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

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 ≤1 SD below the mean, and evaluated the relationships between students’ sociodemographic characteristics and SEL delay. Results of the CFA indicated acceptable fit, χ²(221) = 17,183.888, p < .001, comparative fit index (CFI) = .922, Tucker–Lewis index (TLI) = .911, root mean square error of approximation (RMSEA) = .077 (90% confidence interval [CI] = [.076, .078]), and standardized root mean square residual (SRMR) = .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.