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Student self-ratings of social-emotional competencies: Dimensional structure and outcome associations of the WCSD-SECA among Hispanic and non-Hispanic White boys and girls in elementary through high school
Journal article   Open access   Peer reviewed

Student self-ratings of social-emotional competencies: Dimensional structure and outcome associations of the WCSD-SECA among Hispanic and non-Hispanic White boys and girls in elementary through high school

Rachel A. Gordon, Marisa K. Crowder, Ariel M. Aloe, Laura A. Davidson and Celene E. Domitrovich
Journal of school psychology, Vol.93, pp.41-62
08/01/2022
DOI: 10.1016/j.jsp.2022.05.002
PMID: 35934450
url
https://pmc.ncbi.nlm.nih.gov/articles/PMC12882773/View
Open Access

Abstract

School-based assessments of students' self-reported social-emotional competencies (SECs) are an essential part of social and emotional learning (SEL) initiatives. Few studies, however, have investigated whether such assessments align with the frameworks that inform SEL practices, especially for diverse populations. In the present study we investigated the dimensional structure of the 40-item Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA), which was designed to measure the five domains of SECs defined by the widely used Collaborative for Academic Social and Emotional Learning framework (CASEL 5). Findings showed that a subset of 21 items fit a 3-factor solution that reflected Intrapersonal, Interpersonal, and Emotion-Focused competencies, a structure consistent with previous theorizing of broad SEC constructs. This 3-dimensional structure was partially invariant, with differences especially evident in item thresholds across subpopulations (defined by the intersection of grade level, gender, and race/ethnicity). Accounting for differences in item thresholds increased mean dif-ferences among subpopulations in the three domains. Across subpopulations, Intrapersonal scores were positively associated with students' standardized test scores and GPAs, and negatively related to the number of days they were absent from school, in multilevel models that adjusted for school-level clustering and included all three SEC scores and student demographic controls. Interpersonal scores were associated with fewer suspensions. Interpersonal and Emotion-Focused scores demonstrated unexpectedly negative associations with some outcomes in these models. Findings contribute to an emerging body of research that aims to deepen understandings of the content and structure of students' SECs as well as the factors that contribute to growth in these competencies.
 Psychology Psychology, Educational Social Sciences

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