# Development and psychometric properties of Chinese social emotional competence measurements

## TL;DR

This study developed and tested Chinese versions of two social-emotional competence assessments for university students, finding one reliable and the other needing improvement.

## Contribution

The study introduces culturally adapted Chinese versions of SEC measurements and identifies a new three-factor structure for one scale.

## Key findings

- The C-SECQ showed high internal consistency and strong construct validity in Chinese university students.
- The C-SELS revealed a new three-factor structure but lacked sufficient psychometric support.
- The study highlights the need for further refinement and cross-cultural validation of the C-SELS.

## Abstract

Social-emotional competence (SEC) plays a critical role in the personal and academic development of university students. However, there is a lack of culturally appropriate tools to assess SEC in Chinese populations. This study aimed to develop and validate Chinese versions of two established SEC measurements: the Social Emotional Competence Questionnaire (C-SECQ) and the Social-Emotional Learning Scale (C-SELS).

Two studies were conducted using independent samples of Chinese university students. Study 1 (N = 195) involved preliminary psychometric evaluation, while Study 2 (N = 540) provided an independent validation. Both internal consistency and construct validity were examined for the C-SECQ. For the C-SELS, exploratory factor analysis (EFA) was conducted in Study 1, and the resulting model was tested in Study 2 for convergent and discriminant validity.

The C-SECQ demonstrated high internal consistency and strong construct validity across both samples, supporting its suitability for use in the Chinese context. In contrast, EFA of the C-SELS revealed a new three-factor structure: Emotional and Social Awareness, Goal Setting and Problem Solving, and Emotional Regulation and Responsibility. However, this revised model showed limited convergent and discriminant validity in Study 2, indicating insufficient psychometric support.

These findings support the C-SECQ as a reliable and valid tool for assessing SEC among Chinese university students. The study also highlights the challenges in adapting and validating the C-SELS, emphasizing the need for further refinement and cross-cultural validation. Overall, this research contributes to the development of context-appropriate SEL assessment tools in Chinese educational settings.