Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.

中文翻译：

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以学校为基础的 SEL 干预后续研究的结果测量

最近的荟萃分析证实，社会情感学习 (SEL) 干预措施可通过直接技能指导有效提高学业、社交和情感成果。由于技能发展是 SEL 干预变化的主要机制，我们主张将技能的准确测量作为 SEL 研究的重要组成部分。使用学术、社会和情感学习协作 (CASEL) 模型，我们评估了最近一项荟萃分析中包含的 111 项研究，以确定干预措施和 SEL 技能能力的目标结构之间的匹配，以及技能和工具的测量用于评估程序。调查结果表明衡量广泛成果的总体趋势，而不是计划中教授的技能，以及跨 CASEL 五能力模型的有限衡量。