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

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Titel: Emotional self-concept-questionnaire (ESC-Q): evaluation for students with and without learning disabilities in inclusive schools
Autoren: Philipp Schmidt, Katharina-Theresa Lindner, Alexandra Pirker, Susanne Schwab, Carmen L. A. Zurbriggen
Quelle: European Journal of Special Needs Education. :1-15
Verlagsinformationen: Informa UK Limited, 2025.
Publikationsjahr: 2025
Schlagwörter: measurement invariance, 503034 Inklusive Pädagogik, SDG 4 – Hochwertige Bildung, 503001 General education, Emotional self-concept, learning disabilities, 503001 Allgemeine Pädagogik, SDG 4 - Quality Education, 503034 Inclusive education
Beschreibung: 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.
Publikationsart: Article
Sprache: English
ISSN: 1469-591X
0885-6257
DOI: 10.1080/08856257.2025.2474843
Zugangs-URL: https://pub.uni-bielefeld.de/record/3001323
https://doi.org/10.1080/08856257.2025.2474843
Rights: CC BY
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  Data: Emotional self-concept-questionnaire (ESC-Q): evaluation for students with and without learning disabilities in inclusive schools
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  Data: <searchLink fieldCode="AR" term="%22Philipp+Schmidt%22">Philipp Schmidt</searchLink><br /><searchLink fieldCode="AR" term="%22Katharina-Theresa+Lindner%22">Katharina-Theresa Lindner</searchLink><br /><searchLink fieldCode="AR" term="%22Alexandra+Pirker%22">Alexandra Pirker</searchLink><br /><searchLink fieldCode="AR" term="%22Susanne+Schwab%22">Susanne Schwab</searchLink><br /><searchLink fieldCode="AR" term="%22Carmen+L%2E+A%2E+Zurbriggen%22">Carmen L. A. Zurbriggen</searchLink>
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  Data: Informa UK Limited, 2025.
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  Data: <searchLink fieldCode="DE" term="%22measurement+invariance%22">measurement invariance</searchLink><br /><searchLink fieldCode="DE" term="%22503034+Inklusive+Pädagogik%22">503034 Inklusive Pädagogik</searchLink><br /><searchLink fieldCode="DE" term="%22SDG+4+–+Hochwertige+Bildung%22">SDG 4 – Hochwertige Bildung</searchLink><br /><searchLink fieldCode="DE" term="%22503001+General+education%22">503001 General education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+self-concept%22">Emotional self-concept</searchLink><br /><searchLink fieldCode="DE" term="%22learning+disabilities%22">learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22503001+Allgemeine+Pädagogik%22">503001 Allgemeine Pädagogik</searchLink><br /><searchLink fieldCode="DE" term="%22SDG+4+-+Quality+Education%22">SDG 4 - Quality Education</searchLink><br /><searchLink fieldCode="DE" term="%22503034+Inclusive+education%22">503034 Inclusive education</searchLink>
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  Data: 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.
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