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

Autor(en)

Philipp Schmidt, Katharina-Theresa Lindner, Alexandra Pirker, Susanne Schwab, Carmen Zurbriggen

Abstrakt

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.

Organisation(en)

Institut für Lehrer*innenbildung

Externe Organisation(en)

Universität Bielefeld, North-West University, Université de Fribourg

Journal

European Journal of Special Needs Education

Seiten

1-15

Anzahl der Seiten

15

ISSN

0885-6257

DOI

https://doi.org/10.1080/08856257.2025.2474843

Publikationsdatum

03-2025

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik, 503001 Allgemeine Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Education, Developmental and Educational Psychology, Health Professions (miscellaneous)

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/0cebe24f-2c20-420c-9cf5-13baf24ef5c3