Development and validation of the Social Emotional Assets (SEA) scale: a culturally responsive measure of social-emotional competencies in emerging adulthood

Abstract

Social emotional competencies in children and youth are associated with academic and psychological wellbeing. However, application to post-secondary students has been limited, and measures have been centered on the white, middle-class experience. Emerging adulthood is a time of heightened emotionality, instability, and relationship vulnerability. Therefore, the development of social emotion competences in post-secondary students could promote healthy self-regulatory and interpersonal skills. The aim of this work was to develop a culturally sensitive measure of social and emotional competencies appropriate for use in emerging adulthood. A review of existing scales in social emotional learning and emotional intelligence was conducted. A total of 104 individual items from 4 scales were examined leading to the selection of the 35 items assessing SEA. A total of N = 2632 university students in western Canada were invited to participate in an anonymous online survey over a period of 4 years. This full data set was split into three independent samples for the current work. An exploratory factor analysis of the first subsample indicated a six-factor structure (empathy, cooperation, adaptability, awareness, assertiveness, prudence) of SEA. A confirmatory factor analysis of the second subsample supported this factor structure, and invariance analysis of group differences by ethnicity was supported at the configural, metric, and scalar level. Convergent and discriminant validity were examined using correlations and regressions in the third subsample. Factors of SEA were uniquely associated with individual HEXACO personality traits, and positively associated with perseverance, perceived teacher quality, academic engagement, and negatively associated with anxiety and Attention Deficit Hyperactivity Disorder (ADHD) symptoms. Hierarchical regression models indicated that components of SEA were found to be unique and significant predictors of academic engagement in university students. Further cross-cultural and longitudinal validation of this measure is required, particularly in diverse college and early adult populations. Results support the call for fostering SEA in higher education to benefit student mental health, healthy relationships and preparation for the labor market. Although many individuals develop SEA implicitly through social exposure, others may benefit from explicit instruction and intervention strategies.