Development and Psychometric Properties of a Computer-Based Standardized Emotional Competence Inventory (MeKKi) for Preschoolers and School-Aged Children

Abstract

A computer-based emotional competence inventory for preschoolers and school-aged children (MeKKi) was developed to assess five components of emotional competence: emotion vocabulary, emotion identification (situational, visual, auditory), emotion understanding, emotion expression, and emotion regulation. Validity, reliability, and factor structure were examined in a community sample of 313 preschoolers and school-aged children (164 boys, 145 girls, 4 n.a.) age 4-11 years (M = 6.35 years, SD = 1.85). Item statistics and Cronbach's α were calculated for the subscales. The unidimensionality of the subscales was additionally tested via item response theory or confirmatory factor analysis. Internal consistency (α) was overall satisfactory at 0.82, though the consistencies of the Visual and Auditory Emotion Identification subscales were lower. Unidimensionality was demonstrated for all subscales except Emotion Understanding. Results provide support for the use of the MeKKi in research and clinical settings to assess emotional competence.

Keywords: Assessment; Computer-based measure; Emotional competence; Preschoolers.

Fig. 1

Graphical test of differential item functioning of the situational, auditory, and visual emotion identification of preschoolers (< 7 years old). Plotted are the beta differences for each item. The difference for person score was calculated between betas for children with person scores below and above the average. The difference between genders was calculated between betas for girls and betas for boys; negative values indicate higher difficulty for girls, and positive values indicate higher difficulty for boys. Items have numbers if there were multiple items for an emotion

Fig. 2

Graphical test of differential item functioning for school-aged children (≥ 7 years old). Plotted are the beta differences for each item. The difference for person score was calculated between betas for children with person scores below and above the average. The difference between genders was calculated between betas for girls and betas for boys; negative values indicate higher difficulty for girls, and positive values indicate higher difficulty for boys. Items have numbers if there were multiple items for an emotion