Social–Emotional Competence among School-Aged Children in the Chinese Context: Validation of the Washoe County School District Social–Emotional Competency Assessment

TL;DR

This study validates a social-emotional assessment tool for school-aged children in Hong Kong, showing it works well for measuring their social-emotional skills.

Contribution

The study confirms the validity of the WCSD-SECA for Chinese school-aged children, including both a full and a brief version.

Findings

Both the 40-item and 17-item versions of the WCSD-SECA showed adequate factor structure.

The assessments were associated with self-reported and parent-reported behavioral outcomes.

The full version was significantly linked to prosocial behavior, while the brief version showed marginal significance.

Abstract

The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 years, SD = 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structure of both versions of the WCSD-SECA was assessed via confirmatory factor analyses. Structural equation models were then conducted to examine the predictive validity of the WCSD-SECA. The findings indicated that both the 40-item and the 17-item versions of the WCSD-SECA fit the data adequately. Both versions were also associated with self-reported positive and negative affect and parent-reported internalizing problems and externalizing problems. Additionally, social–emotional competencies as measured by the 40-item version were significantly associated with parent-reported prosocial behavior, whereas those as measured by the 17-item version were associated with prosocial behavior with a marginal significance. The findings demonstrated an adequate factor structure and predictive validity of the full version and the brief version of the WCSD-SECA in assessing social–emotional competencies. Hence, they serve as a useful tool for researchers, educators, and mental health practitioners to evaluate school-aged children’s social–emotional competencies in the Chinese context.

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