SEL in the Deveopmental Context: The Youth Assets as Promoting Factors for the Social-Emotional Learning
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Abstract
The strengths of young people should be addressed in the context of family and social assets as well as individual characteristics from an early age. It is thought that social-emotional learning (SEL) skills, one of the individual competency areas during adolescence, can be developed better when considering their ecological development levels. More emphasis was put on measurement, benefits, and increasing SEL in studies. However, more research is needed to understand the environmental factors influencing these skills. Examining the interaction of various youth developmental assets at the individual, family, and societal levels with SEL skills while accounting for demographic factors is also thought to be beneficial in several developmental study fields. This study aimed to examine the profile of youth developmental assets and SEL skills of young people in the preadolescent, their relationship with each other, and the level of difference according to some demographic variables. In addition, it aims to uncover youth assets that predict SEL skills at the individual, family, and social levels. The study included six hundred forty middle school students. Data was gathered using the SEL Skills Scale, the Youth Assets Survey, and a demographic sheet. Data were analyzed using correlational and regression analyses. The findings show that the participants' developmental assets, SEL skills, and demographics are related. Furthermore, it has been revealed that youth developmental assets significantly predict SEL skills. The findings are expected to contribute to research and practice studies in the areas of positive youth development, developmental systems, and resilience.
