Table 2.

Content Analysis Results That Led to the Initial Pool of SECAB-A Items.

SEC domain	Specific skills within the scope of SEC domains	Units of record and respective source	Formulated item for the SECAB-A
1. Self-regulation (Ability to effectively regulate emotions and behaviors; Durlak et al., 2015)	1.1 Emotional and behavioral regulation	1.1.1 To effectively regulate one’s emotions on a daily basis. -  “I find ways to manage my emotions and channel them in useful ways without harming anyone.” (TOOL; CASEL, 2019) -  “I worry about being in a good mood.” (TMMS; Salovey et al., 1995) -  “To effectively and constructively manage/control emotions.” (EQ-i; Bar-On, 1997) -  “Sé como generar ocasiones para experimentar emociones agradables/positivas.” (QDE-A; Pérez-Escoda et al., 2010)	Item02. “Sou capaz de regular as minhas emoções de forma eficaz.” (Free translation: “I am able to effectively regulate my emotions.”)
		1.1.2 To effectively regulate one’s emotions and behavior in a moment of crisis. -  “I stay calm, clear-headed, and unflappable under high stress and during a crisis.” (TOOL; CASEL, 2019) -  “If I find myself getting mad, I try to calm myself down.” (TMMS; Salovey et al., 1995) -  “I effectively use multiple strategies (e.g., breathing techniques and mindfulness) when I have a strong emotional reaction.” (SSEIC; Yoder, 2014) -  “Acostumbro a moderar mi reacción cuando tengo una emoción fuerte.” (QDE-A; Pérez-Escoda et al., 2010) -  “I am able to maintain a good mood even if something bad happens.” (ESCQ; Takšić et al., 2009)	Item06. “Durante momentos de elevado stress, consigo manter a calma.” (Free translation: “In stressful moments, I can stay calm.”)
	1.2 Goal setting and achieving	1.2.1 To establish SMART goals and persevere to achieve them. -  “I am pragmatic, setting measurable, challenging, and attainable goals.” (TOOL; CASEL, 2019) -  “I continuously refine my personal goals.” (SSEIC; Yoder, 2014) -  “To strive to achieve personal goals and actualize one’s potential.” (EQ-i; Bar-On, 1997) -  “Tengo claro para qué quiero seguir vivendo.” (QDE-A; Pérez-Escoda et al., 2010)	Item08. “Estabeleço adequadamente os meus objetivos (ex. concretos, mensuráveis, alcançáveis).” (Free translation: “I properly establish my goals [e.g., concrete, measurable, achievable].”)
			Item10. “Monitorizo o meu progresso na persecução dos meus objetivos.” (Free translation: “I monitor my progress toward achieving my goals.”)
	1.3 Self-efficacy	1.3.1 To believe in one’s ability to effectively behave to achieve goals when facing unexpected challenges. -  “I feel confident that I can handle whatever comes along with calm self-assurance and a relaxed presence.” (TOOL; CASEL, 2019) -  “If I really want to, I will solve a problem that may seem insoluble.” (ESCQ; Takšić et al., 2009)	Item12. “Acredito que sou capaz de lidar com as adversidades que possam surgir.” (Free translation: “I believe that I am capable of dealing with unexpected challenges/obstacles.”)
	1.4 Adaptability	1.4.1 To welcome change and being able to adapt in the face of new information or situations. -  “I modify my thinking in the face of new information and realities.” (TOOL; CASEL, 2019) -  “I accept new challenges and adjust to change.” (TOOL; CASEL, 2019) -  “To adapt and adjust one’s feelings and thinking to new situations.” (EQ-i; Bar-On, 1997) -  “Me asustan los cambios.” (QDE-A; Pérez-Escoda et al., 2010)	Item13. “Consigo adaptar-me (ex. pensar de outra forma) em resposta a novas informações ou situações.” (Free translation: “I can adapt [e.g., thinking differently] in response to new information or situations.”)
	1.5 Optimism	1.5.1 To anticipate/identify positive outcomes/aspects even in negative situations. -  “I can see the positive even in negative situations.” (TOOL; CASEL, 2019) -  “To be positive and look at the brighter side of life.” (EQ-i; Bar-On, 1997)	Item14. “Procuro identificar aspetos positivos mesmo em situações negativas.” (Free translation: “I try to identify positive aspects even in negative situations.”)
	1.6 Organizational skills	1.6.1 To respond to different demands/tasks maintaining focus/energy (through emotional, behavioral and motivational regulation). -  “I stay focused and consistent when I work.” (SSEIC; Yoder, 2014) -  “I can juggle multiple demands without losing focus or energy.” (TOOL; CASEL, 2019)	Item15. “Sou capaz de conjugar várias tarefas sem perder o foco.” (Free translation: “I can respond to different tasks without losing focus.”)
		1.6.2 To be able to balance and respond to both work and personal life commitments. -  “I balance my work life with personal renewal time.” (TOOL; CASEL, 2019)	“Tenho dificuldade em equilibrar o tempo de trabalho e o meu tempo pessoal.” (Free translation: “I struggle to balance work and personal time.”) Note: This item was removed after expert analysis regarding relevance for the construct. Work-life balance emerges on the literature as a consequence of SEC and, particularly, self-regulation.
2. Self-awareness (Ability to understand one’s own emotions, beliefs, and values, and to have accurate self-perception; Durlak et al., 2015)	2.1 Emotional self-awareness	2.1.1 To be able to accurately recognize, identify and name one’s emotions. -  “I am able to identify, recognize, and name my emotions in the moment.” (TOOL; CASEL, 2019) -  “I pay much attention to my feelings.” (TMMS; Salovey et al., 1995) -  “To be aware of and understand one’s emotions.” (EQ-i; Bar-On, 1997) -  “Sé poner nombre a las emociones que experimento.” (QDE-A; Pérez-Escoda et al., 2010) -  “Putting my feelings and emotions into words comes easily to me.”/“I am capable to list the emotions that I am currently experiencing.” (ESCQ; Takšić et al., 2009)	Item01. “No meu dia-a-dia, sou capaz de identificar e nomear o que estou a sentir no momento.” (Free translation: “In my daily life, I am able to identify and name my emotions when they occur.”)
		2.1.2 To be able to accurately recognize one’s feelings and emotional expressions (physiological, cognitive, and behavioral) toward other people and everyday situations. -  “I recognize the relationship between my feelings and my reactions to people and situations.” (TOOL; CASEL, 2019) -  “Conozco bien mis emociones.” (QDE-A; Pérez-Escoda et al., 2010) -  “Puedo describir fácilmente mis sentimentos.” (QDE-A; Pérez-Escoda et al., 2010) -  “I can recognize most of my feelings.” (ESCQ; Takšić et al., 2009) -  “I can make sense out of my feelings.” (TMMS; Salovey et al., 1995)	Item03. “No meu dia-a-dia, sei reconhecer as minhas reações emocionais (ex. fisiológicas, cognitivas, comportamentais) no momento.” (Free translation: “In my daily life, I recognize my emotional reactions [e.g., physiological, cognitive, behavioral] at the moment.”)
			Item07. “Estou consciente do que sinto sobre as pessoas ou situações quotidianas.” (Free translation: “I am aware of how I feel about other people or everyday situations.”)
	2.2 Accurate self-perception	2.2.1 To accurately perceive, understand, and accept one’s individual characteristics even if they are not positive (e.g., needs, biases, values, beliefs). -  “I know and am realistic about my strengths and limitations.” (TOOL; CASEL, 2019) -  “I am aware of what I need to improve upon and grow professionally.” (SSEIC; Yoder, 2014) -  “To accurately perceive, understand and accept oneself.” (EQ-i; Bar-On, 1997)	Item11. “Tenho uma perceção realista de quais são as minhas limitações.” (Free translation: “I have an accurate perception of my limitations.”)
			“Tenho dificuldade em identificar quais são os meus pontos fracos.” (Free translation: “I have difficulty identifying my weaknesses.”) Note: This item was removed after expert analysis regarding relevance for the construct. This item was perceived to overlap with Item11 but being harder to comprehend and unclear. Thus, to maintain parsimony this item was deleted from the SECAB-A.
		2.2.2. To be aware of how one’s individual characteristics (e.g., needs, biases, values, beliefs) affect one’s behavior and decisions. -  “I know how my own needs, biases, and values affect the decisions I make.” (TOOL; CASEL, 2019) -  “I am usually aware of how my emotions, culturally grounded beliefs, and background are precursors to my emotional reactions.” (SSEIC; Yoder, 2014)	Item04. “Sei de que forma o que estou a sentir se reflete nos meus comportamentos (ex. para com as outras pessoas ou situações).” (Free translation: “I know how my feelings impact my behavior [e.g., toward other people or situations].”)
			Item09. “Sei de que forma as minhas características pessoais (ex. necessidades, preconceitos, valores, crenças) afetam as decisões que tomo.” (Free translation: “I know how my personal characteristics [e.g., needs, biases, values, beliefs] affect the decisions I make.”)
		2.2.3 To be aware of how other people’s behavior affect one’s emotions and behavior. -  “I understand how student responses (positive and negative) affect my emotions and my behaviors.” (SSEIC; Yoder, 2014)	Item05. “Compreendo como o comportamento das outras pessoas (positivo e negativo) afeta o que sinto e como reajo.” (Free translation: “I understand how other people’s behavior [positive or negative] affect my emotions and behaviors.”)
3. Conflict management (Ability to effectively manage conflict situations and negative social interactions; Durlak et al., 2015)	3.1 Taking perspective and appreciate diversity	3.1.1 To take perspective/be able to comprehend different perspectives, opinions, needs, or behaviors. -  “Acepto y respeto que los otros piensen y actúen de forma diferente a mí.” (QDE-A; Pérez-Escoda et al., 2010)	Item01. “Tenho dificuldade em compreender perspetivas diferentes da minha.” (Free translation: “I have difficulty in understanding perspectives other than mine.”)
		3.1.2 To appreciate, respect, and value diverse backgrounds, perspectives, and cultures. -  “I try to understand the perspective and experiences of others before I offer suggestions.” (TOOL; CASEL, 2019) -  “I address the commonalities and differences (e.g., racial, ethnic, cultural) that exist among students.” (SSEIC; Yoder, 2014) -  “I appreciate and get along with people of diverse backgrounds and cultures in my school community and utilize inclusionary practices to ensure all voices are represented.” (TOOL; CASEL, 2019)	Item11. “Tento entender a perspetiva e as experiências dos outros antes de oferecer sugestões.” (Free translation: “I try to understand others’ perspectives and experiences before offering suggestions.”)
	3.2 Empathy	3.2.1 To be empathic even in the face of different approaches/interpretations of reality. -  “Being able to show genuine empathetic concern even when a companion’s problem is uninteresting to you.” (ICQ; Buhrmester et al., 1988) -  “Sé ponerme en el lugar de los otros para comprenderlos bien.” (QDE-A; Pérez-Escoda et al., 2010)	Item03. “Sou capaz de mostrar empatia genuína mesmo quando não me identifico com o problema da outra pessoa.” (Free translation: “I am able to show genuine empathy even when I don’t identify with the other person’s problem.”)
	3.3. Openly admit one’s mistakes	3.3.1 To be able to openly admit personal mistakes/misbehaviors and to be receptive to others’ criticism/feedback. -  “I am able to openly admit my mistakes and shortcomings to myself and others.” (TOOL; CASEL, 2019) -  “Me siento herido fácilmente cuando los otros critican mi conducta o trabajo.” (QDE-A; Pérez-Escoda et al., 2010)	Item07. “Tenho dificuldade em admitir abertamente os meus erros perante as outras pessoas.” (Free translation: “I find it difficult to openly admit my mistakes to other people”)
	3.4 Conflict management	3.4.1 When facing conflict, being able to recognize that other people have a valid point, and one’s might be wrong. -  “When angry with a companion, being able to accept that s/he has a valid point of view even if you don’t agree with that view.” (ICQ; Buhrmester et al., 1988) -  “Being able to admit that you might be wrong when a disagreement with a close companion begins to build into a serious fight.” (ICQ; Buhrmester et al., 1988)	Item08. “Durante uma discussão, sou capaz de admitir que a outra pessoa tem razão.” (Free translation: “During an argument, I can admit that the other person is right.”)
		3.4.2 When facing conflict, to act without resentment. -  “Being able to put begrudging (resentful) feelings aside when having a fight with a close companion.” (ICQ; Buhrmester et al., 1988)	Item14. “Sou capaz de deixar de lado ressentimentos para melhor resolver um conflito.” (Free translation: “I am able to let go of resentments to better resolve a conflict.”)
		3.4.3 When facing conflict, to be able to active listening others perspectives/vision of the situation. -  “I am comfortable dealing with conflict, listening to feelings from all parties and helping them understand different perspectives.” (TOOL; CASEL, 2019) -  “I try to understand why my students are or are not actively participating (. . .)” (SSEIC; Yoder, 2014) -  “When having a conflict with a close companion, really listening to his or her complaints and not trying to ‘read’ his/her mind.” (ICQ; Buhrmester et al., 1988)	Item15. “Perante um conflito com alguém conhecido, sou capaz de ouvir atentamente o que essa pessoa me diz em vez de tentar ‘ler’ a sua mente.” (Free translation: “In the face of a conflict with someone I know, I am able to listen carefully to what that person is saying to me rather than trying to ‘read’ their mind.”)
		3.4.4 To effectively manage conflicts by looking for collaboration/search for common solutions. -  “Me bloqueo cuando tengo que resolver conflictos.” (QDE-A; Pérez-Escoda et al., 2010) -  “I am able to guide conflicting parties to find a common solution.” (TOOL; CASEL, 2019)	“Sou capaz de gerir conflitos adequadamente, ouvindo todas as partes e procurando uma solução de compromisso perante diferentes perspetivas.” (Free translation: “I am able to manage conflicts properly, listening to all parties and looking for a compromise solution in the face of different perspectives.”) Note: This item was removed after expert analysis regarding relevance for the construct. This item was perceived to overlap with the Problem-Solving (item03) skills within Responsible Decision Making which consider the search for compromise solutions. Moreover, the content source underlying this item is more general and better explained by the remaining items of the scale.
	3.5 Respect for others	3.5.1 To be able to respect others, communicate with focus on others’ behavior and expect their best. -  “Being able to work through a specific problem with a companion without resorting to global accusations (‘you always do that’).” (ICQ; Buhrmester et al., 1988) -  “I believe that, in general, people are doing their best, and I expect the best of them.” (TOOL; CASEL, 2019)	Item16. “Sou capaz de resolver um problema específico com alguém sem recorrer a acusações globais (ex. ‘fazes sempre isso,’ ‘nunca fazes isso’).” (Free translation: “I am able to solve a problem with someone without resorting to global accusations [e.g., ‘you always do this’, ‘you never do this’].”)
			“Acredito que, em geral, as pessoas dão o melhor de si/fazem o seu melhor.” (Free translation: “I believe that, in general, people give their best/do their best.”) Note: This item was removed after expert analysis regarding relevance for the construct. This item was perceived to do not directly express and add to the conceptualization of Respect for others. This item was evaluate as referring to a general belief about others and not as expressing a competence reflecting Respect for others. Also, the alternative Item16 was perceived to be clearer and more appropriate.
4. Positive relationship (Ability to build and maintain strong and supportive relationships and interact effectively with others; Durlak et al., 2015)	4.1 Open communication	4.1.1 To be able to foster emotionally safe and engaging environments that promote mutually satisfying relationships. -  “I foster an emotionally nurturing and safe environment for staff, students, families, and community members.” (TOOL; CASEL, 2019) -  “I successfully support positive emotions and respond to negative emotions.” (SSEIC; Yoder, 2014) -  “To establish mutually satisfying relationships and relate well with others.” (EQ-i; Bar-On, 1997)	Item02. “Sou capaz de criar um ambiente emocionalmente seguro e envolvente para as pessoas com quem me relaciono.” (Free translation: “I am able to create an emotionally safe and engaging environment for the people I interact with.”)
		4.1.2 To express one’s values, goals, perspectives and expectations authentically. -  “I am open and authentic with others about my values and beliefs, goals, and guiding principles.” (TOOL; CASEL, 2019) -  “To effectively and constructively express one’s emotions and oneself.” (EQ-i; Bar-On, 1997) -  “I clearly communicate behavioral and academic expectations (. . .)” (SSEIC; Yoder, 2014)	Item04. “Sou aberto/a e autêntico/a com os outros sobre as minhas características pessoais (ex. valores, crenças, objetivos, princípios orientadores).” (Free translation: “I am open and authentic with others about my personal characteristics [e.g., values, beliefs, goals, guiding principles].”)
		4.1.3 To be able to say no and communicate with assertiveness. -  “Saying ‘no’ when a date/acquaintance asks you to do something you don’t want to do.” (ICQ; Buhrmester et al., 1988) -  “When something doesn’t suit me, I show this immediately.” (ESCQ; Takšić et al., 2009)	Item09. “Sou capaz de dizer ‘não’ quando me pedem para fazer algo com que não concordo/vai contra o que acredito.” (Free translation: I can say ‘no’ when asked to do something I don’t agree with/goes against what I believe.)
		4.1.4 To openly communicate to others what their actions make one’s feel. -  “Telling a companion that he or she has done something to hurt your feelings.” (ICQ; Buhrmester et al., 1988) -  “Me cuesta defender opiniones diferentes a la de las otras personas.” (QDE-A; Pérez-Escoda et al., 2010) -  “When I don’t like a person, I find ways to let him/her know.” (ESCQ; Takšić et al., 2009)	Item10. “Sou capaz de dizer abertamente a outras pessoas o que as suas ações me fazem sentir (positiva ou negativamente).” (Free translation: “I can openly tell other people what their actions make me feel [good or bad].”)
	4.2 Building relationships	4.2.1 To be able to give constructive feedback to others. -  “I give timely and constructive feedback as a coach and mentor.” (TOOL; CASEL, 2019)	Item05. “Dou feedback adequado (ex. oportuno, construtivo).” (Free translation: “I give appropriate feedback [e.g., timely, constructive].”)
		4.2.2 To pay attention, be aware and recognize others’ emotions through the observation of their (non-)verbal communication. -  “I listen actively and can grasp another person’s perspective and feelings from both verbal and nonverbal cues.” (TOOL; CASEL, 2019) -  “I usually understand the perspectives of my students and can pay attention to their emotional cues during classroom interactions.” (SSEIC; Yoder, 2014) -  “To be aware of and understand how others feel.” (EQ-i; Bar-On, 1997) -  “Me resulta fácil darme cuenta de cómo se sienten los otros.”/“Me resulta difícil saber como se sienten los otros.” (QDE-A; Pérez-Escoda et al., 2010) -  “When I meet an acquaintance, I immediately notice his/her mood.”/“If I observe a person in the presence of others, I can determine precisely her or his/her emotions.”/“I am able to tell somebody’s feelings by the expression on his/her face.” (ESCQ; Takšić et al., 2009)	Item06. “Consigo compreender o que os outros estão a sentir através da forma como comunicam (ex. comunicação verbal, comunicação não verbal).” (Free translation: “I am able to understand others’ feelings through the way they communicate [e.g., verbal communication, non-verbal communication].”)
	4.3 Organizational awareness	4.3.1 To comprehend and act in accordance with social norms. -  “I understand the organizational forces at work, guiding values, and unspoken rules that operate among people.” (TOOL; CASEL, 2019)	Item12. “Compreendo os valores e as regras implícitas que estão presentes na interação com as outras pessoas.” (Free translation: “I understand the values and implicit rules that are present in social interactions.”)
	4.4 Teamwork and collaboration	4.4.1 To effectively work in a team and promote collaboration between all parties. -  “I am good at teamwork and collaboration and generate a collegial atmosphere that inspires us all.” (TOOL; CASEL, 2019) -  “I involve key stakeholders in important decision-making tasks to ensure we are making wise choices.” (TOOL; CASEL, 2019)	Item13. “Procuro trabalhar em equipa, colaborativamente, para a resolução de problemas.” (Free translation: “I try to work in a team, collaboratively, to solve problems.”)
5. Responsible decision-making (Ability to make ethical and constructive decisions, evaluate and reflect on personal behavior, and effectively solve problems; Durlak et al., 2015)	5.1 Problem identification and situation analysis	5.1.1 In the face of a problem, to be able to generate multiple solutions and anticipate their outcomes. -  “I am able to define the core of the problem and differentiate it from solution options.” (TOOL; CASEL, 2019) -  “I involve others to generate multiple solutions and predict the outcome (of each solution) for key problems.” (TOOL; CASEL, 2019) -  “Me resulta fácil pensar en las consecuencias de mis decisiones.” (QDE-A; Pérez-Escoda et al., 2010)	Item01. “Quando tenho um problema, consigo pensar em várias soluções alternativas.” (Free translation: “When I have a problem, I can think of alternative solutions.”)
			Item02. “Perante soluções alternativas para um problema, sou capaz de antecipar o resultado de cada uma delas antes de decidir.” (Free translation: “Faced with alternative solutions to a problem, I am able to anticipate the outcomes before deciding.”)
			“Consigo identificar com clareza os meus problemas.” (Free translation: “I am able to identify my problems with clarity.”) Note: This item was removed after expert analysis regarding relevance for the construct. This item was perceived to be less relevant in light with the subcategory prospectus. To maintain parsimony the item was removed, since the ability to generate multiple solutions (Item01) and to anticipate their outcomes (Item02) were perceived more relevant and sufficient.
	5.2 Problem-solving	5.2.1 To be able to effectively solve problems, including all parties involved to find a common solution. -  “To effectively solve problems of a personal and interpersonal nature.” (EQ-i; Bar-On, 1997) -  “I am effective at considering multiple forms of evidence, such as balancing the needs and the behaviors of my entire class.” (SSEIC; Yoder, 2014) -  “I regularly include my students and/or collaborate with colleagues to solve problems that arise in the classroom.” (SSEIC; Yoder, 2014)	Item03. “Na presença de um problema que afeta também outras pessoas, procuro envolver todas as partes na procura da solução.” (Free translation: “In the presence of a problem that also affects other people, I try to involve all parties to find a common solution.”)
		5.2.2 To be able to ethically and respectfully, make and communicate decisions even when unpopular. -  “I find practical and respectful ways to overcome barriers, even when it comes to making decisions that may not be popular.” (TOOL; CASEL, 2019)	Item04. “Mesmo quando se trata de tomar decisões que podem não ser populares, encontro formas respeitosas de superar os problemas.” (Free translation: “Even when it comes to making decisions that may not be popular, I find respectful ways to overcome barriers.”)
	5.3 Behavior evaluation and reflection	5.3.1 To create opportunities for reflection on progress toward goals. -  “I provide opportunities for self-reflection and group reflection on progress toward goals and the process used.” (TOOL; CASEL, 2019)	Item05. “Crio oportunidades de reflexão (ex. autorreflexão, reflexão em grupo) para monitorizar o progresso em direção aos objetivos estabelecidos.” (Free translation: “I create opportunities for reflection [e.g., self-reflection, group reflection] to monitor progress toward established goals.”)
	5.4 Personal, moral, & ethical responsibility	5.4.1 To threat other people respectfully with personal, social and moral responsibility. -  “I treat other people in the way I would want to be treated.” (TOOL; CASEL, 2019)	Item06. “Trato as outras pessoas da maneira que gostaria de ser tratado/a.” (Free translation: “I treat other people the way I would like to be treated.”)

Note. SEC = Social and Emotional Competence; SECAB-A = Social and Emotional Competence Assessment Battery for Adults; CASEL = Collaborative for Academic, Social, and Emotional Learning consortium; TMMS = Trait Meta-Mood Scale; QDE-A = Questionari de Desarrollo Emocional para Adultos; SSEIC = Self-Assessing Social and Emotional Instruction and Competencies; ESCQ = Emotional Skills and Competence Questionnaire; ICQ = Interpersonal Competence Questionnaire.