Social and Emotional Learning in Adolescence
Testing the Casel Model in a Normative Sample
Bibliographic Data
| ID | 11670646 |
|---|---|
| Authors | Katherine M Ro (0000-0002-6534-9874, Virginia Commonwealth University, corresponding author), Katherine M Ross (Virginia Commonwealth University, Richmond, VA, USA), Patrick Tolan (University of Virginia, Charlottesville, VA, USA), Patrick H Tolan (0000-0001-5669-8442, University of Virginia) |
| Year | 2017 |
| Volume | 38 |
| Issue | 8 |
| Pages | 1170-1199 |
| Publication date | 2017-08-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431617725198 |
| OpenAlex | W2747869575 |
| Language | EN |
| Citations received | 43 |
| References cited | 40 |
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
Confirmatory factor analysis · Developmental psychology · Longitudinal study · Measurement invariance · Normative · Sample (material · Social emotional learning · Statistics · Structural equation modeling · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support
Universal School-Based Social-Emotional Learning and Early Adolescent Police Contact
Psychometric Evaluation of the Social-Emotional Learning Scale (Sels)
Práctica de Mindfulness en la Escuela y su Impacto en la Atención Selectiva, la Atención Sostenida y el Control Inhibitorio en Niños de 9 a 11 Años
Implementation matters
Emotional literacy as curriculum
What are the most essential social-emotional skills
Potential Socioeconomic Effects of the Covid-19 Pandemic on Neural Development, Mental Health, and K-12 Educational Achievement
The Missing Piece in the Casel Model
“The Work I Do Matters”
Self to Self-Management
‘Being a team, working together, and being kind’
Adapting dance education during the pandemic
Seattle Public Schools’ Student Survey of School Climate and Social Emotional Learning
The SSIS SEL Brief Scales – Student Form
Mapping Contextual Facilitators and Barriers to the Development of Social-Emotional Competencies in Residential Care
A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents
Potential pathways for the development of a growth mindset in adolescents
Social-Emotional Learning Interventions in Youth Sport
“Now We’re All Family”
The Interplay of Personal Learning Experience, Social Emotional Learning and Autonomy in Promoting Well‐Being in AI ‐Assisted Language Learning
Breathing life into social emotional learning programs
The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions
Perceived school climate and adolescent behaviors among Chinese adolescents
Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms
An Initial Evaluation of a Measure of Social‐Emotional Skills Among Brazilian Children and Adolescents
Student self-ratings of social-emotional competencies
Development and validation of the Intervention Skills Profile–Skills
Student Differences in a Social–Emotional Learning Program
Context quality and social-emotional competencies for children and youth in residential care – A scoping review
Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents
Soft Skills as a Tool for Post-Pandemic Sustainability
A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education
Sustaining the social emotional learning and physical activity of underserved youth in afterschool programs
This Is Not Gym”
Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students
Sociopolitical Development as Emotional Work
Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence
A multi-tiered systems of support blueprint for re-opening schools following Covid-19 shutdown
Benefits of an out-of-school time program on social-emotional learning among disadvantaged adolescent youth
Social-emotional and character development scale
Promoting effective transitions
Recreation and sport programs for social-emotional development among socially vulnerable youth
School-Based Discrimination and Social-Emotional Learning Among Latinx Youth
Applied Longitudinal Data Analysis
Prosocial Foundations of Children's Academic Achievement
The Scientific Base Linking Social and Emotional Learning to School Success
School-Based Interventions for Aggressive and Disruptive Behavior
Cognitive and affective development in adolescence
Establishing systemic social and emotional learning approaches in schools
Developmental trajectories of adolescent popularity
Social and Emotional Learning
Positive youth development
Changing self-esteem in children and adolescents
Effectiveness of school‐based universal social, emotional, and behavioral programs
The structure and developmental course of Positive Youth Development (PYD) in early adolescence
The prevention of depressive symptoms in children and adolescents
Evaluating the use of exploratory factor analysis in psychological research.
The CES-D Scale
What Exactly Is a Youth Development Program? Answers From Research and Practice
Toward an integrated approach to positive development
Beyond the 'Village' Rhetoric
Primary Prevention Mental Health Programs for Children and Adolescents
Effectiveness of Mentoring Programs for Youth
The social development model
The Chinese Positive Youth Development Scale
Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents
Effects of Child Skills Training in Preventing Antisocial Behavior
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
The inventory of parent and peer attachment
The Five Cs Model of Positive Youth Development
Life-management strategies of selection, optimization and compensation
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
The Impact of Enhancing Students' Social and Emotional Learning
Dimensionality of the Chinese Positive Youth Development Scale
| Unique citing works | 43 |
|---|---|
| Citations per year | 7,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 42 |