We are actively working on various projects including scale development and validation, survey and interview research, intervention and implementation research, and secondary data analysis. Here is a brief introduction to some of our ongoing projects.
1. The Development and Validation of the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC) in East Asian School Contexts
The main objective of this study is to develop and test a new measure of teachers’ social-emotional competence (SEC) that is comprehensive, practical, and culturally relevant in the East Asian school contexts and potentially other parts of the world.
Based on rigorous procedures of scale development and validation, we created the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC), measuring teacher SEC across all five domains of the widely used CASEL framework, with an additional domain focused on social awareness for equity and inclusion.
Since its publication, this tool is steadily gaining increasing attention from researchers and practitioners across Asia and around the world.
Related publications:
Lee, J.*, Fu, L., Hu, H., Wang, C., Chung, E., Choi, S.-n., Choi, C., Lee, S., Lui, I. D., & Yoo, M. S. (2025). The development and validation of the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC) in East Asian school contexts. Social and Emotional Learning: Research, Practice, and Policy, 5, 100093. https://doi.org/10.1016/j.sel.2025.100093
2. An International Study on Teachers’ Social-Emotional Competence, Well-being, and Practices
The main objective of this study is to examine the influences of teachers’ SEC on their well-being and SEL-related practices and to explore cross-cultural similarities and differences in these relationships and associated factors. This mixed-methods project involves surveys and interviews with teachers from China, South Korea, and the USA.
Our quantitative study findings suggest that teachers’ SEC is both a promotive and protective factor for their mental well-being and a significant predictor of integrated and equity-enhancing SEL practices, while the effects of SEC can vary by school contextual factors.
Related publications:
Fu, L., Hu, H., Wang, C., Lui, I. D., & Lee, J.* (2025). Social-emotional competence as the promotive and protective factor for Chinese school teachers’ mental well-being. Social and Emotional Learning: Research, Practice, and Policy, 5. 100091. https://doi.org/10.1016/j.sel.2025.100091
Choi, C., Lee, J.*, Lee, S., Chung, E., Choi, S., & Yoo, M. S. (2024). The effects of elementary school teachers’ social-emotional competence on well-being: Moderation by students’ emotional-behavioral needs and school climate. Korean Journal of Elementary Education, 35(4), 379-399. doi: 10.20972/kjee.35.4.202412.377 [In Korean]
3. Teachers’ Social-Emotional Competence: A Key to Successful Social and Emotional Learning for Students
The main objective of this study is to investigate whether and how teachers’ own SEC relates to students’ SEC development in the context of practicing school-based SEL. Partnering with the Boys' & Girls' Clubs Association (BGCA) of Hong Kong, we are currently collecting longitudinal data from teachers and students in Hong Kong public primary schools implementing a school-based SEL program.
Our preliminary findings indicate that when class teachers exhibit higher levels of SEC, students tend to receive higher-quality SEL instruction, which is associated with greater growth in SEC.
4. Building Resilient Futures: Fostering Rural Adolescents’ Positive Development Through Two Innovative School-Based Social-Emotional Learning Programs
The main objective of this study is to implement and evaluate two innovative universal school-based SEL programs aimed to promote positive youth development and prevent problematic internet use. Collaborating with the local education bureau and the RICI Foundation, we have conducted a three-arm cluster randomized controlled trial in middle schools in rural areas of Chongqing, China.
According to our preliminary analysis, the SEL programs have demonstrated effectiveness in enhancing students' SEC, reducing mental and behavioral health problems, and addressing digital health issues, with reports indicating strong acceptance and sustainability among teachers.
5. Empowering East Asian Teachers Through Culturally-Tailored Social and Emotional Learning Intervention
The main objective of this study is to design and evaluate a culturally-tailored SEL program for teachers in East Asia. In partnership with various local and international organizations, we are currently developing a program specifically designed to address the social-emotional needs of East Asian educators and to promote their daily SEL practices.
6. Other projects involving secondary data analysis
We are also working on other projects utilizing large-scale national and international data on social-emotional development and well-being of children and adolescents. Through these projects, we aim to address various issues such as multi-informant measurement, developmental trajectories, and cross-cultural comparisons, employing a range of advanced statistical analysis techniques to advance the boundaries of our knowledge base.
Related publications:
Lee, J.* & Junus, A. (2024). Differences and similarities in youth social-emotional competence measurement between North American and East Asian countries: Exploratory graph analysis using the OECD Survey on Social and Emotional Skills data. Child Indicators Research, 17. 57-79. https://doi.org/10.1007/s12187-023-10074-6
Lee, J.*, Wang, C., & Lui, I. D. (2025). Exploring gender differences in multidimensional social-emotional competence from developmental and cross-cultural perspectives. Social and Emotional Learning: Research, Practice, and Policy, 6. 100137. https://doi.org/10.1016/j.sel.2025.100137