This study aimed to develop and validate a Social–Emotional Competence instrument for college students. The questionnaire includes 30 items across five dimensions: self-awareness, self-management, social awareness, interpersonal communication, and sense of responsibility. The items were selected from an initial pool of 42 items generated through a comprehensive literature review, semi-structured interviews, and expert evaluation. A total of 1008 valid responses were collected from undergraduate students. The dataset was randomly divided into two independent samples. Sample 1 (n = 504) was used for item analysis and exploratory factor analysis, while Sample 2 (n = 504) was employed for confirmatory factor analysis (CFA) and assessing the reliability and validity of the questionnaire. Exploratory factor analysis supported a five-factor structure, accounting for 60.619% of the total variance. Confirmatory factor analysis indicated that the model fit the data reasonably well, with CFI = 0.915, TLI = 0.905, RMSEA = 0.063, and SRMR = 0.046. The questionnaire demonstrated excellent internal consistency (α = 0.958) and maintained strong stability over time, as evidenced by a test–retest correlation of r = 0.939. Criterion-related validity was supported by significant positive correlations with interpersonal competence and negative correlations with emotion regulation difficulties and depressive symptoms. Taken together, these results provide preliminary support for the reliability and validity of the instrument, suggesting that it may serve as a practical tool for evaluating social–emotional competence among college students.
Li et al. (Thu,) studied this question.
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