The Moral Self of Children in Middle Childhood With and Without Special Educational Needs in Emotional-Social Development

This study examines the measurement invariance of a questionnaire assessing the moral self of children in middle childhood, specifically focusing on those with and without special educational needs in emotional and social development (SEN ESD). Understanding the moral self is vital to reveal how children internalize and express moral values, particularly in the context of SEN ESD, where emotional and behavioral challenges may impede alignment between values and actions. A survey was conducted in German involving a sample of 570 children aged 6 to 11 years ( M = 8.43, SD = 1.39, 52.5 % boys, n = 122 children with SEN ESD). The results revealed partial measurement invariance, indicating that the questionnaire can be used to assess the moral self for both groups. However, latent means should be compared because of limitations in the strict model.