Browsing by Subject "CASEL"

Social and emotional learning (SEL) has been the zeitgeist in education for the last 20 years. Part of this trend researchers have developed numerous measuring instruments for assessing the social and emotional learning. Previous research has shown that the theory of social and emotional learning is rather elusive and lacks an established definition. The majority of SEL measuring instruments are also short-lived and developed with American populations. The aim of this study is to explore the present state of SEL measuring instruments, since the previous compendiums are already ten years old. This study was conducted as a systematic literature review. 101 unique measuring instruments related to social and emotional learning were identified during the data collection phase. The measuring instruments were systematically indexed for future reference for the first time. In addition, 12 self-report measures were further analysed and compared against the SEL framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL). The majority of SEL measuring instruments still originate from North America. Compared to the previous reviews, the amount of measures assessing both social and emotional skills has increased. Apart from the psychometric differences, the analysed 12 measuring instruments emphasise different competence areas of social and emotional learning. The hegemony of CASEL can be seen as one of the underlying reasons for the increase of recent SEL measuring instruments. Since the competence areas of the CASEL framework are so extensive, all analysed 12 measures with their differing underlying theories slid effortlessly into the framework. The 101 indexed measuring instruments of social and emotional learning provide a robust springboard for follow up research.