OBSERVARE

Universidade Autónoma de Lisboa

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier – Internationalization of Higher Education:

Experiences and Challenges

June 2025

163

AN EXAMINATION AND VALIDATION OF SOCIAL AND EMOTIONAL LEARNING

SKILLS AMONG UNIVERSITY STUDENTS IN UGANDA

MIIRO FAROOQ

miirofarooq@gmail.com

Senior Lecturer, Department of Educational Management and Administration

Islamic University in Uganda (Uganda). He is a specialist in educational leadership, with a

primary focus on teaching thinking skills and integrating wisdom pedagogy into curriculum

reform. He holds a PhD in Educational Management from the International Islamic University

Malaysia (IIUM), alongside a Master of Education and a Bachelor of Arts with Education from the

Islamic University in Uganda (IUIU). Currently, he serves as a Senior Lecturer in the Department

of Educational Management and Administration at IUIU. With over 15 years of active engagement

in higher education, Dr. Farooq has published more than 29 book chapters and peer-reviewed

articles addressing the intersections of curriculum development, teacher education, and

educational leadership in African and Islamic contexts. He has successfully led and collaborated

on several educational reform projects aimed at enhancing teacher preparation and institutional

management in Uganda and beyond. His research interests stem from a deep concern with the

disconnection between education and human transformation. His scholarly inquiry explores

pressing questions such as: Why do students lose motivation in learning? Why is the ethical and

spiritual dimension of teaching diminishing in higher education? Why do educated societies still

struggle with underdevelopment, poor leadership, and moral decline? Dr. Farooq’s work is

dedicated to rethinking the purpose of education through the lens of spirituality, critical thinking,

and contextual relevance. His academic mission is to contribute to a more human-centered and

values-driven approach to higher education in Africa and the broader Global South. ORCID:

0000-0002-1369-7535

Abstract

The purpose of this study was to examine and validate the concept of Social emotional learning

skills (SEL) among university students in Uganda . The concept has become an issue of

relevance among scholars and academicians towards preparation of a holistic graduate. A

cross-sectional research design, exploratory factor analysis (EFA) and confirmatory factor

analysis of Structural Equation Modelling (SEM) were used to examine the hypothesized SEL

measurement model. A randomly chosen sample of 664 volunteers was used to examine the

Cronbach’s alpha construct reliability and validity, composite reliability, maximal reliability,

and discriminant and convergent validity standards. The findings of the study reflected that

the hypothesized measurement model is a significant five-factor model with 24 items

correlated with one another. The study recommends that HEIs and future studies can apply

SEL measurement model based on the context and culture of a given area.

Keywords

B Social Emotional Learning, Self-Management, Self-Awareness, Responsible Decision Making,

Social-Awareness, Relationship-Management.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

164

Resumo

Este estudo tem por objetivo examinar e validar o conceito de “competências de

aprendizagem socio-emocional” (Social and Emotional Learning – SEL) entre estudantes do

ensino superior no Uganda. A relevância deste conceito tem vindo a aumentar no meio

académico e científico, particularmente no que se refere à formação de graduados holísticos,

capazes de integrar competências cognitivas e socio-emocionais. Recorreu-se a um desenho

de investigação transversal, com a aplicação de uma Análise Fatorial Exploratória (AFE) e de

uma Análise Fatorial Confirmatória através da Modelação por Equações Estruturais (Structural

Equation Modelling – SEM), com vista a testar a adequação de um modelo hipotético de

medição das competências SEL. A amostra do estudo foi constituída por 664 participantes,

selecionados aleatoriamente, tendo sido analisadas a fiabilidade e a validade do construto

com base em diversos indicadores estatísticos: alfa de Cronbach, fiabilidade composta,

fiabilidade máxima e padrões de validade convergente e discriminante. Os resultados

indicaram que o modelo hipotético de medição apresentou significância estatística,

estruturando-se em cinco fatores principais, com um total de 24 itens intercorrelacionados.

Estes achados sustentam a adequação do modelo teórico proposto no contexto específico da

amostra estudada. O estudo recomenda, por conseguinte, que as Instituições de Ensino

Superior considerem a aplicação deste modelo de competências SEL, devidamente adaptado

ao contexto cultural e educacional em que se insere, e sugere a realização de investigações

futuras que explorem a validade do modelo noutras realidades socioculturais.

Palavras-chave

Uganda, Ensino Superior, Aprendizagem Socio-Emocional, Autoconsciência, Decisão

Responsável, Consciência Social.

How to cite this article

Farooq, Miiro (2025). An Examination and Validation of Social and Emotional Learning Skills among

University Students in Uganda. Janus.net, e-journal of international relations. Thematic Dossier -

Internationalization of Higher Education: Experiences and Challenges. VOL. 16, Nº. 1, TD1. June

2025, pp. 163-188. DOI https://doi.org/10.26619/1647-7251.DT0325.11.

Article submitted on 28

March 2025 and accepted for publication on 6 May 2025.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

165

AN EXAMINATION AND VALIDATION OF SOCIAL AND EMOTIONAL

LEARNING SKILLS AMONG UNIVERSITY STUDENTS IN UGANDA

MIIRO FAROOQ

Introduction

As the world continues to traverse through unprecedented moments in human life, the

solution for any future challenges of any country in terms of political, social, economic

and religious aspects of life will depend on the way schools nurture the learners of today.

For instance; learners who come from poor backgrounds with family dysfunctions, abuse

are likely not to face a miserable future if their emotional learning skills are not addressed

(Baker, et al…, 2003; Nickolite & Doll, 2008). Therefore nurturing learners with SEL will

help several countries to cause socio-economic cohesions among graduates. Unlike in the

past centuries, countries that are more focused on the bright future of their citizens, have

laid tremendous strategies to uplift their levels of civility through visionary education that

encompasses stunning scientific adventures and innovation to help them thrive in the

challenging socio-economic situations of all times. This is done to encounter opportunities

and at the same time pave ways through which new dimensions that shape up human

endeavors can be addressed to tackle issues of multiculturalism and socio-political issues

through the use of social emotional learning. For instance, in the USA when the pressure

for No Child Left Behind Act came into existence, a lot was experienced for example,

states’ laws governing students achievement, instructional practices and accountability

changed due to the readily apparent needs of students that call for changes in the way

teachers and schools nurture and address students’ needs (Rohanna, et al., 2009).

To cope with the new trends of technological advancement and innovation, there is need

for HEIs to rethink about the nature of education needed to raise the levels of civilization

all over the world. This is due to the fact that there is no any other shortcut that the

bright future of citizens will exist without research in these key forces that shape up the

future times. Without thinking in these lines, educational institutions will remain

operating using the past traditional methods especially in teaching and learning

situations, the education strategies of tomorrow will remain a jeopardy and kill the

developmental strategies for enhancing skills of thinking and reasoning among learners.

It is therefore important for governments to prioritize investment in higher education to

boost research, publication and academic excellence in areas like social emotional

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

166

learning skills. This approach will empower learners at HEIs with skills for self-

management, self-awareness social responsibility and making responsible decisions

(McCuin, 2012).

Since the wealth of any country lies in the education of its people, for countries to capture

the soft and hardware technological standards of their people, there is need to imbue

social emotional learning skills and practices in the higher education system so as to help

learners and teachers discover themselves and think selflessly towards the development

of their communities.

Given the increased research on the importance of Social emotional learning skills

adoption in different education systems world over, a multidimensional nature of this

concept should be sufficiently conceptualized and tested among university students. The

purpose of this is to guide in the nurturing and upbringing of learners in different field of

human development. This is due to the fact that these institutions play a very big role in

preparation of the human capital required for socio-economic transformation and

development. Even though this trend has been adopted in both developed and

developing countries, Uganda’s HEIs seem to be lagging behind in re-conceptualizing

the curricula intertwined with this aspect of human development and growth. This is

because many of their graduates seem not to mind about SEL skills. Also at present there

is scanty information available to guide us on the nature and state of SEL constructs and

their relationship at higher education level in Uganda.

Definition of social emotional learning

Social emotional and life skill learning have been talked about for years as means that

help individuals recognize and control their sentiments, care for others, take good

decisions, be responsible by behaving ethically well to develop relationships with others

and avoid negative tendencies that hurt others (Elias, et al., 2007). Today, many parts

of the world are looking at these skills as critical foundation for formation of future

societies. It is important to note that acquiring knowledge in different disciplines and of

itself alone cannot help to better the future of competent human being. However it is

imperative that societies think in arenas of producing knowledge and intelligent mindsets

coupled with caring attitudes and compassion for developing health communities. This

cannot be attained without investing in training the stakeholders in the area of social

emotional learning since most of the learners today are more in school based programs

and activities.

Social emotional learning can be termed as a process through which both adults and

children attain knowledge and skills needed to facilitate their relevance, efficiency and

effectiveness in managing social contexts (Gehlbach & Hough, 2018). It a mechanism

that many researchers and educationists propose to help learners understand how to

deal with challenges of fear, frustration, guilt and blame (Reynolds, 2016). This process

equips learners with techniques of recognition and management of emotion, development

of care and being concerned about others, being responsible in decisions and

establishment of good rapport and relationship in handling puzzling situations effectively

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

167

(Zhou & Ee, 2012). Meanwhile, CASEL (2003) refers to social emotional learning as a

process by which learners acquire knowledge and skills to navigate through their life

challenges. The philosophy of carrying out SEL is to help leaners gain supportive ways

and competences needed through learner-teacher relationship to addresses the

challenging environment engulfed with unethical tendencies that require someone to

being a good student, citizen, and worker that avoids many different risky behaviors.

Numerous studies have so far been done for instance; a study conducted by Poulou

(2017) on students’ emotional and behavioral difficulties; the role of teachers’ social and

emotional learning and teacher-student relations, with a sample of 98 teachers. It was

established that teachers’ perception of emotional intelligence and social emotional

learning are not related to students’ emotional and behavioral difficulties. Also Cooper

(2010) stresses that there is need for coherence between different policies in regard to

social emotional learning which educational sectors should give particular attention and

provide solutions to social challenges that face the youth. In a study done by Buchanan

and Gueldner (2009) on social and emotional learning in classroom; a survey of teacher’s

knowledge, perceptions, and practices in USA using a sample of 263, it found out that

many teachers believed that SEL is relevant and should be given an important role

towards receiving, training and support from different professions in order to improve

students’ academic performance.

Meanwhile, the world is going through situations of antagonism, merciless killings, and

drought and drug abuse. These behaviours have not only made no difference between

life and death in some parts of the world, but they have also caused several negative

effects both in development and preservation of civilizations. Therefore to find solutions

for similar challenges and those that are likely to happen in future, many countries are

redefining the nature of their education systems from K-12 elementary levels of

education so as to create a brighter future for their citizens ( Miiro, 2017). Even though

this is the practice at lower levels of education, there is need to capture social emotional

learning skills at HEIs especially in Africa, Uganda inclusive. There is need to integrate

HEIs curriculum with SEL in order to prepare well-grounded graduates for socio-economic

transformation of their communities. Though, the biggest percentage of graduates do

not measure to the standards in terms of social emotional learning skills, thus finding it

hard to manage themselves and at the same time provide social services to their

communities (Miiro & Baguma, 2023). Since there is anecdote of information on the

concept of SEL among higher education institutions in Ugandan education institution, this

research further intends to establish the constructs that measure this concept according

to different schools of thought.

Moreover, at the same time today’s leadership is required to pass on responsibility to

graduates in order to drive the nations forward. Meanwhile in developing countries that

normally face immense challenges of emotional difficulties for instance; African countries

especially Uganda, do not seem to pay greater attention to this aspect especially in higher

education institutions. Whereas, on the other hand higher education institutions are

taken as hubs for providing solutions to community challenges (Farooq, 2024). It is

therefore imperative that these institutions play a greater role of providing more

productivity channels of higher performance to their graduates through emotional

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

168

learning skills to cope up with change demands of the time. In order to attain sustainable

solutions towards human behaviours there is need to equip learners with the necessary

skills required for enhancement of a harmonious society (Hull, et al., 2021).

Today’s generation is in dire need of educators with the right mind set to address their

behavioral challenges for purposes of boosting their academic performance (Barak, et

al., 2020). This is because many of these students are exposed to different courses that

sometimes limit their scope of reasoning and logical approaches for solutions to their

challenges. It is therefore important that lecturer- student interaction is at its best to

help them acquire both soft and hard skills of emotional learning (Jimbai et al., 2021).

Owing to this kind of practice that many countries are opting for to improve the status

of their graduates to boost the economic growth though, little seems to be taking place

or known about SEL practice in higher education institutions (HEIs) especially in Uganda.

Countries are vying for better education as the major source of economic development

and civilization. This is attributed to both the history of human civilization and global

forces that help to shape up communities and their challenges. The global demands put

it clear that for any country to survive in the next generation, its citizens must attain

high skilled education in order to boost both individual and national growth (Miiro &

Baguma, 2023). To achieve this dream. nations should integrate curriculum with social

emotional learning skills to acquire reasonable levels of civility. This kind of practice is

geared towards helping the disadvantaged from being exploited and at the same time

maintaining equality at all levels. Whereas other parts of the world are focusing their

resources on this aspect through several ways to ensure that every child is catered for

in terms of quality education, the Ugandan situation does not seem to predict and portray

the same picture. This study is therefore designed to examine and validate the current

practice and factors of social emotional learning skills among university students in

Uganda.

Literature review of social emotional learning skills

In the recent past decades, the issue of social emotional learning has received greater

attention among researchers and educators. This kind of attention has cropped up due

to changes the world forces for instance, commodification, privatization, capitalization

are posing to influence human behavior especially the young generation. Many children

of the future generation seem to be caught at crossroads with inhumane behaviours that

some countries have been exposed to in different parts of the world. For that reason,

there is need for schools to rescue the young generation and prepare them for the better

future in terms of values and skills required for self-development and community

transformation. To help children navigate school-related challenges, fostering teacher-

student relationship is essential for adapting to changing educational demands (Poulou,

2017). To bridge this gap, schools should implement strategies that help learners

develop self-awareness and resilience for future challenges. It is against this background

that this study is designed to examine the social emotional learning skills among

university students in Uganda.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

169

For learners to attain support and competencies that help them gain skills that link the

social, academic and emotional development, self-awareness, social awareness,

recognition, and self-control of emotions, building relationship skills, empathy and being

responsible in decision making should be considered as a foundation for students’

progress in this aspect of life (Smart, 2017). To achieve better results of the said sub

dimensions of SEL, there is need to integrate the existing curriculum with these sub

constructs of SEL so as to improve learners’ perceptions of life and its challenges

(Gehlbach & Hough, 2018; Reynolds, 2016). Since HEIs play a greater role in generating

solutions to society needs, challenges and desires, the onus is on them to ensure that

they link the SEL components in curriculum, research and development of concepts that

address social needs of their communities. Meanwhile Corcoran & Tormey, (2012), argue

for an integration of traditional and modern theories in SEL assessment. However, their

study lacks a cross-cultural perspectives, which is crucial for its application in diverse

contexts like Uganda.

It is therefore vital that HEIs provide SEL programs since they play a significant role

towards positive social response, emotional benefits and at the same time improve

students’ academic performance. Meanwhile, below are the components of social

emotional learning as per results indicated in a study done by Zhou and Ee (2014) on

Development and Validation of the Social Emotional Competence Questionnaire (SECQ).

It was found that self-awareness, social awareness, self-management, relationship

management and responsible decision-making are the five construct that measure SEL.

These results were generated from a sample of 356 Singapore secondary schools and all

the components from the questionnaire correlated through the use of Confirmatory

Factor Analysis.

In addition, other scholars divide the dimensions of SEL into two, the primary and

secondary, for instance; primary involves improvement in learning motivation, decrease

in school dismissal rates, academic excellence as well as having more commitment to

school programs whereas secondary involves increase in cooperation with others,

development of problem solving and social skills, care for healthy life and commitment

to society issues, and lastly, is less involvement in crimes, abuse of substance and

improvement in family relationship (Gülcan Faika Ülvay, 2018).

Since there seems to be no agreed upon concept of social emotional learning and its

measurements and this is brought about by the way different researchers understand

the concept in relation to site and populations studies. This study employed the

Collaborative for Academic, Social, and Emotional Learning (CASEL) (2008) which

involves recognition and control of emotions, development of care and concern for others,

establishment of positive relationships, making responsible decisions, management of

challenging situations ethically and constructively. This comprehensive model which is

complete enough in that it covers most of the critical aspects of both social and emotional

competence as enumerated in other theoretical models (Bar-on, 2014; Ji & Dubois, 2013;

Levesseur, 2015). This study found it reasonable enough to expand and examine the

same model on Ugandan university students in the central region. This is because the

model involves understanding both personal and other people’s emotions so as to acquire

skills for laying a firm ground and take responsible decisions( Cooper, 2010; Mayer et

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

170

al., 2012; Zhou & Ee, 2014). Below are the five sub constructs of the framework for

social emotional learning; self-awareness, social awareness, self-management,

relationship management and responsible decision making.

Self-awareness: This is a skill that requires one to discover him/herself in terms of

strength, feelings, weakness, emotions and how they affect ones or her performance

(Lee, et al., 2019). It requires self-discovery using one’s cognitive capacity and laying a

strategy of improving one’s self development (Ji & Dubois, 2013). Moreover, learners

who are aware of their inner person tend to recognize themselves and understand clearly

the reasons behind their emotional reactions and lay strategies for self-management

especially in both exciting and challenging situations (Levesseur, 2015). Equipping

learning with skills of self-regulatory abilities is important, in that it helps them to

acknowledge their emotions metacognitively and be in better position to develop self-

control emotions mechanism and thus arrive at reasonable ways of making decisions.

Self- management: Is the ability to regulate someone’s emotions and this can be seen

in handling of stress, impulses’ control and perseverance in overpowering obstacles

faced. In this aspect learners are taught ways of monitoring their academic progress and

scores and at the same time expressing their inner feelings appropriately. When this

aspect is not done well, students who cannot control their feelings tend not to think and

perform well, whereas, on the other side those who are exposed to these skills tend to

be successful at work and also handle their peers relationships well (Adams, 2011;

Gülcan Faika Ülvay, 2018; Uka, 2014).

Social awareness: Is the ability to read other individuals’ cues and to comprehend and

appropriately respond to their feelings. In simple terms, it implies the ability of an

individual to appreciate diversity in background and culture, and to have empathy with

others. It involves sharing emotions with friends and attaining a better way of relating

with them ( Nickolite & Doll, 2008; Uka, 2014). It is therefore important that lecturers

and teachers at all levels of education help learners to acquire the skill of understanding

other peoples’ perspectives, attitudes and perceptions over certain issues and appreciate

their levels and backgrounds. This kind of approach for instance; helps learners to

interpret other peoples thoughts, feelings by demonstrating sensitivity over their matters

in even complex situations. It also helps to explain the ambiguities and difficulty

situations of using harmonious and peaceful means. Children who are natured with this

aspect of SEL tend to have sensitivity, maturity in handling issues and inhibitory

control(Bar-on, 2014; Zhou & Ee, 2014).

Relationship management: In this aspect friends play an important role in management

of other students’ affairs especially at school. Studies such as (Martín-Antón, et al.,

2016)indicate that students who are rejected by friends tend to get isolated and feel like

denied by the society. In such a situation when loneliness and isolation take lead, the

student is likely to perform poorly and eventually leave the school if he/she is not cared

about (Poulou, 2017).

Responsible decision making: It refers to having ability to make with ethics and safety

meanings of arriving at decisions that do not only benefit an individual per se but also

considers society wellbeing. This kind of approach can enable the learner to mind about

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

171

his or her academic excellence and equally think about the social situations that

contribute to the wellbeing of the society and the school community (Baskin & Sipa,

2014).

Worldwide, the issue of integrating SEL concept into the curriculum reform is a national

concern that calls for different strategies from different actors within the education sector

for its proper development and implementation. From 1924 to date, Uganda’s education

system has gone through several stages of development and reforms (Tromp &

Datzberger, 2021). However, the required results of a reformed curriculum have not been

achieved as intended due to lack of quality teachers and professionalism at all levels of

education imbued with SEL. The Teacher Initiative for Sub-Saharan Africa TISSA)

indicated that the quality of education in sub-Saharan Africa Uganda inclusive was facing

serious challenges that range from lack of teacher professionalism, shortage of science

teachers, inadequate quality assurance standards, under-professionalization of the

teaching profession and low academic entry requirements into the teaching profession

among others (Farooq, 2024).This has not only affected teacher professionalism but has

also led to graduates without pre-requisite skills for self-development and human

transformation.

Statement of the problem

There is increasing recognition and acknowledgement that social emotional learning

skills influence learners’ behavior in schools. In developed countries especially in America

and India, research has shown that there is a link between students’ academic

achievement and emotional learning skills whenever it is applied (Guo et al., 2022;

McCuin, 2012; Panayiotou, et al., 2019). Social emotional learning plays a pivotal role in

shaping the future opportunities of today’s learners, therefore schools and teachers

should take it as a serious course of action and solution towards the emerging challenges

that face the young generation (Hassan, Suhid, et al., 2010).

Accordingly, many studies have come up with different and distinct ways of

conceptualizing and defining the meaning of social emotional learning concepts to

address nurturing of student behavior, needs and monitoring progress. Because of the

divergent opinions in regard to the meaning of SEL, its contextualization and cultural

concerns, there is a need to explore and validate the measurement scale of the

hypothesized model before its integration in the curricula (Bhatnagar & Many, 2022).

This is because there is no agreed position among scholars, academicians and education

practitioners on the significant standardized assessment tool and measurement scale of

social emotional learning constructs both at national and international levels, which

makes it difficult to understand and evaluate progress outcomes globally. Also the

context and the purpose under which the SEL validation tool is conducted varies from

one place to another, therefore this gives more room to examine the reliability and

validity in each new setting.

Despite the increased recognition of the relevance of SEL, its application and emerging

validation measurement tool as proposed by CASEL model within diverse educational and

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

172

cultural contexts remain unexplored and validated especially in Uganda, graduates are

not contributing greatly to socio-economic transformation of their societies. This is

attributed to education systems that have not changed to prepare a holistic personality

especially at HEIs level.

For this purpose, this study is designed to examine the current practice in Higher

education institutions with emphasis on the ways that are used to expose learners to

social emotional learning skills, the curriculum and techniques used for its

implementation. Furthermore, the many studies carried out for instance Conley and

Conley (2015) social emotional learning in HEIs, advancing the science and practice of

social and emotional learning: looking back and moving forward Osher, Kidron, and

Weissberg (2016), the evidence base for how we learn supporting students ’ social ,

emotional , and academic development ,Jones & Kahn (2017), Academic self-concept

during the transition to upper secondary school Keyserlingk, Becker, and Jansen, (2019),

social-emotional learning and academic achievement: using causal methods to explore

classroom-level mechanisms Mccormick, Connor, and Mcclowry (2015), investing in

evidence based social and emotional learning companion guide to social and emotional

learning interventions under the every student succeeds act: evidence review Jones and

Kahn (2017), an empirical basis for linking social and emotional learning to academic

performance Panayiotou et al., (2019), basic psychological needs satisfaction at school,

behavioral school engagement, and academic achievement: Longitudinal reciprocal

relations among elementary school students Wang, Tian, and Huebner (2019), Effects of

peer-led training on academic self-efficacy, study strategies, and academic performance

for first-year university students with and without reading difficulties Bergey, Parrila,

Laroche, and Deacon (2019) have not explored and validated students’ perception of SEL

skills among universities in Uganda, thus forming bedrock for designing this study.

Objectives of the study

1. To examined the underlying structure of social emotional learning skills among

universities in Uganda context

2. To validate the measurement model of social emotional learning skills among

universities in Uganda.

3. To develop SEL assessment scale with reasonable psychometric properties to

employ in Ugandan education sector.

Purpose of the study

The purpose of this study was to examine and validate the concept of social and

emotional learning among university students in Uganda. This is because many Ugandan

HEIs could be missing this aspect in the teaching and nurturing of future generations.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 1, TD1

Thematic Dossier

Internationalization of Higher Education: Experiences and Challenges

June 2025, pp. 163-188

An Examination and Validation of Social and Emotional Learning Skills among University

Students in Ugandal

Miiro Farooq

173

Research hypothesis

.Social Emotional learning skills is a multidimensional construct comprising five

interconnected dimensions.

: The measurement model of SEL is multidimensional and valid construct.

Method

Participants and Sample

The study data was obtained from 664 students from both public and private universities.

Majority of the sample were females with 56%, 26% studying in year one, 47.2% aged

between 25-30 The targeted universities were located in different regions of the country

that include; central, Eastern,. Furthermore. The data was analyzed using Exploratory

Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Full Structural Equation

Modelling (SEM), hence addressing the purpose of the study. The sample size of the

study deemed reasonable to address the SEM parameter estimates.

Instrumentation

Since instrumentation is an important step in developing a research tool, its validity, and

reliability. This study adopted and adapted a survey questionnaire for data collection with

5 sub constructs of SEL construct and 58 item used in previous different studies (Rimm-

kaufman, 2014; Stavsky, 2015; Zhou & Ee, 2014). To arrive at the concrete reliability

margin of error recommended, the researcher analyzed the data using EFA technique

measure each of the individual sub dimension (Jayasinghe-Mudalige,et al., 2012). After

EFA, the measurement model was examined using CFA of structural equation modelling

analysis to establish whether it fits the model (Ary, Jacobs, & Sorensen, 2010; Byrne,

2009; Mann & Mann, 2011).

A five Likert scale ranging from strongly disagree to strongly agree was used to examine

students’ social emotional leaning skills among universities. The reliability index of

Cronbach Alpha for the five subcontracts ranged from an alpha .705 to .803( self-

awareness .706, social-awareness .715, self-management.739 relationship-

management .737 and responsible-decision .803.

Data analysis

The data collected was stored in Excel and later transferred to SPSS version 22 for initial

data cleaning and screening. The Data was transformed to examine the reliability for

each of the sub constructs, and descriptive analysis was conducted to show the

demographic variables of all respondents. EFA was conducted to establish the items that

measure each of the factors for the theory of Social emotional learning(SEL). To measure

the relationship for all the constructs at once, the study employed structural equation

modelling. This is a robust statistical technique that combines regression and

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174

confirmatory factor analysis into a simultaneous test. Therefore to arrive at plausible

results and at the same time test the theories and conceptual model of SEL using the

Ugandan perspective this technique was deemed at reasonable for data analysis (Ary et

al., 2010; Byrne, 2009).

Results

Underlying Structure of Social Emotional Learning Skills

The descriptive statistics for the dimensionality reduction of the items are shown in Table

1. The maximum score for each of the survey questionnaire items is 5. The hypothesized

mean score for all items was below 2.5. Precisely, the mean score for all the items of

the dimension SEL was less than .55. This implied that respondents had low levels of

SEL. The Cronbach’s alpha deemed reasonable.

Table 1. Factor Loadings, communalities , total variance explained and eigenvalue of the five-

factor dimensions of the social emotional learning skills’ construct.

Factor

Dimension &

indicators of social

emotional learning

Alpha

Mean

Factor

Self-awareness

selfaware1

selfaware2

selfaware3

selfaware4

selfaware5

.706

4.0

4.1

4.0

3.8

3.5

1.051

.964

.982

1.050

1.162

.686

.641

.682

.574

.482

Social-

awareness

Socialawa1

Socialawa2

Socialawa3

Socialawa4

Socialawa5

.715

3.0

2.7

3.1

3.4

2.7

3.1

1.270

1.247

1.305

1.250

377

.688

.770

.774

.600

Self-

Management

selfmagt1

selfmagt2

selfmagt3

selfmagt4

selfmagt5

.739

3.4

3.8

3.7

3.6

3.8

1.27

1.11

1.26

1.27

1.21

.692

.683

.728

.599

.479

Relationship-

Management

relatiosh1

relatiosh2

relatiosh3

relatiosh4

relatiosh5

.737

4.1

3.6

3.5

4.0

1.10

.955

1.18

1.21

1.09

.596

.656

.610

.627

.533

Responsible

decision

making

respon1

respon2

respon3

respon4

respon5

.803

3.9

4.0

3.8

3.7

3.8

1.11

1.03

1.08

1.05

1.10

.569

.683

.728

.712

.784

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To explore the underlying structure of responses to the 25 items of social emotional

learning skills construct among students in HEIs, Principal Component Analysis (PCA)

was conducted. The results from the sample of 664 showed that there was a justification

for using Principal Component due to the degree of inter-correlation among the items

measuring self-reported questionnaire among students. The findings on Kaiser-Meyer-

Olkin Measure of Sampling Adequacy was .902, which was above the threshold of 0.7,

Bartlett's Test of Sphericity Approx. Chi-Square 4663.045, degree of freedom (df) 300,

sig .000. The correlation matrix produced indicated the best fit inter-correlation whereby

the intercorrelation among the indicators accounted for 52% of the total variance

explained. Oblimin method of axis rotation was used as a maximum likelihood procedure

for the results obtained results.

As shown below the PCA given in the table 2 indicated five factors for SEL construct.

The variance explained per factor reflects that responsible decision making was 6.77, self

-awareness 2.18, self- management 1.46, social awareness 1.25 and relationship

management 1.19. The findings are supported by an earlier study done by Belay and

Dejene (2024), though differed in the number of items for factor number five. In contrary

the study differed with the findings of Tomé-Fernández,et al., (2020) due to the fact that

their study was produced on a scale of six underlying factors of SEL.

From the findings, it is reflected that the factor loadings were statistically significant

and correlated with their items accordingly. The factor loading were of practical

importance due to large scores showed was statistically significant at P=.01. There was

also a strong and significant loadings for the five rotated factor loadings. Thus the findings

reflected a perfectly matched logical grouping of the items. This paved way for further

analysis using CFA. The commonality that loaded on each of the factors showed that the

five factor loading have a significant impact on the construct SEL.

A CFA was conducted using the Analysis of Moment Structure to examine the maximum

likelihood estimates for validating the hypothesized SEL five-factor measurement model(

Miiro,et al., 2016).The findings from the initial analysis as shown in Figure 1 reflect that

the CFA was conducted on a five factor structure measurement model of SEL with 25

items extracted from EFA as reflected in the previous studies(Ross & Tolan, 2018),

though the goodness-of fit measurement model did not meet the requirement fixed

indices comparative fit index (CFI), the relative or normed chi-square (χ2/df), the root

mean square error of approximation (RMSEA), degree of freedom (DF), and Chi-square.

The required indices for fit goodness RMSEA values ≤ .08, CFI values ≥ .90, and χ2/df ≤

5.0(Byrne, 2016) were also examined to arrive at measurement of the study.

To identify the regression coefficient for the error terms were fixed at 1 for the

endogenous variables. In harmony with Amos analysis principles, the latent variables

were represented in circle format, measurement errors as ellipses, and observed

constructs(indicators/items) as rectangles (Byrne, 2016; Farooq, et al., 2017; Ross &

Tolan, 2018). The hypothesized measurement model for SEL was conceptualized by five

constructs inter-correlated double arrows in figures 1 and 2.These include;- social-

awareness, self-management, self-awareness, relationship skills, social responsibility

skills and responsible decision making. From the circles to rectangles are single headed

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arrows that represent the regression paths. These arrows indicate the connection

between sub-construct and their items. The study factor loadings are indicated on the

trajectories and the single-headed arrows from ellipses to rectangles reflect the

measurement error for each item (Silalaiy, 2018; Yong & Pearce, 2013).

Table 1. Eigenvalues and Proportion of Variance explained

Component

Initial Eigenvalues

Extraction Sums of Squared

Loadings

Rotation Sums

of Squared

Loadings

Total

% of

Variance

Cumulati

ve %

Total

% of

Variance

Cumulative

Total

% of

Variance

6.763

27.052

6.763

27.052

2.907

11.628

2.187

8.747

35.800

2.187

8.747

35.800

2.696

10.786

1.461

5.844

41.643

1.461

5.844

41.643

2.500

9.998

1.354

5.418

47.061

1.354

5.418

47.061

2.469

9.874

1.199

4.795

51.856

1.199

4.795

51.856

2.393

9.570

.939

3.754

55.610

.881

3.522

59.133

.812

3.247

62.379

.793

3.172

65.551

.741

2.964

68.515

.693

2.774

71.289

.653

2.612

73.901

.631

2.523

76.424

.625

2.500

78.924

.604

2.414

81.339

.563

2.250

83.589

.546

2.185

85.774

.533

2.133

87.907

.517

2.067

89.974

.494

1.976

91.950

.430

1.721

93.671

.423

1.692

95.363

.402

1.610

96.972

.391

1.562

98.535

.366

1.465

100.000

In Figure 1, the first five-factor hypothesized model with 25 items loaded on their

respective constructs did not show satisfactory goodness- of-fit as mentioned before in

that CFI= .896, Df= 265, (χ2 = 723.618, RMSEA=.052, p < .001; and χ2/df = 2.731.

To attain better goodness-of-fit indices requirements, a re-specified measurement model

analysis was done on the same data though one item (sem5) on the sub-construct self-

management with low loadings of .479 was deleted as shown as in Figure 2 below.

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Figure 1. Confirmatory factor analysis of the hypothesized measurement model of SEL

Figure 2. For re-specified hypothesized measurement model for social emotional learning skill’ construct

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The findings from the re-specified hypothesized measurement in Figure 2 indicate that

CFI= .916, Df= 199, (χ2 = 529.447, RMSEA=.051, p < .001; and χ2/df = 2.661.

SEL Measurement model reliability and validity assessment

Table 3 - Convergent validity for social emotional learning skills construct

Sub construct

Items

Factor

Self-Management

Sem1

.693

Sem2

.715

Sem3

.616

Sem4

.558

Cronbach’s Alpha ≥0.7

.738

Composite reliability

0.74

Average variance explained

0.76

Responsible decision

Making

Resp1

.663

Resp2

.699

Resp3

.719

Resp4

.616

Resp5

.655

Cronbach’s Alpha ≥ 0.7

0.74

Composite reliability

0.88

Average variance explained

0.55

Self-awareness

Sel1

.618

Sel2

.551

Sel3

.661

Sel4

.568

Cronbach’s Alpha ≥ 0.7

0.71

Composite reliability

0.72

Average variance explained

.044

Relationship-

management

Relsh1

.598

Relsh2

.639

Relsh3

.592

Relsh4

.533

Relsh5

.652

Cronbach’s Alpha ≥ 0.7

803

Composite reliability

0.78

Average variance explained

0.44

Social-awareness

Sco2

.673

Soc3

.643

Soc4

.674

Soc5

.520

Cronbach’s Alpha ≥ 0.7

0.76

Composite reliability

0.73

Average variance explained

0.43

Cronbach alpha for 19 items

.847

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Despite the high Cronbach’s alpha (α) of 0.7 (ranging from .715-.803) for all the SEL

sub-constructs to achieve the acceptable measurement model requirements, another

step was taken to establish both construct validity and reliability as shown in table 3

below, the reliability and validity were assessed using composite reliability(CR) and

average variance explained from the Table 3 below showed that CR values exceeded .7

ranging from 0.71-81, thus indicating a good construct reliability. There was a slight

divergence in the items of five multidimensional of the hypothesized model of SEL. This

suggests that the conceptualization and definition of SEL vary from one country to

another(Belay & Dejene, 2024; Ross & Tolan, 2018;). The study findings reflected that

the respondents were above to differentiate the five study subconstructs of SEL as

indicated in Table 3 below.

Social Emotional Learning Psychometric Properties

It is portrayed from figure 2 that the specified model of SEL construct is a unified model

with five latent variables with standardized regression coefficients paths and indicator

items (self-management, social-awareness, responsible decision-making self-awareness,

and , relationship skills,). The results further indicated that standardized coefficient

values were between .43 to .72, reflecting reasonable significant factor loadings at p <

.001(see Table2).

Table 4. Shows AVE for Social Emotional Learning Skills Measurement Model.

Dimension

SelfMagt

0.51

0.53

0.52

0.29

0.48

Respdeci

0.73

0.54

0.42

0.30

0.48

Selfaware

0.72

0.65

0.44

0.30

0.48

Relnshp

0.54

0.55

0.50

0.24

Sociaware

0.69

0.49

0.47

Composite

Reliability

0.74

0.88

0.72

0.78

0.73

Under the diagonal in Table 4 above is the correlation matrix, above the diagonal are the

average variance explained value,. while the shared values variance matrix is above the

diagonal.

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Figure 3. second-order factor analysis of SEL hypothesized model with standardized estimates

From the study results, Figure 3 indicates second-order measurement model of SEL skills

generated through confirmatory factor analysis. The findings reflected significant strong

significant indicators at p <.001 in that responsible decision making value (β = .80),

relationship skills (β = .88), self-awareness scored (β = .81), Social-awareness (β =

.42), and self-management (β = .73). This implies that relationship skills scored the

highest variance explained at 88%, followed by self-awareness scored 81%, responsible

decision making value 80%, self-management 73%, and social-awareness 42% across

universities in Uganda. The findings further revealed that the hypothesis that SEL is a

five structure measurement model is valid and reliable, and its constructs are specifically

and systematically associated with it.

Discussion

The study findings in the tables indicate that there was evidence for convergent validity

because the 70% of the values of the AVE for SEL were above 0.5, representing

satisfactory convergent validity discriminant validity was also realized due to large values

corresponding with shared values (values above the diagonal). The inter-factor

correlation was moderate(Hair, et al.., 2010). This showed that SEL is a multidimensional

construct with inter-related factors but distinct in nature. The data reflects that the study

composite reliability values ranged from 0.72 (self-awareness) to 0.88 (responsible

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decision making). This implies that the values were high enough and above the

acceptable values thus providing proof of convergent validity(Lam, 2012)

The consistence of validity and reliability of SEL construct survey tool differs from one

country to another. Therefore it is important for researchers that before using CFA and

full SEM at the same time, an analysis of EFA should always be done first in order to

come up with better factor loadings.

The results from Figure 1 obtained using CFA showed that the hypothesized model of SEL

is a multidimensional construct with five subcontracts, and these did not meet the

standardized goodness-of-fit for using SEM (Awang,at al., 2017). The study further

contributed to the body of knowledge by examining and validating the existing survey

tool however, self-management constructs proved that in the context of Uganda is

measured with four items. This is because some of its items loaded below the required

value scores. The five-factor measurement model is in agreement with earlier studies

like (Chernyshenko,, 2018; Ross & Tolan, 2018; Saxe, 2011).

The study further indicates that SEL measurement model should be implemented based

on context and culture of a given place, this will ease the work of different stakeholders

in the sector of education (CASEL, 2013, 2015). A strong positive correlation among the

five factor and their item indicators was shown by the study findings. This implies that

SEL is holistic in nature due to interconnectedness among the its sub constructs. The

study has added on the advocacy of fostering and integrating SEL in the curricula of

different levels of education in order to prepare a holistic graduate for socio-economic

transformation of their societies ( Hicks, 2012; Kivunja, 2014).

Limitation

The key interest of this study as purported by the author was to examine and validate

the hypothesized theoretical model of SEL, The intention was to have strong factor

loadings for the entire measurement model fit with all its item loadings on the factors.

However,one of the items for self-management sub construct did not meet the standards.

The study was not longitudinal due to high costs that were required, therefore it was

done using a cross-sectional survey design on a particular group of students in the central

region.

Conclusions and Recommendations

This is the first kind of study done in Uganda to validate SEL hypothesized conceptual

model as a measurement model. The study findings provide a robust support for

integration of model in curriculum and management of social emotional skills especially

at HEIs. Though the results were gained from a self- report survey tool, the findings are

applicable across different ages of sample cohorts. A study with mixed methods with

more diverse and large sample of participants across the country is needed to establish

the robustness across age groups of different education levels. Future studies on SEL

have a basis of using this reliable and valid measurement model to examine the

trajectories of the five sub-constructs of SEL, the difference in their meaning, and

function of the entire design.

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HEIs should also train lectures in SEL skills in order to train graduates who are imbued

with skills of self-management and self-awareness to make responsible decisions that

affect their relationship and social responsibility positively.

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