The adaptation and validation of the Emotion Matching Task for preschool children in Spain

2012 ◽  
Vol 36 (6) ◽  
pp. 489-494 ◽  
Author(s):  
Natalia Alonso-Alberca ◽  
Ana I. Vergara ◽  
Pablo Fernández-Berrocal ◽  
Stacy R. Johnson ◽  
Carroll E. Izard
Keyword(s):  
Predictive Validity ◽  
Externalizing Problems ◽  
Concurrent Validity ◽  
Psychometric Validation ◽  
Matching Task ◽  
Emotion Knowledge ◽  
Spanish Speaking ◽  
Children's Emotion ◽  
Good Internal Consistency ◽  
Adaptive Abilities

The Emotion Matching Task (EMT; Izard, Haskins, Schultz, Trentacosta, & King, 2003) was developed to assess emotion knowledge in preschoolers and was demonstrated to show adequate convergent and predictive validity in an American sample (Morgan, Izard, & King, 2010). In light of the need for valid measures for assessing emotion knowledge in Spanish-speaking children, we adapted the EMT for preschoolers in Spain and conducted a psychometric validation with 110 Spanish children, aged 3 to 6. The EMT Spanish version showed good internal consistency and demonstrated expected concurrent validity with externalizing problems and adaptive abilities. Therefore the current study indicates that the adapted EMT is a valid tool to assess preschool children’s emotion knowledge in Spain.

The Adaptability Scale

2020 ◽  
pp. 1-12
Author(s):  
Karen van Dam ◽  
Michel Meulders
Keyword(s):  
Measurement Invariance ◽  
Predictive Validity ◽  
Concurrent Validity ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Stability Study ◽  
Potential Applications ◽  
Good Internal Consistency ◽  
Adequate Measurement ◽  
Item Scale

Abstract. Although dynamics within and outside organizations emphasize the importance of employee adaptability, a validated scale that assesses employee adaptability as an individual difference construct is still lacking. Five studies were conducted to develop (Study 1, N = 235) and validate a 10-item scale for employee adaptability and investigate its factor structure and measurement invariance (Study 2, N = 331; Study 3, N = 375), convergent validity and discriminant validity (Study 4, N = 117), and concurrent validity, predictive validity, and measurement stability (Study 5, N = 263 T1, N = 113 T2). Overall, the findings revealed good internal consistency, convergent, discriminant, concurrent and predictive validity, and adequate measurement invariance. Potential applications for the adaptability scale are discussed.

Psychometric Validation of the PERMA-Profiler as a Well-Being Measure for Young Adult Survivors of Pediatric Central Nervous System Tumor

2021 ◽  
pp. 003435522110255
Author(s):  
Teresa Ann Grenawalt ◽  
Emre Umucu ◽  
Antonio Reyes ◽  
Andrea Baylin ◽  
David R. Strauser ◽  
...  
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Factor Analysis ◽  
Young Adult ◽  
Concurrent Validity ◽  
Adult Survivors ◽  
Well Being ◽  
Psychometric Validation ◽  
Cns Tumor ◽  
Young Adult Survivors

This study aims to validate a measure of well-being, the PERMA-Profiler, among a sample of young adult survivors of pediatric central nervous system (CNS) tumor. Measurement structure of the PERMA-Profiler was evaluated using exploratory factor analysis and confirmatory factor analysis using pretest–posttest data. Reliability and concurrent validity of the PERMA-Profiler were examined. This study included 127 young adult survivors of pediatric CNS tumor between the ages of 18 and 30 ( M = 23.83, SD = 3.00) years. The results of factor analyses yielded a single-factor solution for well-being. Significant relationships between well-being and happiness, life satisfaction, perceived stress, and physical health were observed, providing support for the concurrent validity of the PERMA-Profiler. The PERMA-Profiler displayed good internal consistency and test–retest reliability. The PERMA-Profiler can help rehabilitation researchers and counselors better evaluate well-being in young adult survivors of pediatric CNS tumor, which provides opportunity for more targeted psychosocial interventions.

scholarly journals Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

2021 ◽  
Author(s):  
◽  
Josie Hammington
Keyword(s):  
Conduct Problems ◽  
Standard Group ◽  
Triple P ◽  
Emotion Knowledge ◽  
Emotion Coaching ◽  
Post Intervention ◽  
Parenting Programme ◽  
Child Conduct Problems ◽  
Children's Emotion ◽  
Outcomes For Children

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

Does Emotion Talk and Emotion Knowledge Effect Children's Recall of a Staged Event?

2021 ◽  
Author(s):  
◽  
Katherine Mackay
Keyword(s):  
Emotion Knowledge ◽  
Causal Information ◽  
Related Information ◽  
Correct Information ◽  
Children's Emotion ◽  
Children's Memory ◽  
Emotion Talk

<p>The current study compared children's memory for information accompanied by emotional or non-emotional talk, and also investigated the utility of emotion knowledge in prediction of recall. Seventy-five children aged 5-6 years participated in a staged event that involved visiting separate stations containing connected, causal information of an emotional or non-emotional theme. Children were assessed with a memory interview one week later. Children reported significantly more correct information from stations with an emotional focus. Children's emotion knowledge did not predict recall, however. Results show children better recall emotion-related information even when causality and connectedness is controlled for. Implications of the finding are discussed.</p>

scholarly journals The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

2016 ◽  
Vol 41 (4) ◽  
pp. 532-541 ◽  
Author(s):  
Stefania Sette ◽  
Tracy L. Spinrad ◽  
Emma Baumgartner
Keyword(s):  
Preschool Children ◽  
Teacher Training ◽  
Emotion Recognition ◽  
Peer Relationships ◽  
Social Behaviors ◽  
Emotion Knowledge ◽  
Appropriate Behavior ◽  
Time Points ◽  
Children's Emotion ◽  
Bidirectional Associations

The purpose of the present study was to examine the relations of children’s emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children’s emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children’s socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave autoregressive cross-lagged model indicated that children’s T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children’s T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children’s emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children’s emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.

Validation of the Body Checking Questionnaire (BCQ) in an Eating Disorders Population

2006 ◽  
Vol 34 (2) ◽  
pp. 233-242 ◽  
Author(s):  
Simona Calugi ◽  
Riccardo Dalle Grave ◽  
Marta Ghisi ◽  
Ezio Sanavio
Keyword(s):  
Eating Disorders ◽  
Concurrent Validity ◽  
The Body ◽  
Validity And Reliability ◽  
Good Test ◽  
Body Checking ◽  
Confirmatory Factor ◽  
Good Internal Consistency ◽  
Test Retest Reliability ◽  
Cross National

The aim of this study was to validate the Body Checking Questionnaire (BCQ) in an eating disorder population, using students in psychology as control. Five hundred and seventy-three females (422 controls and 151 eating disorders patients, mean age 24.1 ± 5.9 years) completed the BCQ and measures of eating disorders psychopathology. Confirmatory factor analysis confirmed that the BCQ measures the global construct of body checking with three correlated subfactors. The BCQ has good test-retest reliability (0.90), and the subfactors had good internal consistency (0.90, 0.92, and 0.84). The BCQ correlates with other body image and eating disorders measures, indicating that the BCQ measure has good concurrent validity. Finally, the BCQ reliably distinguishes eating disorders patients from controls, as well as “dieters” from “non-dieters.” The study provides support for factor structure, validity and reliability of the BCQ on eating disorders population and supports the use of this questionnaire in cross-national studies.

scholarly journals Early childhood teachers’ socialization of children’s emotional competence

2019 ◽  
Vol 12 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Susanne Ayers Denham ◽  
Hideko Hamada Bassett
Keyword(s):  
Linear Models ◽  
Emotional Competence ◽  
Early Childhood Teachers ◽  
Future Research ◽  
Emotion Knowledge ◽  
Content Type ◽  
Children's Emotion ◽  
Teacher Professional ◽  
Socioeconomic Risk ◽  
Crucial Set

Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

scholarly journals Measuring adolescent attitudes towards dementia: The revalidation and refinement of the A-ADS

2020 ◽  
pp. 135910532095347
Author(s):  
Nicolas Farina ◽  
Alys W Griffiths ◽  
Laura J Hughes ◽  
Sahdia Parveen
Keyword(s):  
Principal Component Analysis ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Concurrent Validity ◽  
Principal Component ◽  
Model Fit ◽  
Single Factor ◽  
Confirmatory Factor ◽  
Adolescent Attitudes ◽  
Good Internal Consistency

The A-ADS is one the first validated measures of attitudes of dementia in adolescents, though further validation is needed. 630 adolescents were recruited from secondary schools in England. A Principal Component Analysis was completed ( n = 230) followed by a Confirmatory Factor Analysis ( n = 400). Reducing the A-ADS into a single factor, 13-item measure (Brief A-ADS) improved the model fit of the measure (χ2 = 182.75, DF = 65, CMIN/DF = 2.81, p < 0.001, CFI = 0.90, RMSEA = 0.07). The scale demonstrated good internal consistency, good predictive and concurrent validity. Building on the validation of the A-ADS, the Brief A-ADS is suitable to capture attitudes towards dementia amongst adolescents.

scholarly journals Questionnaire for Assessing Preschoolers’ Organizational Abilities in Their Natural Environments: Development and Establishment of Validity and Reliability

2017 ◽  
Vol 2017 ◽  
pp. 1-9
Author(s):  
Gila Tubul-Lavy ◽  
Nirit Lifshitz
Keyword(s):  
Concurrent Validity ◽  
Reliability And Validity ◽  
Preschool Age ◽  
Intervention Programs ◽  
Natural Environments ◽  
Typically Developing ◽  
Validity And Reliability ◽  
Two Factors ◽  
Good Internal Consistency ◽  
Teachers And Parents

Despite the consensus in the literature regarding the importance of organizational abilities in performing daily tasks, currently there is no assessment that focuses exclusively on such abilities among young children. The study aims to develop a Questionnaire for Assessing Preschoolers’ Organizational Abilities (QAPOA), Parents’ and Teachers’ versions, and to examine their reliability and validity. QAPOA was distributed to preschool teachers and parents of 215 typically developing 4–5.6-year-old children. The teachers’ and parents’ versions demonstrated good internal consistency. Factor analysis performed to examine the tool’s content validity yielded two factors: motor-based and language-based OA. Furthermore, both versions of the questionnaire demonstrated significant differences between OA among boys and girls. Concurrent validity was demonstrated between the QAPOA total scores and the equivalent subscale of the BRIEF-P. Given these findings, different cut-off scores were established for identifying boys and girls with either motor-based and/or language-based OA. The results indicate that both the teachers’ and parents’ versions of the QAPOA are reliable and valid measures of children’s organizational abilities. The questionnaires can assess and identify risk for organizational disabilities as early as preschool age. Thus, it can contribute to the planning of appropriate intervention programs and the prevention of difficulties in the future.

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