A systematic review of instruments measuring social and emotional skills in school-aged children and adolescents

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dc.contributor.authorMartínez Yarza, Nerea
dc.contributor.authorSantibáñez Gruber, Rosa
dc.contributor.authorSolabarrieta, Josu
dc.date.accessioned2025-09-02T14:56:17Z
dc.date.available2025-09-02T14:56:17Z
dc.date.issued2023-04-19
dc.date.updated2025-09-02T14:56:17Z
dc.description.abstractStrengthening social and emotional skills can be particularly relevant concerning the emerging skills need as it yields benefits for individuals’ successful development. A growing body of research suggests that social and emotional competences are associated with well-being and positive life and academic outcomes. Despite the notable benefits of social and emotional skills, assessment tools are still scarce or target specific risk and problematic behaviours. This systematic review seeks to address this gap and identify instruments measuring social and emotional skills for students in elementary through secondary education. This review also aims to describe the study characteristics and key features of the identified instruments and to assess the extent to which the instruments comprehensively evaluate the five Collaborative for Academic, Social, and Emotional Learning (CASEL) areas of competence. A systematic search of the literature was carried out in Scopus, Web of Science and ERIC databases. This review resulted in the identification of 25 unique assessments over a 20-year period, reported on the basis of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Our results suggest a rapid growth and notable advancements of social and emotional skills assessment systems and demonstrate the direct influence of the CASEL framework. Our results also show that a combination of multi-method and multi-informant assessment should be employed to effectively assess social and emotional skills. Thus, this paper contributes to support school-based practitioners and psychologists in their efforts to lead social and emotional skills instruction and assessment in routine educational practice.en
dc.description.sponsorshipThis project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie grant agreement N° 847624. In addition, a number of institutions back and co-finance this projecten
dc.identifier.citationMartinez-Yarza, N., Santibáñez, R., & Solabarrieta, J. (2023). A systematic review of instruments measuring social and emotional skills in school-aged children and adolescents [Review of a systematic review of instruments measuring social and emotional skills in school-aged children and adolescents]. Child Indicators Research, 16(4), 1475-1502. Springer Science and Business Media B.V. https://doi.org/10.1007/S12187-023-10031-3
dc.identifier.doi10.1007/S12187-023-10031-3
dc.identifier.eissn1874-8988
dc.identifier.issn1874-897X
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3452
dc.language.isoeng
dc.publisherSpringer Science and Business Media B.V.
dc.rights© The Author(s) 2023
dc.subject.otherInstrument
dc.subject.otherMeasurement
dc.subject.otherPrimary education
dc.subject.otherSecondary education
dc.subject.otherSocial and emotional skills
dc.titleA systematic review of instruments measuring social and emotional skills in school-aged children and adolescentsen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.endPage1502
oaire.citation.issue4
oaire.citation.startPage1475
oaire.citation.titleChild Indicators Research
oaire.citation.volume16
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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