Emotional self-concept-questionnaire (ESC-Q): evaluation for students with and without learning disabilities in inclusive schools

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.