Emotion Matching Task: Preliminary Validation in Croatian Sample

Autor/inn/en	Babic Cikeš, Ana; Cakic, Lara; Kuti, Vedrana
Titel	Emotion Matching Task: Preliminary Validation in Croatian Sample
Quelle	In: European Journal of Developmental Psychology, 20 (2023) 4, S.730-743 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2022.2154755
Schlagwörter	Foreign Countries; Objective Tests; Psychological Patterns; Preschool Children; Verbal Ability; Interpersonal Competence; Age Differences; Gender Differences; Test Validity; Test Reliability; Croatia + Suchen Sie Ihr Suchwort? Ausland; Objektiver Test; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Interpersonale Kompetenz; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Testvalidität; Testreliabilität; Kroatien
Abstract	The changed sentence: The aim of this study was to investigate the reliability and validity of the Emotion Matching Task (EMT) in a sample of Croatian preschool children. The Croatian version of the EMT was applied to 198 children (52% female), together with measures of verbal ability and social competence. The internal structure of the test, as well as its reliability, was confirmed. Simultaneous regression analysis showed that children with higher verbal abilities, older children, and girls had higher results on the EMT. The results of a hierarchical regression analysis related to the explanation of the variance of social competence with regard to age, sex, verbal ability, and EMT variables and showed that only the contribution of sex was significant. In conclusion, the EMT showed good reliability and adequate construct validity, while criterion validity was not confirmed. However, further research is needed using broader samples and other behavioural outcomes measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01