Psychometric Evaluation of the Social-Emotional Learning Scale (SELS): Evidence for Unidimensionality and Associations With Indicators of Subjective Well-Being in Portuguese Youth

Understanding the dimensionality of social-emotional learning is critical for valid assessment in youth. This study examined the psychometric properties of the Social-Emotional Learning Scale (SELS), and its associations with subjective well-being in a sample of 711 Portuguese students (50.6% girls; M age = 11.01, sd = .81). Structural equation modeling indicated that a bifactor structure (one general and two specific factors: Peer Relationships and Self-regulation) provided the best fit ( CFI robust = .966, RMSEA robust = .031, SRMR = .032). The bifactor indices supported unidimensionality ( ECV = .896, PUC = 0.78, Omega G = 0.88), but not the interpretation of subscale scores. Metric and scalar invariance across gender was supported. An Item Response Theory analysis indicated the SELS is most informative at lower levels of the latent trait. Higher SEL was related to greater positive affect, lower negative affect, and greater life satisfaction. Our findings support unidimensionality and the usefulness of the SELS for identifying youth with lower social-emotional competence.