Abstract
The Delaware Social-Emotional Competency Scale (DSECS-S) was developed to provide schools with a brief, inexpensive, and psychometrically sound self-report scale to assess students’ social-emotional competencies. Confirmatory factor analyses, conducted on a sample of 32,414 students from 126 public elementary, middle, and high schools in Delaware, showed that a second-order model consisting of four specific factors and one general factor (social-emotional competence) best represented the data. Those four factors are represented in the four subscales of the DSECS-S: Responsible Decision Making, Relationship Skills, Self-Management, and Social Awareness. The scale’s factor structure was shown to be consistent across grade levels (i.e., elementary, middle, and high school), racial–ethnic groups (i.e., White, Black, Hispanic/Latino, Asian, and Multi-racial), and gender. As evidence of the scale’s criterion-related validity, the total social-emotional competency score correlated significantly and positively with students’ self-reported cognitive, behavioral, emotional, and total engagement. At the school level, social-emotional competence correlated positively with school-level academic achievement and negatively with suspensions/expulsions.
Similar content being viewed by others
Notes
Due to low sample sizes, American Indian/Alaskan Native (1.9 % of total sample) and Hawaiian students (0.3 % of total sample) were not included in analyses.
References
Asparouhov, T., & Muthén, B. (2010). Weighted least squares estimation with missing data. Mplus Technical Appendix.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44. doi:10.1111/1529-1006.01431.
Bear, G., Yang, C., Harris, A., Mantz, L., Hearn, S., & Boyer, D. (2016). Technical Manual for 2016 Delaware School Survey: Scales of School Climate; Bullying Victimization; Student Engagement; Positive, Punitive, and Social Emotional Learning Techniques; and the Delaware Social and Emotional Competencies Scale. Newark, DE: Center for Disabilities Studies.
Benner, G. J., Beaudoin, K., Mooney, P., Uhing, B. M., & Pierce, C. D. (2008). Convergent validity with the BERS-2 teacher rating scale and the Achenbach teacher’s report form: a replication and extension. Journal of Child and Family Studies, 17, 427–436. doi:10.1007/s10826-007-9156-z.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. doi:10.1111/j.1467-8624.2007.01019.x.
Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: developmental cascades. Development and Psychopathology, 22, 717–735. doi:10.1017/S0954579410000416.
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: perceptual differences between students and school staff. School Psychology Review, 36(3), 361–382.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford Publications.
Carlo, G., Hausmann, A., Christiansen, S., & Randall, B. A. (2003). Sociocognitive and behavioral correlates of a measure of prosocial tendencies for adolescents. The Journal of Early Adolescence, 23, 107–134. doi:10.1177/0272431602239132.
Chen, F. F., Sousa, K. H., & West, S. G. (2005). Teacher’s corner: testing measurement invariance of second-order factor models. Structural Equation Modeling, 12, 471–492. doi:10.1207/s15328007sem1203_7.
Cheng, H., & Furnham, G. (2002). Personality, peer relations, and self -confidence as predictors of happiness and loneliness. Journal of Adolescence, 25, 327–339. doi:10.1006/jado.2002.0475.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. doi:10.1207/S15328007SEM0902_5.
Ciarrochi, J., Wilson, C. J., Deane, F. P., & Rickwood, D. (2003). Do difficulties with emotions inhibit help-seeking in adolescence? the role of age and emotional competence in predicting help-seeking intentions. Counselling Psychology Quarterly, 16, 103–120. doi:10.1080/0951507031000152632.
Ciarrochi, J., Heaven, P. C., & Supavadeeprasit, S. (2008). The link between emotion identification skills and socio-emotional functioning in early adolescence: a 1-year longitudinal study. Journal of Adolescence, 31, 565–582. doi:10.1016/j.adolescence.2007.10.004.
Cigala, A., Mori, A., & Fangareggi, F. (2014). Learning others’ point of view: perspective taking and prosocial behaviour in preschoolers. Early Child Development and Care, 185, 1199–1215. doi:10.1080/03004430.2014.987272.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2012). 2013 CASEL guide: effective social and emotional programs—Preschool and elementary. Chicago: Author.
Connolly, J. A., & Konarski, R. (1994). Peer self-concept in adolescence: analysis of factor structure and of associations with peer experience. Journal of Research on Adolescence, 4, 385–403. doi:10.1207/s15327795jra0403_3.
Davies, J., & Brember, I. (1999). Reading and Mathematics attainments and self-esteem in years 2 and 6-an eight-year cross-sectional study. Educational Studies, 25, 145–157. doi:10.1080/03055699997873.
Deković, M., & Meeus, W. (1997). Peer relations in adolescence: effects of parenting and adolescents’ self-concept. Journal of Adolescence, 20, 163–176. doi:10.1006/jado.1996.0074.
Denham, S. A. (2015). Assessment of SEL in educational contexts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning (pp. 285–300). New York, NY: Guilford.
Denham, S.A., Ji, P., & Hamre, B. (2010). Compendium of preschool through elementary school social-emotional learning and associated assessment measures. Retrieved from http://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/527815bbe4b057bbfd8adb2e/1383601595064/compendium-of-preschool-through-elementary-school-social-emotional-learning-and-associated-assessment-measures.pdf.
Duckworth, A. L., Tsukayama, E., & Kirby, T. (2013). Is it really self-control? Examining the predictive power of the delay gratification task. Personality and Social Psychology Bulletin, 39, 843–855. doi:10.1177/0146167213482589.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: results of a meta-analysis. Child Development, 82, 405–432. doi:10.1111/j.1467-8624.2010.01564.x.
Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: findings from casel’s state scan of social and emotional learning standards, preschool through high school. Chicago: Collaborative for Academic, Social, and Emotional Learning.
Eisenberg, N., Zhou, Q., & Koller, S. (2001). Brazilian adolescents’ prosocial moral judgment and behavior: relations to sympathy, perspective taking, gender‐role orientation, and demographic characteristics. Child Development, 72, 518–534. doi:10.1111/1467-8624.00294.
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial behavior. In W. Damon, R. M. Learner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 646–718). New York: Wiley.
Eisenberg-Berg, N., & Mussen, P. (1978). Empathy and moral development in adolescence. Developmental Psychology, 14, 185–186. doi:10.1037/00121649.14.2.185.
Elliot, S. N., Frey, J. R., & Davies, M. (2015). Systems for assessing and improving students’ social skills to achieve academic competence. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning (pp. 301–319). New York: Guilford.
Fitzgerald, D. P., & White, K. J. (2003). Linking children’s social worlds: perspective-taking in parent-child and peer contexts. Social Behavior and Personality, 31, 509–522. doi:10.2224/sbp.2003.31.5.509.
Graziano, P., Reavis, R., Keane, S., & Calkins, S. (2007). The role of emotion regulation and the student-teacher relationship in children’s academic success. Journal of School Psychology, 45, 3–19. doi:10.1016/j.jsp.2006.09.002.
Gresham, F., & Elliott, S. N. (2007). Social skills improvement system (SSIS) rating scales. San Antonio: Pearson Education Inc.
Haggerty, K., Elgin, J., & Woolley, A. (2011). Social-emotional learning assessment measures for middle school youth. Seattle: Social Development Research Group, University of Washington. Retrieved from http://raikesfoundation.org/Documents/SELTools.pdf .
Harter, S. (2006). The self. In W. Damon, R. M. Learner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 505–570). New York: Wiley.
Hattie, J. (1992). Self-concept. Hillsdale: Lawrence Erlbaum Associates.
Hoge, D. R., Smit, E. K., & Crist, J. T. (1995). Reciprocal effects of self-concept and academic achievement in sixth and seventh grade. Journal of Youth and Adolescence, 24, 295–314. doi:10.1007/BF01537598.
Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. doi:10.1037/1082-989X.3.4.424.
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: from programs to strategies. Social Policy Report. Volume 26, Number 4. Society for Research in Child Development.
Kwon, K., Kim, E. M., & Sheridan, S. M. (2012). A contextual approach to social skills assessment in the peer group: who is the best judge? School Psychology Quarterly, 27, 121–133. doi:10.1037/a0028696.
LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). Devereux student strengths assessment. Lewisville: Kaplan Early Learning Company.
Li, X., Bian, C., Chen, Y., Huang, J., Ma, Y., Tang, L., & Yu, Y. (2015). Indirect aggression and parental attachment in early adolescence: examining the role of perspective taking and empathetic concern. Personality and Individual Differences, 86, 499–503. doi:10.1016/j.paid.2015.07.008.
Luckner, A. E., & Pianta, R. C. (2011). Teacher–student interactions in fifth grade classrooms: relations with children’s peer behavior. Journal of Applied Developmental Psychology, 32, 257–266. doi:10.1016/j.appdev.2011.02.010.
Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predictors of academic achievement: a longitudinal analysis. School Psychology Quarterly, 17, 1–23. doi:10.1521/scpq.17.1.1.19902.
Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-concept and self-esteem. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: development, prevention, and intervention (pp. 341–356). Bethesda: National Association of School Psychologists.
Mashburn, A. J., Pianta, R. C., Barbarin, O. A., Bryant, D., Hamre, B. K., Downer, J. T., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. doi:10.1111/j.1467-8624.2008.01154.x.
McKown, C., Russo-Ponsaran, N. M., Johnson, J. K., Russo, J., & Allen, A. (2015). Web-based assessment of children’s social-emotional comprehension. Journal of Psychoeducational Assessment. doi:10.1177/0734282915604564. Advance online publication.
Miller, P. A., & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324–344. doi:10.1037/0033-2909.103.3.324.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: a meta-analytic investigation. Journal of Counseling Psychology, 18, 30–38. doi:10.1037/0022-0167.38.1.30.
Muthén, L.K., & Muthén, B.O. (1998-2015). Mplus user’s guide (Seventh edition). Los Angeles, CA: Muthén & Muthén.
National School Climate Center. (2016). The comprehensive school climate inventory (CSCI). Retrieved from http://www.schoolclimate.org/programs/csci.php.
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: a meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99–128. doi:10.1037/0033-2909.113.1.99.
Ongley, S. F., Nola, M., & Malti, T. (2014). Children’s giving: moral reasoning and moral emotions in the development of donation behaviors. Frontiers in Psychology, 5, 458. doi:10.3389/fpsyg.2014.00458.
Pakaslahti, L., Karjalainen, A., & Keltikangas-Järvinen, L. (2002). Relationships between adolescent prosocial problem-solving strategies, prosocial behavior, and social acceptance. International Journal of Behavioral Development, 26, 137–144. doi:10.1080/01650250042000681.
Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Early predictors of school engagement: exploring the role of peer relationships. Psychology in the Schools, 46, 1084–1097. doi:10.1002/pits.20446.
Pettit, G. S., Dodge, K. A., & Brown, M. M. (1988). Early family experience, social problem solving patterns, and children’s social competence. Child Development, 59, 107–120. doi:10.2307/1130393.
Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33.
Pro-Ed Inc. (2012). Behavioral and emotional rating scale–second edition (BERS-2). Retrieved from http://www.proedinc.com/customer/productView.aspx?ID=3430.
Rigby, K., & Slee, P. T. (1991). Bullying among Australian school children: reported behavior and attitudes to victims. Journal of Social Psychology, 11, 615–627. doi:10.1080/00224545.1991.9924646.
Romer, D., Duckworth, A. L., Sznitman, S., & Park, S. (2010). Can adolescents learn self-control? delay of gratification in the development of control over risk taking. Prevention Science, 11, 319–330. doi:10.1007/s11121-010-0171-8.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81, 493–529. doi:10.3102/0034654311421793.
Schonert-Reichl, K. A. (1999). Relations of peer acceptance, friendship adjustment, and social behavior to moral reasoning during early adolescence. The Journal of Early Adolescence, 19, 249–279. doi:10.1177/0272431699019002006.
Schultz, D., Izard, C. E., & Bear, G. (2004). Children’s emotion processing: relations to emotionality and aggression. Development and Psychopathology, 16(02), 371–387. doi:10.1017/S0954579404044566.
Seals, D., & Young, J. (2003). Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence, 38(152), 735–747.
Search Institute. (2014). Developmental assets profile (DAP). Retrieved from http://www.search-institute.org/surveys/dap.
Sklad, M., Diekstra, R., De Rittter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49, 892–909. doi:10.1002/pits.21641.
Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? a meta-analysis of longitudinal studies. Psychological Bulletin, 139, 213–240. doi:10.1037/a0028931.
Stockdale, M. S., Hangaduambo, S., Duys, D., Larson, K., & Sarvela, P. D. (2002). Rural elementary students’, parents’, and teachers’ perceptions of bullying. American Journal of Health Behavior, 26, 266–277. doi:10.5993/AJHB.26.4.3.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–324. doi:10.1111/j.0022-3506.2004.00263.x.
Wentzel, K. R. (1993). Does being good make the grade? social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357–364. doi:10.1037/0022-0663.85.2.357.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: development, prevention, and intervention (pp. 1–13). Bethesda: National Association of School Psychologists.
Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. Zins, R. Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: what does the research say? (pp. 1–22). New York: Teachers Press, Columbia University.
Zinsser, K. M., Weissberg, R. P., & Dusenbury, L. (2013). Aligning preschool through high school social and emotional learning standards: A critical (and doable) next step. Chicago: Collaborative for Academic, Social and Emotional Learning.
Acknowledgments
This research was supported in part by a School Climate Transformation Grant awarded to the Delaware Department of Education by the United States Department of Education.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
Below is the link to the electronic supplementary material.
ESM 1
(DOCX 13 kb)
Rights and permissions
About this article
Cite this article
Mantz, L.S., Bear, G.G., Yang, C. et al. The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of Validity and Reliability. Child Ind Res 11, 137–157 (2018). https://doi.org/10.1007/s12187-016-9427-6
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12187-016-9427-6