A Tool Development on Social Emotional Learning’s

Responsible Decision Making Among College Students:

An Initial Validation
Diosdado B. Quiamno, Jr. RGC, Rpm
University Counselor
Office of Counseling and Career Services
De La Salle University, Manila

Abstract: Responsible Decision Making is an important competency in which college

students are always confronted with from simple to complex choices in life. The kind of
choices that an individual embark into will affect their future and their well-being. In this
study, the researcher uses the Social Emotional Learning (SEL) theory as its framework as
it initially aimed to develop items that measures students’ responsible decision making with
its sub-constructs namely identifying problems, analyzing situations, solving problems,
evaluating, reflecting and ethical responsibility. Review of literature resulted to the
construction of 60 items with its corresponding 10 items per sub-construct. Content validity
was based on the evaluation, thorough review and consensus of five (5) experts coming from
the different fields of Psychology, Counseling and Educational Measurement. Results
revealed items that are acceptable, rejected and for revision. Implications of this attempt led
to the use of the items in assessing the responsible decision-making competency of the college
students that would result to the development of appropriate interventions for the students
when faced with either easy or difficult situation in their college life.

Keywords: Social Emotional Learning, Responsible Decision Making, College Students

I. INTRODUCTION standards, safety concerns, appropriate social

norms, respect for others, and probable
Decision making is an important action consequences of various actions; applying decision
which we are always confronted with. It starts from making skills to academic and social situations;
the time when we wake up in the morning until we contributing to the well-being of one’s school and
retire in the evening. The choices we make may start community”.
from simple to complex responses. Decision happens
every day and is very important for the youth of Decision-making is an inevitable act with
today. It may be a choice of what to eat, where to go, varying consequences. It can be good to our well-
what to do or not to do, what one wants to happen in being and at the same time it can also be a source of
life based from the value attached to them. The stress. Two-fold results can occur when a person
question is how does a person make a responsible makes a decision, on one hand, some may feel a
decision? Fagin (2013) wrote that there are times sense of satisfaction when they know they do the
when a person seems to think and feel that his right thing associated with a right choice. On the
decision is just right, yet they turn out to be the other hand, others be distressed by a decision poorly
opposite of what he expects. Responsible decision- or irresponsibly made, making both decisions a
making depends on several considerations. Zins, learning experience. (Small & Venkatesh, 2000).
Bloodworth, Weissberg, and Walberg, (2004),
described responsible decision making as “making In this study, responsible decision-making
decisions based on consideration of ethical is one of the core competencies of Social Emotional
Learning (SEL) theory. The Collaborative for activities positively impacts student SEL
Academic, Social and Emotional Learning (CASEL competencies and prosocial behavior” (Durlak &
2012) defines Social Emotional Learning (SEL) as Weissberg, et al 2011).
“the process of acquiring the skills to recognize and
manage emotions, set and achieve positive goals, According to Weissberg and Cascarino
appreciate the perspective of others, establish and (2013), “the short-term goals of SEL programs are to
maintain relationships, make responsible decisions, promote students’ self-awareness, self-management,
and handle interpersonal situations effectively” social-awareness, relationship, and responsible
(p.2). It aims to promote better rapport building decision-making skills, and to improve their
among people, thereby improve their social attitudes and beliefs about self, others, and school”,
relationship, and efficiently face the demands of (p. 9). They mentioned that consistent practice of
academic requirements and learn to develop life these competencies results to an opportunity by
skills to meaningfully handle the various aspects of providing an individual live a better adjustment and
life’s challenges. school performance as observed in a positive social
behavior, less conduct problems, less psychological
In the Philippines, there is a dearth in distress and improved test scores performance.
research study of Social Emotional Learning Indeed, this truly shows that the use of SEL
Theory’s utilizing one of the core competencies which interventions are truly beneficial to all students
is the responsible decision- making skills for college across year levels of a school.
students. Secretary of Education, Jesli Lapus,
emphasized in 2009 the integration of SEL in the This study attempts to address the gap of
public school curriculum hoping to upgrade the Philippine research on SEL focusing on the tool
emotional quotient of students. He reported that its development using responsible decision making
integration in the character education (Edukasyong which the researcher believes it would foster the
Pagpapakatao) subject will result to develop self- ability of the college students to make constructive
awareness, self-management, social awareness, choices about their personal behavior. In response
relationship skills and responsible decision making. to this gap, De La Salle University, being one of the
His efforts were designed for elementary levels top private universities in the Philippines, has
(Philippines, 2009). However, there is no follow up emphasized upon the students’ well-being and
in terms of the order of the former Secretary cognitive competency skills, has considered the
Education to pursue such a brilliant idea. There is application of the SEL framework in developing
lack of evidence that focuses on SEL’s responsible programs and interventions.
decision making as a measure for this particular
competency and for individual especially college There is an absence of a local tool to
students. determine the decision-making capacity of the
college students towards personal decisions
Social Emotional Learning (SEL) has been including career choices. This is one of the reasons
consistently used as an efficient framework to this tool is being developed in order to assess the
develop programs for schools for both educators and students’ responsible decision making competency.
its stakeholders in developing social emotional It is of paramount importance to validate items
competencies. According to Zins et al. (2007) “Social initially developed in order to establish the
and Emotional Education involves teaching children psychometric properties in assessing DLSU
to be self-aware, socially cognizant, and able to make students via-a-vis with other SEL’s competencies.
responsible decisions, and competent in self- Responsible Decision Making (RDM) is just one
management and relationship management skills so competency of SEL. To have a better picture and
as to foster their academic success, p.195”. Elias et appreciation, it is better to look at it together with
al. (1997) defined SEL as the process that integrates other SEL competencies. Responsible decision
an individual’s cognitive, affective and behavioral making (RDM) is just a part of a bigger study that
aspects in pursuit of becoming self-aware and are being simultaneously conducted focusing on
mindful of others, construct responsible decision other SEL competencies namely self-awareness,
making, and manage his own actions and those self- management, relationship management and
around him. In addition, a “2011 meta-analysis social awareness. (Siason, 2018)’s research title was
found that participation in SEL programs and “Development and Validation of Self-Awareness and

2
Self- Management while Chin’s paper (Chin, 2018) Oxford dictionary namely 4) identifying the
was entitled as “Item Development on Social problems defines as a process of recognizing
Awareness and Relationship Management (especially something considered worthy of
Competencies of College Students”. The objectives of attention) (Oxford University Press, 2018) such as a
this paper are the following: To develop items based matter or situation needing to be dealt with and
on the theoretical definitions of responsible decision- overcome (Oxford University Press, 2018), 5)
making and its sub-constructs; and to develop a evaluating is an act of forming an idea of the
reliable and valid assessment tool. amount, number, or value of; to assess (Oxford
University Press, 2018) and 6) reflecting as the
Thus, the utilization of the tool will process of thinking deeply and carefully about
contribute to the following benefits: Primarily, it will (Oxford University Press, 2018).
help assess students’ decision-making competencies.
Secondly, it will serve as a reference for counselors Social Emotional Learning (SEL)
to develop appropriate life skills programs. Finally, Competencies
the office will produce standardized evaluations Earlier in this paper, it was discussed that
which can efficiently improve its services. the present study is based on the Social Emotional
Learning Theory (SEL) framework. Specifically, it
Theoretical Framework will be employed in this tool development which has
been established and studied for advocating the five
Figure 1. A Framework for SEL (5) core competencies such as self-awareness, social
The figure below shows the SEL awareness, self-management, relationship skills
framework with its five core competencies: and responsible decision making among college
students to achieve positive academic results and
develop social emotional competencies. According to
Kansas State Education Department “SEL is a
framework by which people of all ages can learn to
develop emotional, social and emotional skills. SEL
is the bedrock of one’s positive academic attitude,
social, emotional, health, and civic outcome of both
children and adults.” The leading organization that
espoused SEL’s principles and ideas is known as the
Collaborative for Academic, Social, and Emotional
Responsible Decision Making Learning (CASEL) defined SEL” as the process
This study uses CASEL as a framework in through which children and adults acquire and
developing items in the tool to assess a student’s effectively apply knowledge, attitudes, and skills
cognitive process for responsible decision making. necessary to understand and manage emotions, set
This cognitive SEL competency of the responsible and achieve goals, feel and show empathy for others,
decision making constitutes six (6) sub-constructs establish and maintain positive relationships, and
under (CASEL, 2004 cited in Russell & Hutzel, make responsible decisions” (CASEL, 2017) para. 1
2007): The first three of sub-constructs obtained its https:casel.org/what-is-sel/retrieved April 2018.
definition from (CASEL, 2004) namely 1) “Analyzing
situations defines as accurately perceiving The figure above presents the SEL framework
situations in which a decision is to be made and and its five core competencies as defined by the
assessing the factors that might influence one’s following: (CASEL, 2017)
response, 2) Problem solving means generating,
implementing, and evaluating positive and informed 1. Self-Awareness – is the ability to accurately
solutions to the problem and 3) Personal or ethical recognize one’s own emotions, thoughts, and
responsibility defines as recognizing and values and how they influence behavior.
understanding one’s obligation to engage in ethical, 2. Self-Management – is the ability to successfully
safe, and legal behaviors.” p 7. regulate one’s emotions, thoughts, and behaviors
The last three definitions of responsible in different situations, effectively managing
decision making’s sub-construct are based on the stress, controlling impulses, and motivating

3
 oneself. The ability to set and work toward upon through an initial review of the literature in
personal and academic goals. order to develop the theoretical definition of the
3. Social awareness – is the ability to take the construct under study. The review of literature on
perspective of and empathize with others, SEL has been done to familiarize with the
including those from diverse backgrounds and underlying factors. It also serves as the strong basis
cultures. for item writing. “The definition is then used as a
4. Relationship skills – is the ability to establish guide for the development of items” (Schwab, 1980
and maintain healthy and rewarding cited in Hinkin, 1998) p 4.
relationships with diverse individuals and
groups. The second step, the process of content
5. Responsible decision making is the ability to validity assessment was applied by means of the
make constructive choices about personal deliberation of five (5) experts in the various field of
behavior and social interactions based on ethical Counseling Psychology, Educational Psychology,
standards, safety concerns, and social norms. and Educational Measurement. In the same
The realistic evaluation of consequences of procedure, the experts were showed with definitions
various actions, and a consideration of the well- of responsible decision making as one of the core
being of oneself and others. competencies of SEL theory together with the
matching definitions of its subs constructs and the
In this paper, the efforts are focused on the developed items which were formulated by the
responsible decision making. Specifically, it tries to author. The items should be decided upon whether
answer the following questions: 1) What are the they are accepted, rejected or needed revisions. The
items generated based on the theoretical items that were initially reviewed and validated
identifications of the responsible decision-making shall undergo further statistical analysis to obtain
competencies in SEL? 2.) Are the items generated its reliability coefficient.
from the sub-construct of SEL on responsible
decision-making such as identifying the problems, Measures
analyzing situations, solving problems, evaluating, This paper attempts to come up with
reflecting and ethical responsibility considered as instruments which solely focused on responsible
valid and accepted by the panel of experts? decision making. It aims to develop a tool that will
assess students’ decision-making competencies and
II. METHODOLOGY other personal areas that may require interventions
and help them to make constructive choices. The
To answer the statement of the problem, instruments consist of a total sixty-four (60) items
this paper made use of the study done by Hinkin et measuring the 6 sub construct namely identifying
al. (1997) describing the process of developing the problems, analyzing situations, solving
reliable and valid measurement instruments which problems, evaluating, reflecting and ethical
can be utilized in hospitality setting like a school and responsibility. The items developed were originally
research institution “. p.1. The first two steps used taken from the principles and ideas of Social
in the initial validation phase made in the study Emotional Learning (SEL) Theory “as the process
were item development and content validity through which children and adults acquire and
assessment” (Hinkin,1998) p.1. effectively apply knowledge, attitudes, and skills
necessary to understand and manage emotions, set
In the initial validation phase, sixty-four and achieve goals, feel and show empathy for others,
items were initially generated based on a review of establish and maintain positive relationships, and
literature with corresponding seven to twelve items make responsible decisions” (CASEL, 2018). Under
per sub construct. The procedure was done the consistent advocacy and promotion of CASEL
deductively which means that the development of (2017 para. 5) as an organization, defines
items stemmed from a theoretical foundation in such “responsible decision making” as the ability to make
a way that it would provide a solid explanation in constructive choices about personal behavior and
generating the initial set of items. Further, Hinkin social interactions based on ethical standards, safety
(1998) reported that this method provides an concerns, and social norms. The realistic evaluation
understanding of the phenomenon being studied of consequences of various actions, and a
consideration of the well-being of oneself and

4
others”. This cognitive SEL competency of the concluded as accepted, rejected or needed revision by
responsible decision making constitutes six (6) sub the validators. A total of twelve sample items are
constructs to define the following (CASEL, 2004 shown for the six subconstructs of responsible
cited in Russell & Hutzel, 2007): “1) analyzing decision-making with its corresponding three
situations defines as accurately perceiving sample items.
situations in which a decision is to be made and
assessing the factors that might influence one’s Table 1: Initial Results for Analyzing Situations
response. 2) problem solving means generating, (Sample Items Only)
implementing, and evaluating positive and informed
Proposed Items
solutions to the problem, 3) personal or ethical
Accept Reject Revise Comments/
responsibility defines as recognizing and
Recommendations
understanding one’s obligation to engage in ethical,
safe, and legal behaviors.” p 7. 4) identifying the 1. I make choice based on social……. /
problems, 5) evaluating and 6) reflecting. 2. I weigh the situation before I act… /
3. I react right away at any given…. /
III. RESULTS AND DISCUSSIONS
Revise (3), out of context.
What do you mean by “react right away”?
The Social Emotional Learning Theory
(SEL) is comprised with five (5) competencies. For
this study, only one competency was developed, Table I for analyzing situations show that
specifically the responsible decision making and out of three sample items, two items were accepted
made use to assess the college students’ ability to by the panel of validators while one requires revision
choose important options and execute constructive for its being out of context. The “react right away” is
choices, actions with confidence and ethical in question.
maturity. The author gathered the feedbacks,
remarks and recommendations after the expert Table II: Initial Results for Assuming Personal
validators’ careful review of the items generated. Responsibility (Sample Items Only)
The purpose of such review is to improve, modify and Proposed Items
decide which items to retain and more importantly Accept Reject Revise Comments/
were aligned with the SEL framework. A total of 60 Recommendations
items under this competency were identified 1. I own my actions without pointing /
wherein 10 items of each sub-constructs were finally 2. I acknowledge both my right… /
generated preceding the feedbacks made by the 3. I take actions to fulfill my dreams. /
expert validators. Upon the receipt of the feedbacks
and recommendations, the author decided to come Comment: (3) Does not necessarily reflect
up with the initial items or measures for the decision assumption of responsibility
making skills for the use of the college students.
Table II results for assuming responsibility
Under the results, the author presented the show that out of three sample items, two items were
six sub-constructs to be used as references for accepted while the other one was rejected by the
discussion purposes namely analyzing the situations validators. According to the experts, the statement
which means “as accurately perceiving situations in does not necessarily reflect assumption of
which a decision is to be made and assessing the responsibility.
factors that might influence one’s response”,
problem solving defines as “generating, Table III: Initial Results for Problem Solving
implementing, and evaluating positive and informed (Sample Items Only)
solutions to the problem and 3) personal or ethical
Proposed Items
responsibility defines as recognizing and
Accept Reject Revise Comments/
understanding one’s obligation to engage in ethical,
Recommendations
safe, and legal behaviors.” p 7. 4) identifying the
problems, 5) evaluating and 6) reflecting. (CASEL, 1. I analyze situations to identify… /
2004 cited in Russell and Hutzel (2007) p. 7. Below 2. I participate in the social analysis… /
are tables that show the sample items which were (2) Revise, the term social analysis is vague

5
3. I engage in thinking different… / 2. I usually find lessons in life’s challenges.…/
3. I am able to discover insights after significant
Table III results for assuming experiences… /
responsibility show that out of three sample items, Does not explicitly indicate an act of reflecting
each sample items represented its category as Table VI items results show that out of
accepted, rejected, and a need for revision. The last three items included, only items 1 and 2 were
item is due for revision because according to the accepted while item is recommended for revision
expert the term “social analysis” is somewhat vague. because the statement does not explicitly indicate an
act of reflecting.
Table 1V: Initial Results for Identifying Problems
(Sample Items Only) In summary, as observed in the six tables
Proposed Items that represent each sub-construct, the different
Accept Reject Revise Comments/ competencies were initially validated by the experts
Recommendations indicated as accepted, rejected and for revision. It
shows that the accepted items in all six tables
1. I have the ability to spot a problem... /
followed the rubrics of test development particularly
2. I can easily sense a concern... /
for its being simple and clear. Whereas, those items
3. I am capable of classifying the… /
marked as rejected were because of its being a
complicated sentence and out context while items
that were recommended for revisions had the
Table IV results for identifying problems following reasons: Its being both out of context, its
show that out of three sample items identified, both being a vague statement, and confusing statements.
items 1 and 2 were accepted while item 3 was For instance, the phrase “react right away” under
rejected because according to the validators’ analyzing situations needs clarity under item 3
comment “the context specific nature of this question while the term “social analysis” is blurry under item
may make it difficult to reply”. 2 for problem solving. However, majority of the
sample items checked by the panel of experts were
Table V: Initial Results for evaluating (Sample accepted because of its simplicity and brevity. To
Items Only) support this statement, Harrison & McLaughlin,
Proposed Items (1993) stated that statements necessitate simplicity,
Accept Reject Revise Comments/ as much as possible they are briefly stated, and
Recommendations language are not foreign from the target
1. I assess my own actions after an… / participants. Likewise, consistency of the items
2. I carefully evaluate my thoughts… / when it comes to perspectives pose a strong
3. I set a time to recognize hindering factors…/ consideration, such as to avoid mixing the items to
what it is supposed to assess. It also means that an
Would a freshman know what hindering factors item should measure one’s behavior are not found in
refer to? the cognitive or affective domain.
Table V results show that out of three items
reviewed, it is indicated that items 1 and 2 were With the foregoing initial findings above, it
accepted while item 3 is subject for revision with the is clearly obvious that the expert validators were
comment from validators, “would a typical freshman keen in determining what to include in the items
know what hindering factors the author is referring generated, what items are rejected and items that
to? These comments were being considered by the are subject for revision considering that item context
author. and views are within the framework of SEL. Thus,
to make sure that all items are being developed are
Table VI: Initial Results reflecting (Sample Items consistent in its content. During the initial tool
Only) development, several items were suggested to be
rephrased in such a way that it follows simple
Proposed Items
statements, clear words and devoid of technical
Accept Reject Revise Comments/
terms that may make the items vague to the
Recommendations
respondents. By doing so, it will facilitate the easy
1. I spend time introspecting…/ grasp and understanding of the college students

6
especially that this particular measure is all about responsibility serve as major ingredients in
responsible decision making. This process signifies a ascertaining that items generated are within the
good direction towards appropriate assessment of context of Social Emotional Learning. This process
the college students’ social emotional competencies posits its significance to obtain reliable and
to make their college life meaningful and productive appropriate competencies designed for the college
in their whole stay in the university. students in terms of their choices whether they may
be simple or complex in nature. Items generated
IV. CONCLUSIONS that were considered as accepted by the experts has
Building one’s knowledge, intellectual a great value in coming up with a tool.
acquisitions and technical skills are not the sole
measure towards success. Zins, Weissberg, Wang, & Implications of this research will result to
Walberg (2004) reported that today, it is common to the final validation of the standardized items in the
respond to academic issues vis- a-vis with social- scale which will help in assessing the college
emotional issues together with the results of that students’ needs. It will also guide counselors to come
endeavor. However, there is an absence of a measure up with programs and interventions in the context
using SEL’s responsible decision to help college of this competency.
students act on better choices and achieve a balance
in the application between academic and social and V. RECOMMENDATIONS
emotional domains. As (Elias, 2007) stated that
“there is pressure and modelling in the mass culture The first two procedures in tool
for impulsive behavior, abrupt decision making, development had been already done and used in this
short term goal setting, extreme emotions and study namely Hinkin’s, (1998) such as the item
violent problem solving” p. 253. Thus, there is a development and content validity assessment. Since
great necessity for a measure to be standardized in they had been also integrated in the administration
order to help students address rush decision-making of other required mass testing of the university of
process and unevaluated actions that might result to the first-year college students. It is recommended
unhealthy or distressing predicament. Having a that the next steps to focus on will be the data
standardized test measures will also help the analysis, initial term reduction and exploratory
university and a particular office to design a factor analysis. Those procedures are meant to be
program as interventions specific to responsible used in order to check the reliability and internal
decision making domain. consistency assessment of the test measurement
being developed. Hopefully, it is further
The role of Social Emotional Learning recommended to proceed for further study in phase
(SEL) Theory in producing the items that are two (2) of this tool development endeavor in order to
relevant to the college students in this research be replicated and maybe shared with other college
endeavor is indeed a positive output. The current students of other university in the Philippines.
sub-constructs of responsible decision-making such Likewise, it may be interesting to integrate SEL
as identifying the problems, analyzing situations, Theory in their school curriculum and programs.
solving problems, evaluating, reflecting and ethical

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