt;Brazil&lt;/searchLink&gt;
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  Data: 10.1177/15345084251369736
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  Data: 1534-5084&lt;br /&gt;1938-7458
– Name: Abstract
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  Data: Social and Emotional Learning (SEL) promotes positive mental health, strong relationships, and success in school and life. Identifying SEL skills and competencies relies heavily on self-report scales, but few of these scales have been developed and validated in Brazil, a country that requires all schools to implement SEL. We assessed 12,887 students (50% male) across five grade levels in three Brazilian states using a brief self-report measure that is based on the Collaborative for Academic Social and Emotional Learning&#39;s (CASEL) SEL framework. We conducted a Confirmatory Factor Analysis (CFA) of the measure, identified risk for below-average SEL using latent scores [less than or equal to]1 SD below the mean, and evaluated the relationships between students&#39; sociodemographic characteristics and SEL delay. Results of the CFA indicated acceptable fit, X[superscript 2](221) = 17,183.888, p &lt; 0.001, comparative fit index (CFI) = 0.922, Tucker-Lewis index (TLI) = 0.911, root mean square error of approximation (RMSEA) = 0.077 (90% confidence interval [CI] = [0.076, 0.078]), and standardized root mean square residual (SRMR) = 0.066 for the CASEL five-factor model including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Results of the risk analyses indicated that race, grade level, and household size were associated with SEL risk status. Implications of these findings for future research and practice efforts are discussed.
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  Data: 2025
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  Data: EJ1489480
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      – Text: English
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        PageCount: 11
        StartPage: 20
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Racial Differences
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Mental Health
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Grade 9
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      – SubjectFull: Brazil
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