Return to References: Social Awareness & Relationship Skills factor page.
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.
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.
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 school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.
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.