Working toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers

Autor/inn/en	Watanabe, Naomi; Denham, Susanne A.; Jones, Nicole M.; Kobayashi, Tessei; Bassett, Hideko H.; Ferrier, David E.
Titel	Working toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers
Quelle	In: SAGE Open, 9 (2019) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watanabe, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019846688
Schlagwörter	Emotional Development; Preschool Children; Psychometrics; Test Reliability; Construct Validity; Affective Measures; Cultural Relevance; Foreign Countries; Japanese; Nonverbal Communication; Cultural Differences; Translation; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychometry; Psychometrie; Testreliabilität; Ausland; Japaner; Japanisch; Non-verbal communication; Nonverbale Kommunikation; Kultureller Unterschied; Entwicklungsbezogene Bildung
Abstract	To facilitate preschoolers' emotional development, it is useful to have a developmentally and culturally appropriate measure of emotion knowledge. The Affect Knowledge Test (AKT), a widely used measure of emotion knowledge, has been previously used with diverse cultural groups, including Japanese preschoolers, despite scarce reliability and validity information. Thus, the purpose of the present study was to conduct field tests of the Japanese-translated version of the AKT and a preliminary psychometric evaluation of the measure with Japanese preschoolers. Initial analyses of the Japanese-translated version of the AKT showed that the emotion recognition scale had a low internal consistency and subscales were hardly correlated with each other. After emotion faces used in the AKT were modified based on the interdependent cultures' attention bias in emotion decoding, both reliability and construct-related validity were improved to satisfactory levels. These findings highlight the importance of cross-cultural adaptation of measures and demonstrate preliminary validity evidence for future adaptation of the AKT with Japanese preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01