Abstract
In the nation of Belize, and in particular the south side of Belize City, the main metropolitan area of the nation, significant economic disparities have led to child and adolescent exposure to high rates of violent crime, gang activity, unsafe neighborhoods, sexual, and physical violence. Problems associated with poor Social-Emotional Character Development are especially prevalent among boys. Consequently, valid culture-relevant measures are required that identify problematic behavior for policy-based intervention and evaluation of educational programs designed to ameliorate this problem. The present study demonstrates the application of Exploratory Structural Equation Modeling to existing measures through the investigation of structural validity and generalizability of the Social-Emotional and Character Development Scale with a large sample of children from schools in Belize (N = 1,877, Ages 10–13). Exploratory structural equation modeling results demonstrate the original factor correlations were reduced, providing less biased estimates than confirmatory factor analysis (CFA). Moreover, a multi-group Exploratory Structural Equation Modeling analysis illuminates significant differences between latent factor scores of males and females for most factors. Using this newer factor analytic procedure, original factors are reconceptualized to better situate the Social Emotional Character Development Scales into the larger body of Social-Emotional Learning (SEL) competencies literature.
Highlights
Social-emotional learning (SEL) programs emerged in response to school programs designed to target specific problem youth behaviors such as violence and substance abuse
The DIFFTEST comparing the hypothesized Higher Order confirmatory factor analysis (CFA) nested within the alternative 6 Correlated Factor CFA suggests the addition of a higher order factor provided decrement in model fit
The Social-Emotional and Character Development Scale (SECDS) exhibits structural and generalizability evidence of construct validity when examined under the exploratory structural equation modeling (ESEM) framework
Summary
Social-emotional learning (SEL) programs emerged in response to school programs designed to target specific problem youth behaviors such as violence and substance abuse. Instead of focusing on the resulting problem behavior, SEL provides a preventative framework for addressing underlying causes of negative youth behaviors while supporting academic improvement (Greenberg et al, 2003; Damon, 2004; Weissberg and O’Brien, 2004). The learning stuff will happen.” With quarantine situation and schools opening and closing as a result of unstable pandemic time of these recent years, kids need additional care, whatever SEL is called (CASEL, 2021a)
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