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Contents
- Abstract
- What Are (and Are Not) Social, Emotional, and Behavioral Skills?
- How Can Specific Skills Be Organized Within Broader Domains?
- Similarities and Differences Between Models of Skill-Related Constructs
- Using the Big Five as a Starting Point to Organize SEB Skills
- Toward an Integrative Structural Model of SEB Skills
- How Should Social, Emotional, and Behavioral Skills Be Assessed?
- Overview of the Present Research
- Study 1: Identifying an Inclusive Set of SEB Skill Facets
- Developing a Hierarchical Taxonomy of SEB Skills
- Developing a Preliminary Item Pool (BESSI v0.1)
- Study 2: Conceptually and Empirically Refining SEB Skill Facets
- Method
- Participants and Procedure
- Internet Samples A and B
- Internet Samples C and D
- Statistical Power
- Measures
- Behavioral, Emotional, and Social Skills Inventory, Versions 0.1 to 1.0
- Big Five Inventory–2
- Results and Discussion
- BESSI v0.1 Facet Scales (Internet Sample A)
- BESSI v0.2 Facet Scales (Internet Sample B)
- BESSI v0.3 Facet Scales (Internet Sample C)
- BESSI v1.0 Facet Scales (Internet Sample D)
- Testing the Facet-Level Structure of SEB Skills
- Conclusion
- Study 3: Examining the Domain-Level Organization of SEB Skills
- Method
- Participants and Procedure
- College Student Sample
- High School Student Sample
- Observer Sample
- Statistical Power
- Measures
- Results and Discussion
- Replicating the Facet-Level Structure of SEB Skills
- Investigating the Domain-Level Structure of SEB Skills
- Exploratory Factor Analyses
- Correlations With Personality Traits
- A Proposed Domain-Level Framework for SEB Skills
- Testing the Proposed Domain-Level Structure
- Conclusion
- Study 4: Testing the Convergent, Discriminant, and Incremental Validity of SEB Skills
- Method
- Participants and Procedure
- Measures
- Developmental Strengths
- Character Strengths
- Socioemotional Competencies
- Socioemotional Learning
- Computing Observed Scores for the BESSI Domains and Facets
- Results and Discussion
- Convergent and Discriminant Validity of SEB Skills
- Domain-Level Correlations and Regressions
- Facet-Level Correlations
- Facet-Level Regressions
- Incremental Validity of SEB Skills
- Conclusion
- Study 5: Testing SEB Skills’ Relations With Student Outcomes
- Method
- Participants and Procedure
- Measures
- BESSI Skill Domains and Facets
- Academic Engagement
- Occupational Interests
- Peer Acceptance
- Friendship Quality
- Romantic Relationship Quality
- Parental Relationship Quality
- Volunteerism
- Physical Exercise
- Life Satisfaction
- Academic Achievement
- Preregistration
- Results and Discussion
- Links Between SEB Skill Domains and Student Outcomes
- Links Between the BESSI Facets and Student Outcomes
- Facet-Level Correlations
- Facet-Level Regressions
- Conclusion
- General Discussion
- Broader Implications
- Limitations and Future Directions
- Calibrating the BESSI for Varied Research and Applied Contexts
- Investigating Relations and Distinctions Between Individual Difference Constructs