The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship with Emotional Regulation

Autor/inn/en	Lucas-Molina, Beatriz; Sarmento, Renata; Quintanilla, Laura; Giménez-Dasí, Marta
Titel	The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship with Emotional Regulation
Quelle	In: Early Education and Development, 29 (2018) 4, S.467-476 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1427929
Schlagwörter	Spanish; Empathy; Questionnaires; Scores; Prosocial Behavior; Correlation; Goodness of Fit; Longitudinal Studies; Error of Measurement; Parent Attitudes; Factor Analysis; Reliability; Academic Achievement; Emotional Adjustment; Foreign Countries; Preschool Children; Statistical Analysis; Spain (Madrid) + Suchen Sie Ihr Suchwort? Spanisch; Empathie; Fragebogen; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messfehler; Elternverhalten; Faktorenanalyse; Reliabilität; Schulleistung; Emotionale Anpassung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Statistische Analyse
Abstract	Research Findings: Empathy, or the ability to understand what others are thinking or feeling, can be observed in early developmental stages. The purpose of this study was to validate the Spanish version of the Empathy Questionnaire (EmQue) and examine its longitudinal measurement invariance (LMI) at 2 time points. Parents of 103 children completed the EmQue when their children were 3 (M = 41.76) and 4 (M = 51.65) years old. Confirmatory factor analyses revealed that Grazzani, Ornaghi, Pepe, Brazzelli and Rieffe's (2016) 3-factor model of emotional contagion (EC), attention to others' feelings, and prosocial actions (PA) presented the best fit indices at both time points (Time 1: CFI = 0.931, TLI = 0.914, and RMSEA = 0.070; Time 2: CFI = 0.941, TLI = 0.935, and RMSEA = 0.064). Moreover, preliminary evidence was obtained for the LMI of this model. PA scores increased over time. Score reliability ranged from 0.60 (EC) to 0.83 (PA). Positive correlations were found between PA and emotional regulation at each time point and across time. Practice or Policy: The great relevance of empathy and prosocial behavior in academic achievement and psychological adjustment justifies the development of reliable instruments to evaluate these constructs from early ages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01