Social-emotional Character Development Research Articles

Social Emotional Learning Competencies in Belize Children: Psychometric Validation Through Exploratory Structural Equation Modeling.

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.

Positive youth development in Belize: a cluster-randomised trial of Positive Action

Aggressive, violent, and disruptive behaviour among Belize youth is disproportionately high. The present study evaluated a school-based positive youth development program (Positive Action) using a clustered RCT. The aim of the study sought to examine post-treatment positive youth development competencies (i.e. social-emotional character development, peer affiliation, substance abuse and violence tendencies, moral beliefs, pro-social behaviour, and school self-esteem) in comparison to students in a randomly assigned control group of schools. Participants (n = 4575) were from 24 schools drawn at random in the Belize District with outcomes assessed for two cohorts (Standard 1−3, and Standard 4−6) of children. The intervention addressed different ecologies through teacher, counsellor, and family training along with activities to promote school-wide implementation. Positive main effects for engagement in positive behaviour were observed across primary school Standards 1−6 (ages 7–12 years), indicated by substantial explained slope and intercept variance.

The Role of Scout Extracurricular in Effort To Student’s Social – Emotional Character Development (SECD) Competence

This research is motivated by problems that have been found such as antipathy, lack of emotional control, undisciplined, ignorant of the environment, less communicative, and inability to make decisions. This study aims to look at the role of scouts extracurricular in the competence of students' social and emotional character development. The research method used in this research is a qualitative approach using a descriptive method, with a case study research design with the research subjects as supervisors, unit builders, board members and members of the scouts at 19 Junior High School, Bandung. Data collection techniques used by researchers are in-depth interviews, observation, and documentation studies. The results showed that the scout extracurricular contributed significantly to the development of social and emotional character including self-awareness, self-management (regulation), social awareness, relationship skills and responsible decision making. The author provides recommendations for schools to be more morally and materially supportive so that scouts extracurricular activities at SMP Negeri 19 Bandung can be more advanced and produce more students who are achievers and smart at the social and emotional competence, also become a good educational activity, not just mere formalities.