TY - JOUR
T1 - Emotional self-concept-questionnaire (ESC-Q): evaluation for students with and without learning disabilities in inclusive schools
AU - Schmidt, Philipp
AU - Lindner, Katharina-Theresa
AU - Pirker, Alexandra
AU - Zurbriggen, Carmen
AU - Schwab, Susanne
PY - 2025/3/6
Y1 - 2025/3/6
N2 - The general emotional self-concept has rarely been investigated in special education and developmental psychology, despite its central role in difficulties related to emotional experience and competencies. Emotions themselves are not the only decisive factors influencing learning and academic achievement; the cognitive representation of one’s abilities and competencies regarding emotion – referred to as the emotional self-concept – also plays a significant role. However, measurement instruments to assess students’ emotional self-concept are notably lacking. This study evaluated the Emotional Self-Concept Questionnaire (ESC-Q) regarding (1) factorial structure, (2) internal consistency, and (3) measurement invariance across learning disabilities (LD), gender, and age (end of primary and lower secondary education). The sample included 726 students from grades 4 and 6 in inclusive schools (Mage = 11.17 years, SDage = 1.35; nfemale = 46.0%, nmale = 54.0%). Findings suggested that the three-factor model was preferable to the two-factor model. The internal consistencies of the scales were deemed acceptable (.70 ≤ ω ≤.78). Furthermore, measurement invariance was confirmed across LD and age groups, but not across gender. Overall, the study significantly contributed to understanding students’ subjective beliefs about their emotional abilities and competencies in special and inclusive education, offering valuable insights for future research.
AB - The general emotional self-concept has rarely been investigated in special education and developmental psychology, despite its central role in difficulties related to emotional experience and competencies. Emotions themselves are not the only decisive factors influencing learning and academic achievement; the cognitive representation of one’s abilities and competencies regarding emotion – referred to as the emotional self-concept – also plays a significant role. However, measurement instruments to assess students’ emotional self-concept are notably lacking. This study evaluated the Emotional Self-Concept Questionnaire (ESC-Q) regarding (1) factorial structure, (2) internal consistency, and (3) measurement invariance across learning disabilities (LD), gender, and age (end of primary and lower secondary education). The sample included 726 students from grades 4 and 6 in inclusive schools (Mage = 11.17 years, SDage = 1.35; nfemale = 46.0%, nmale = 54.0%). Findings suggested that the three-factor model was preferable to the two-factor model. The internal consistencies of the scales were deemed acceptable (.70 ≤ ω ≤.78). Furthermore, measurement invariance was confirmed across LD and age groups, but not across gender. Overall, the study significantly contributed to understanding students’ subjective beliefs about their emotional abilities and competencies in special and inclusive education, offering valuable insights for future research.
KW - Emotional self-concept
KW - measurement invariance
KW - learning disabilities
U2 - 10.1080/08856257.2025.2474843
DO - 10.1080/08856257.2025.2474843
M3 - Article
SN - 0885-6257
SP - 1
EP - 15
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
ER -