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Originalarbeit

Validierung des Adaptiven Tests des Emotionswissens für drei- bis neunjährige Kinder (ATEM 3 – 9)

Published Online:December 19, 2019https://doi.org/10.1026/0012-1924/a000244

Abstract

Zusammenfassung. Das Emotionswissen von Kindern umfasst neben dem Ablesen von Emotionen aus Gesichtern anderer Menschen auch das Erkennen von externalen und internalen Ursachen von Emotionen sowie das Wissen über ihre Konsequenzen und Regulationsmöglichkeiten. Im deutschsprachigen Raum gibt es bisher kein Testverfahren, welches das Emotionswissen auf diese Weise differenziert und gleichzeitig reliabel und valide erfasst. Mit dem Adaptiven Test des Emotionswissens (ATEM) wird diese Lücke geschlossen. Der ATEM fragt in einem adaptiven Design 6 Teilaspekte des Emotionswissens ab, wobei die 32 Items in eine kinderfreundliche Geschichte eingebettet sind. Der nach der Item-Response-Theorie aufgebaute Test zeigt mit einer Gesamtstichprobe von N = 581 Kindern im Alter zwischen 3 und 9 Jahren gute psychometrische Eigenschaften. In einer Substichprobe von n = 254 Kindern im Alter zwischen 3 und 5 Jahren wurde der ATEM anhand von Korrelationen mit verschiedenen Variablen validiert. Insgesamt eignet sich der ATEM gut zur differenzierten Messung des Emotionswissens bei Kindern.


Validation of the Adaptive Test of Emotion Knowledge (ATEM) for 3 – 9-Year-Olds

Abstract. Emotion knowledge in children includes emotion recognition in other peoples’ faces, as well as understanding the internal and external causes and consequences of emotions and strategies for regulating them. To date, there is no measure in the German-speaking countries that captures emotion knowledge in a differentiated but also reliable and valid way. The Adaptive Test of Emotion Knowledge (ATEM) aims to close this gap. The ATEM follows an adaptive design and six components of emotion knowledge. The 32 Rasch-scaled items are embedded in an attractive story and vary in their difficulty within and between the components. In a sample of 581 3 – 9-year-olds, the test showed a good fit to a six-dimensional model and very good psychometric properties. In a subsample of 254 3 – 5-year-olds, correlations between the ATEM and a measure of emotion knowledge and measures of expressive and receptive language abilities demonstrated good validity. The ATEM proved to be a good measure of emotion knowledge in children.

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