Emotional Self-Efficacy Scale for Youth

Abstract

The Emotional Self-Efficacy Scale for youth is an adaptation of the original Emotional Self-Efficacy Scale (ESES) designed specifically to measure the perceived competence of young adolescents in managing and utilizing emotional information. This instrument assesses an individual’s belief, or self-efficacy, regarding their capacity to perform emotion-related tasks effectively. The scale is structured around four distinct factors: identifying and understanding one’s own emotions, using and managing one’s own emotions, dealing with emotions in others, and perceiving emotion through facial expressions and body language. It provides a crucial measure for researchers and practitioners interested in the development of emotional intelligence and emotional regulation skills during formative years.

Keywords

Emotional Self-Efficacy, ESES, Youth Assessment, Emotional Intelligence, Self-regulation, Adolescents, Psychometrics, Emotional Competence

Authors

B.A. Kirk, N.S. Schutte, D.W. Hine (Original Scale Developers); P. Qualter, L. Dacre Pool, K.J. Gardner, S. Ashley-Kot, A. Wise, A. Wols (Youth Adaptation)

Purpose

The primary purpose of the Emotional Self-Efficacy Scale for youth is to quantify the level of confidence (self-efficacy) young people possess concerning their emotional capabilities. Unlike measures of ability, this scale focuses on the belief that the individual can successfully execute the necessary behaviors to regulate their own emotions and interact effectively with the emotions of others.

The scale serves as a valuable tool for identifying areas where young individuals may require intervention or support to enhance their emotional coping strategies and overall well-being. It is particularly useful in educational and clinical settings for tracking developmental progress in emotional maturity.

Construct

The scale measures Emotional Self-Efficacy, which is the belief in one’s ability to successfully cope with, manage, and utilize emotions. This construct is rooted in Albert Bandura’s theory of self-efficacy and is highly related to the concept of emotional intelligence (EI). High emotional self-efficacy is associated with better emotional regulation, greater resilience, and improved social functioning.

The scale operationalizes this construct across four dimensions, covering both intrapersonal (self-awareness and self-management) and interpersonal (social awareness and relationship management) emotional domains.

Validity

The original Emotional Self-Efficacy Scale (ESES) demonstrated preliminary validation in adult populations (Kirk et al., 2008). The youth version, adapted and validated by Qualter et al. (2014), confirmed the relevance and structural integrity of the scale for young adolescents.

The validation studies support the proposed four-factor structure through confirmatory factor analysis, indicating that the scale adequately measures the distinct components of emotional self-efficacy in this specific age group. Furthermore, studies (e.g., Dacre Pool & Qualter, 2012b) have shown the scale to be sensitive to change following emotional intervention programs, providing evidence of its criterion validity.

Reliability

Internal consistency reliability was assessed using Cronbach’s alpha for each of the four identified factors in the youth adaptation. The reliability indices indicate good to acceptable consistency across the subscales, supporting the use of these factors in research and assessment:

• Using and Managing one’s own emotions: (alpha 0.88)
• Identifying and Understanding one’s own emotions: (alpha 0.75)
• Dealing with emotions in others: (alpha 0.85)
• Perceiving emotion through facial expressions and body language: (alpha 0.69)

Factor Analysis

Factor analysis of the Emotional Self-Efficacy Scale (ESES) for youth revealed a robust four-factor structure, which aligns with theoretical models of emotional competence. These factors categorize the 32 items into distinct yet related areas of emotional functioning.

The four factors and their corresponding item mappings are:

• Using and Managing one’s own emotions: Items 3, 6, 8, 12, 14, 18, 20, 22, 26, and 30.
• Identifying and Understanding one’s own emotions: Items 1, 4, 9, 11, 19, and 27.
• Dealing with Emotions in Others: Items 2, 7, 13, 15, 23, 24, 31, and 32.
• Perceiving Emotion through Facial Expressions and Body Language: Items 17, 21, and 25.

Instrument

Test Type: Self-report Psychometrics Scale

Format: The scale uses a 5-point Likert response format measuring confidence levels:

1. Not At All Confident
2. A Little Confident
3. Moderately Confident
4. Quite Confident
5. Very Confident

Language Available: English (as presented in the source validation studies).

Population Group: Youth and Adolescents.

Age Group: Typically 11–16 years old (based on the 2014 adaptation study sample).

Population Details: Developed and validated for use with young adolescents in educational settings to assess emotional competence beliefs.

Test Methodology: Respondents rate their level of confidence in performing various emotion-related tasks described in the 32 items.

Keywords

Emotional regulation, Self-confidence, Affect, Emotional management, Psychological assessment, ESES, Cronbach’s alpha, Social psychology

Authors

Author ORCID Identifier: N/A (Information not provided in source material)

Affiliation Email addresses: N/A (Information not provided in source material)

Correspondence Address: N/A (Information not provided in source material)

Permissions & Fee and Test Year

The original scale was developed in 2008 (Kirk et al.). The specific adaptation and validation for young adolescents was published in 2014 (Qualter et al.). Researchers seeking to use this instrument should consult the primary publications for details regarding permissions and licensing fees. The instrument can be found via the following academic link: https://www.researchgate.net/publication/271210695.

Reference’s

• Kirk‚ B.A.‚ Schutte‚ N.S.‚ Hine‚ D.W. (2008). Development and preliminary validation of an emotional self-efficacy scale. Personality and Individual Differences‚ 45(5)‚ 432–436.
• Kirk‚ B.A.‚ Schutte‚ N.S.‚ Hine‚ D.W. (2011). The Effect of an Expressive-Writing Intervention for Employees on Emotional Self-Efficacy‚ Emotional Intelligence‚ Affect‚ and Workplace Incivility. Journal of Applied Social Psychology‚ 41(1)‚ 179–195.
• Dacre Pool‚ L.‚ & Qualter‚ P. (2012a). The dimensional structure of the Emotional Self Efficacy Scale (ESES). Australian Journal of Psychology‚ 64‚ 147–154. doi:10.1111/j.1742-9536.2011.00039.x.
• Dacre Pool‚ L.‚ & Qualter‚ P. (2012b). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences‚ 22‚ 306-312. doi: 10.1016/j.lindif.2012.01.010.
• Qualter‚ P.‚ Dacre Pool‚ L.‚ Gardner‚ K.J.‚ Ashley-Kot‚ S.‚ Wise‚ A.‚ and Wols‚ A. (2014). The Emotional Self-Efficacy Scale: Adaptation and validation for young adolescents. Journal of Psychoeducational Assessment‚ 33‚ 33-45. doi: 10.1177/0734282914550383.

Items of the Emotional Self-Efficacy Scale for youth

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. I can tell when I feel unhappy or angry.

2. I know how to cheer someone up when they feel unhappy.

3. When I feel unhappy‚ I know how to make myself happy again.

4. I can tell what makes me feel good.

5. ..

6. I know how to use good feelings to be creative in solving problems.

7. I know what makes other people feel happy.

8. I know how to make myself feel better when I am in a bad mood.

9. I can tell when I am feeling happy.

10…

11.When I feel unhappy‚ I can tell what has caused it.

12.I know how to control my feelings when I am stressed.

13.I can tell when someone is feeling a pleasant emotion.

14.If needed‚ I know how to change my mood to match the occasion‚ e.g. make myself feel happy or sad.

15.I can tell what makes other people feel unhappy.

16…

17.I can tell what I feel from the way my body behaves.

18.I know how to use good mood to come up with new ideas.

19.I can tell why my feelings change.

20.I can calm myself down when feeling angry.

21.I can tell what other people feel from the way their body changes.

22.I know how to make myself feel calm and focused when needed at school.

23.I can tell why other person’s feelings change.

24.I know how to help another person calm down when he or she is feeling angry

25.I am able to tell what feelings I show on my face.

26.I can make myself feel full of energy and motivated to do well in sports.

27.I can tell what makes me feel different emotions.

28…

29…

30.I can get in the right mood to come up with many new ideas.

31.I can figure out what made someone feel the way they feel.

32.I can help someone think positively when their pet has gone missing or cheer them up when they have lost someone.