Psychometric Properties and Construct Validity of a Student Survey Measuring the Casel Five Core Social and Emotional Competencies

• Main Author: Davis, Krista M
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2020
• Subjects: Educational psychology
• ISBN: 9798569912803

This descriptive correlational study examined the structural reliability and construct validity of a self-report measure of student social emotional competencies (SECs). The intent of the 20-item instrument was to measure five distinct SECs aligned with the conceptual framework set forth by the Collaborative for Academic, Social, and Emotional Learning (CASEL). The five CASEL constructs are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The problem this research sought to address was the dearth of evidence existing for a five-factor structure underlying measures of student SECs, even for those that claim to align to the five CASEL competencies.Extant data from Metropolitan Nashville Public Schools (MNPS) were used for the study. The dataset included survey responses collected in January 2020 from a sample of 30,494 students in grades 3–12. Additionally, student level academic and behavior data were analyzed with the survey response data to investigate potential relationships. Exploratory and confirmatory factor analyses were used to evaluate the scale reliability and correlational tests were used to assess for construct validity.Results revealed adequate evidence for structural reliability of the intended five constructs, and there was better support for a four-factor structure that heavily corresponded with the CASEL five factors. Construct validity for the distinct SEC factors was not supported, with regard to concurrent relation to student academic growth and student behavior. This finding may have been due to the nature of how the outcome variables were operationalized, or it may suggest that student SECs are not related to academic growth and behavior. This notion warrants further investigation and replication with other student populations. Overall, findings from this study are encouraging for the SEL assessment field and support the continued use of the student survey as a promising measure of distinct social emotional competencies aligned with the CASEL framework.