Development and validation of the Chinese Inventory of Children’s Socioemotional Competence (CICSEC)

Development and validation of the Chinese Inventory of Children’s Socioemotional Competence (CICSEC)

• Li, Xiaomin The Education University of Hong Kong
• Lam, Chun Bun Ian The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Cheung, Ryan Yat Ming The Education University of Hong Kong
• Leung, Cynthia The Hong Kong Polytechnic University
• Fung, Wing Kai The Education University of Hong Kong

Early Education and Development, 2020

Routledge

2020

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Research findings: This study explored the latent structure of socioemotional competence among Chinese kindergarten children in Hong Kong, China, developing and validating a culturally relevant, teacher-reported measure, the Chinese Inventory of Children’s Socioemotional Competence (CICSEC). Cross-sectional questionnaire data were collected on two samples of children from Hong Kong (N₁ = 1,731; N₂ = 475). Exploratory and confirmatory factor analyses revealed that, children’s socioemotional competence was best represented by a two-level, four-factor model, a model that was invariant across child gender and grade levels. Four first-level factors, cognitive control, emotion expressivity, empathy and prosocial behaviors, and emotion regulation, were identified, and they were subsumed under a second-level, overarching factor: socioemotional competence. CICSEC demonstrated many good psychometric properties: The entire scale and the four subscales exhibited excellent internal consistencies. Moreover, it demonstrated criterion validity by being correlated positively with school readiness and negatively with problem behaviors. It also demonstrated incremental validity by explaining unique variance in school readiness, above and beyond an existing measure of children’s socioemotional competence. Practice or policy: Findings pointed to the advantages of using culturally specific, locally derived measures in assessing socioemotional competence and understanding child adjustment. Copyright © 2020 Taylor & Francis Group, LLC.

• English

Journal Articles

• 10409289

• 10.1080/10409289.2020.1715735

https://bibliography.lib.eduhk.hk/bibs/668aff4d

2020-05-18