Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample

• Published in: The Journal of early adolescence Vol. 38; no. 8; pp. 1170 - 1199
• Main Authors: Ross, Katherine M., Tolan, Patrick
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-10-2018; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Adolescent Development; Child development; Child psychology; Decision Making; Delinquency; Depression (Psychology); Emotional Development; Emotions; Error of Measurement; Factor Analysis; Grade 5; Grade 6; Grade 7; Interpersonal Competence; Learning; Longitudinal Studies; Measures (Individuals); Metacognition; Risk; Self Management; Social Development; Student Characteristics; Symptoms (Individual Disorders); Validity; adolescence; positive youth development; academic achievement; social and emotional learning
• ISSN: 0272-4316; 1552-5449
• DOI: 10.1177/0272431617725198

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.