The Reability and Validity of the Socio-Emotional Learning Questionnaire in Adolescent Girls Secondary School in Tehran

Abstract

Socio-emotional learning refers to a construct that encompasses one's ability in self-awareness. Socio-emotional learning at school acts as a reassuring approach that promotes social and emotional competencies for students. The present study aimed to investigate the validity and reliability of the Social-Emotional Learning Questionnaire. The research method in this study is correlational and confirmatory factor analysis. The study population consisted of all female secondary school students in Tehran. In this study, multi-stage cluster sampling was used. Socio-Emotional Learning Questionnaire (SEL), a 25-item questionnaire based on the developed Caswell theoretical model, was administered to all participants. Exploratory and confirmatory factor analysis were used to analyze the data. Confirmatory factor analysis showed that all items in the questionnaire had a good factor load, but the fit indices were not favorable, so the model was modified. The incremental fit index (IFI) values, the adaptive fit index (CFI) and the root mean square error of approximation error (RMSEA), were 0.943, 0.943, 0.051 ; respectively, which indicates that the model fits well with the data. Based on exploratory factor analysis, five significant and coherent factors were identified: self-awareness, self-management, social awareness, communication management, decision-making responsibility. Overall, the extracted factors accounted for 69% of the total variance of the test. Internal consistency of the identified factors and the total score of the questionnaire were acceptable and acceptable.

Keywords

• socio-emotional learning
• reability
• validity