Leiden University Scholarly Publications

Theoretical Framework, objectives and research questions School programs have been developed to promote psychosocial health (e.g. emotional and behaviour disorders and pro-social behaviour) of youth and to prevent them from problems, e.g. violence, depression and anxiety that can increase or emerge during adolescence (Steinberg, 2005). Those programs often focus on social and emotional skills or life skills (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Sklad, Diekstra, De Ritter, Ben, Gravesteijn, 2012). These SEL skills are also related to success in school, life and work (Ananiadou & Claro, 2009). Future jobs on all levels of the labour market in Europe assume employees to have social and emotional skills, e.g. cooperation, problem solving, decision taking and constructive management of feelings (EU, 2010).Social and emotional skills are supposed to become more important in VET jobs, as a result of the rapidly changing labour market. Continually changing jobs is the reality in working life in the present and future for all professionals. These professionals are expected to be flexible and able to adapt to new and different types of work and costumers all over the world. This puts emphasis on social and emotional skills, e.g. cooperation, communication, and searching for reliable information in an increasingly complex world (Ananiadou & Claro, 2009). Youth have to learn those skills in school and during internships.Social and emotional skills are defined in various ways (Denham, 2015). We used the multivariate construct of the five social and emotional learning (SEL) skills of the CASEL group (Zins and Elias, 2007) 1. Self-awareness: the identification and recognition of emotions and strengths and a sense of self-efficacy and self-confidence; 2. Social-awareness: showing empathy, and respect for others, and be able to take different perspectives; 3. Self-management: being able to control impulse, manage stress, stay motivated and show persistence in goal setting and achieving; 4. Relationship skills, being able to cooperate and communicate with others and to seek and provide help when needed; 5. (Responsible) decision-making: the evaluation, reflection, and taking personal and ethical responsibility for personal behaviour and social interactions. The construct of the SEL skills is often referred to in the last decade as being essential for the development of psychosocial health in youth.Until now limited insight exists in the interrelations between SEL skills and the relationships between SEL skills and psychosocial health. There is also limited knowledge with regard to the mediating role of SEL skills in relation to psychosocial problems (Durlak et al., 2011). Knowledge about the relationships between SEL skills and between SEL skills and psychosocial health is useful for tailoring school programs to those SEL skills that are the most relevant with regard to psychosocial health.The following two research questions were formulated:

1. To what extent are the SEL skills (self-awareness, social awareness, self-management, relationship skills and decision-making) interrelated?
2. To what extent are the SEL skills  related to psychosocial health?
3. To what extent do one or more SEL skills mediate the relationship between other SEL skills and psychosocial problems?