Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc699875 |
| Date | 08 1900 |
| Creators | Hinerman, Krystal M. |
| Contributors | Hull, Darrell Magness, Henson, Robin K. (Robin Kyle), Glover, Rebecca June, Lindo, Endia J. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 90 pages : illustrations (some color), Text |
| Coverage | Belize |
| Rights | Public, Hinerman, Krystal M., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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