Social-emotional and character development scale (SECDS): validation of a Spanish version in low-income communities with racially and ethnically diverse youth

Abstract Social-emotional skills can help students overcome learning challenges and prevent at-risk or problematic behaviors as well as promote their overall well-being and psychological growth. Despite the recent evolution of intervention programs targeting social-emotional skills, psychometrically sound and effective assessment tools remain limited. The focus of this study is the Social-Emotional and Character Development Scale (SECDS), a self-reported rating scale developed by Ji et al. (Inf Age Publ 9:121–147, 2013). To date, only a few studies have validated an instrument measuring social-emotional skills in a Spanish student sample. Accordingly, the main objective is to examine the validity and reliability of the SECDS in a Spanish-speaking context. The sample consisted of 264 students ranged in age from 8 to 17 years old in geographically diverse locations throughout the Basque Autonomous Community in Spain. The findings confirm the scale’s multidimensional and hierarchical structure, as well as its reliability for assessing social-emotional skills in this age group. The correlated-factor model showed a superior fit, outperforming alternative models. Internal consistency was satisfactory across most subscales, with some variability reflecting challenges in measuring dimensions with fewer items. Importantly, the adaptation process included recommendations to use a 5-point Likert scale to better capture the developmental level of secondary-aged students. This study provides support for a translation and adaptation of the SECDS for use with primary and secondary students, addressing a critical gap in the availability of robust assessment instruments for Spanish-speaking populations. Additionally, it advances cross-cultural research in the field, enabling international comparisons and fostering understanding across diverse educational contexts.