Measures and References: Social Awareness & Relationship Skills

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

The Social Skills Rating System (SSRS; Gresham & Elliott, 2008): Assesses social behaviors that affect teacher-student relationships, peer acceptance, and academic performance. It has three versions: parent, teacher, and student, for use with elementary (K-6th grade) and secondary (7th-12th grade) students.

References

Alliance for Excellent Education. (2018). Science of adolescent learning: How body and brain development affect student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-body-brain-development/

Alliance for Excellent Education. (2018). Science of adolescent learning: Risk taking, rewards, and relationships. Retrieved from https://all4ed.org/science-of-adolescent-learning-risk-taking-rewards-and-relationships/

Alliance for Excellent Education. (2019). Science of adolescent learning: How identity and empowerment influence student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-how-identity-and-empowerment-influence-student-learning/

Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93-104

Biggs, E. E., & Rossi, E. B. (2021). Supporting Inclusion Through Peer Support. In Handbook of Effective Inclusive Elementary Schools (pp. 322-347). Routledge.

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Birr Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154.

Chein, J., Albert, D., O'Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk taking by enhancing activity in the brain's reward circuitry. Developmental Science, 14(2), F1-F10.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.

Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.

Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471-490.

Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91-113.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

Farley, J. P., & Kim-Spoon, J. (2014). The development of adolescent self-regulation: Reviewing the role of parent, peer, friend, and romantic relationships. Journal of Adolescence, 37(4), 433-440.

Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System: Manual. American Guidance Service.

Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Press.

Immordino-Yang, M.H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional, and academic development: How emotions and social relationships drive learning. Retrieved from The Aspen Institute: https://www.aspeninstitute.org/publications/the-brain-basis-for-integrated-social-emotional-and-academic-development/

Juvonen, J. (2000). The social functions of attributional face-saving tactics among early adolescents. Educational Psychology Review, 12(1), 15-32.

Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159-185.

Kosten, P. A., Scheier, L. M., & Grenard, J. L. (2013). Latent class analysis of peer conformity: Who is yielding to pressure and why?. Youth & Society, 45(4), 565-590.

Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.

McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low‐income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.

Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. Journal of At-Risk Issues, 17(1), 9-14.

Merga, M. K. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent & Adult Literacy, 57(6), 472-482.

Merga, M. K., McRae, M., & Rutherford, L. (2018). Adolescents' attitudes toward talking about books: Implications for educators. English in Education, 52(1), 36-53.

Mikami, A. Y., & Normand, S. (2015). The importance of social contextual factors in peer relationships of children with ADHD. Current Developmental Disorders Reports, 2(1), 30-37.

Moje, E.B., Young, J.B., Readence, J.E., & Moore, D.W. (2000). Reinventing adolescent literacy for new time: Perennial and millennial issues. Journal of Adolescent & Adult Literacy 45(5), 400-410.

Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other?. Journal of Learning Disabilities, 41(5), 417-436.

Muhammad, G. E. (2018). A plea for identity and criticality: Reframing literacy learning standards through a four-layered model. Journal of Adolescent & Adult Literacy, 62(2), 137-142.

Nowicki, E. A. (2003). A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26(3), 171-188.

Moje, E.B., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154.

Ometto, M., de Oliveira, P. A., Milioni, A. L., Dos Santos, B., Scivoletto, S., Busatto, G. F., ... & Cunha, P. J. (2016). Social skills and psychopathic traits in maltreated adolescents. European Child & Adolescent Psychiatry, 25(4), 397-405.

Punch, R., & Hyde, M. B. (2011). Communication, psychosocial, and educational outcomes of children with cochlear implants and challenges remaining for professionals and parents. International Journal of Otolaryngology, 2011, 1-10.

Rex, L. A. (2001). The remaking of a high school reader. Reading Research Quarterly, 36(3), 288-314.

Rivas-Drake, D., Umaña-Taylor, A. J., Schaefer, D. R., & Medina, M. (2017). Ethnic-racial identity and friendships in early adolescence. Child Development, 88(3), 710-724.

Schwarzenthal, M., Juang, L. P., Schachner, M. K., van de Vijver, F. J., & Handrick, A. (2017). From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence. Journal of Community & Applied Social Psychology, 27(5), 388-399.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through schoolbased social and emotional learning interventions: A metaanalysis of followup effects. Child Development, 88(4), 1156-1171.

The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.

Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., Van Lier, P., & Meeus, W. (2014). Perspective taking and empathic concern in adolescence: gender differences in developmental changes. Developmental Psychology, 50(3), 881.

Wolf, L. K., Bazargani, N., Kilford, E. J., Dumontheil, I., & Blakemore, S. J. (2015). The audience effect in adolescence depends on who's looking over your shoulder. Journal of Adolescence, 43, 5-14.