







































Humanitas: Indonesian Psychological Journal  
Vol. 21 (2), August 2024, 143-156 

ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id           http://journal1.uad.ac.id/index.php/Humanitas                     http://doi.org/10.26555/humanitas.v21i2.565 

The Adaptation and Validation of Adolescent Emotional Competence 

Scale for Indonesian Adolescents 

Dinie Ratri Desiningrum1*, Jessica Dhoria Arywibowo1 

1Faculty of Psychology, Diponegoro University, Semarang, Indonesia 
Corresponding author: dn.psiundip@gmail.com 
 

 

This is an open access article under the CC BY-SA license. 

 

Introduction  

Hurlock (2017) defines adolescence based on chronological age, from age 13 to 18 years. 

During this period, adolescents are faced with developmental tasks that are different from 

childhood developmental tasks, such as forming relationships with peers of the same and 

opposite sex, achieving emotional independence from parents, and being responsible for 

their actions. If these tasks are completed, they will gain satisfaction, happiness and 

acceptance from the environment. The success of adolescents in fulfilling the tasks will also 

determine their success in fulfilling developmental tasks in the next phase.  

As it develops, adolescence is often associated with deviation and impropriety. This is 

based on the developmental theories discussing emotional and behavioural disorders due to 

various pressures from changes in themselves and the environment. According to (Lestari et 

al., 2019), the association occurs due to a lack of positive and constructive development of 

one's emotions, as well as low self-control in controlling emotions, which is considered to 

be one of the driving factors for someone to take actions that are not following the rules and 

norms that apply in the society. During this period, adolescents are susceptible to significant 

emotional lability and the onset of social-emotional disorders. this shows that the 

developmental stage heralds a rapid increase in mental disorders, including disruptive, 

ARTICLE  INFO  

 

ABST RACT  

 

Article history 

Received October 26, 2023 

Revised May 15, 2024 

Accepted May 20, 2024 

 Assessing emotional competence is crucial for understanding how 
adolescents handle negative emotions and form their future scenarios. 
However, none of the Emotional Competency measurements are 
available for Indonesian’ adolescents.  This research aimed to adapt and 
validate the short version of the Emotional Competency Scale for 
Indonesian adolescents. 352 high school students were selected as 
participants through a cluster sampling method. Twenty indicators of 
the Short Version of the Emotional Competence Scale were employed 
to collect data. The data was analysed using Second Order 
Confirmatory Factor Analysis (CFA) in the Lisrel 7.9 program to 
determine the scale's reliability and validity. The results showed that 18 
indicators had loading factors larger than 0.5; the CR and AVE values 
were greater than 0.7 and 0.5, respectively. Thus, the 18 indicators of 
the Short Version of the Emotional Competency Scale demonstrated 
validity and reliability and were suitable for widespread use among 
Indonesian adolescents. 

    

 

Keywords 

Adolescant  

Emotional competence 

Reliability  

Validity 

 

 

mailto:humanitas@psy.uad.ac.id
http://journal1.uad.ac.id/index.php/Humanitas
http://doi.org/10.26555/humanitas.v21i2.565
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Desiningrum  et al. (The Adaptation and Validation of Adolescent Emotional Competence Scale for Indonesian Adolescents)  

depression, eating disorders, and anxiety-related problems (Potterton et al., 2022). This 

phase is characterized by significant neurobiological changes, marked by a high level of 

emotional lability and a substantial increase in emotional reactivity, which can impact their 

well-being and lead to the emergence of emotional and behavioural disorders (Guyer et al., 

2016). Moreover, challenges such as peer pressure, identity crisis, and academic stress, can 

exacerbate emotional turmoil, potentially leading to maladaptive behaviours and emotional 

disorders if not adequately addressed.  

One important factor in coping with those situations is the ability to manage their 

emotion Successful emotional development determines a person's potential to interact 

constructively with other people (Honmore & Jadhav, 2015), academic success (Blankson et 

al., 2017), achieve a higher social level (Denham et al., 2012), have stable employment in the 

future and promote prosocial behaviour (Mesurado et al., 2019). Conversely, a lack of skills 

in managing one's emotions leads to various levels of anxiety, withdrawal (Czekóová et al., 

2020), risk of maladaptive behaviour and engagement in aggressive behaviour which 

indicates that the early development of emotional competence is critical for the short- and 

long-term well-being of adolescents (Jones et al., 2017). 

Emotional intelligence and emotional competence are important aspects related to 

adolescent emotions. It refers to the ability to recognise, understand, and manage one's own 

emotions and others, as well as the ability to express emotions in a socially appropriate 

manner. Emotional intelligence and emotional competence affect individuals’ choice of 

coping style, which determines the level of emotional disorders. Moreover, higher levels of 

emotional intelligence affect emotional understanding and regulation which associated with 

better mental health outcomes (Vucenovic & Sipek, 2023).  Understanding and addressing 

the emotional and behavioral needs of adolescents is essential for promoting their well-being 

and successful development (Bailen et al., 2019).  

Denham (2019) emphasizes that emotional competence is the ability to intentionally 

and fully engage in various emotions, while also managing the expression of emotions when 

necessary. Housman (2017) points out the significance of emotional competence, starting 

from birth, which involves recognizing, interpreting, and responding constructively to 

emotions in oneself and others. This competence not only improves personal and relational 

performance but also contributes to overall quality of life (Housman, 2017). Studies in the 

field, as highlighted in the research on teenagers' emotions and complex thinking, suggest 

that adolescents experience emotions differently from adults and may struggle more to 

regulate their emotions effectively. Acknowledging and fostering emotional competence 

during adolescence is crucial for their well-being and successful navigation through life 

challenges (Oberauer et al., 2023). 

Emotional competence is the ability to manage emotions, including the ability to 

identify, express, understand, regulate and use emotions (Brasseur et al., 2013; Saarni et al., 

2007). Sass et al. (2013) discovered that emotional processes within individuals play a role in 

executive functions such as planning for the future. In other words, positive expectations for 

the future depend on current emotional states (Tejada-Gallardo et al., 2022). Individuals with 

poor emotional competence tend to validate the negative emotions they are currently feeling, 

resulting in maladaptive behaviour, for example, looking for situations that trigger negative 

emotions. On this basis, adolescents who lack emotional competence tend to form awful 

future scenarios (Montalvo-Garcia et al., 2021). 

There needs to be more research regarding emotional competence among teenagers in 

Indonesia. However, none of the emotional competence measurements are available for 

Indonesians. Thus, this research aimed to adapt the Profile of Emotional Competence Scale 

( PEC) developed by Brasseur et al. (2013) for Indonesian adolescents. The PEC was 



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Desiningrum  et al. (The Adaptation and Validation of Adolescent Emotional Competence Scale for Indonesian Adolescents)  

constructed based on five dimensions of emotional competence, which are identification, 

understanding, expression, regulation and use of emotions (Brasseur et al., 2013). This 

research chose Brasseur et al.’s PEC scale as it is comprehensive and encompasses the 

requirements for individuals’ development of emotional competence including in facing 

stressful situations.  The definition and development of the emotional competency theory 

and scale are discussed in the following section. 

Definition of Emotional Competence 

Emotion is one of an individual's internal aspects that influences how a person will behave 

(Denham et al., 2007). Saarni et al. (2007) define emotion as a physiological reaction, 

cognitive interpretation, communication, and behaviour toward situations. Furthermore, 

emotion is a feeling or affection that arises when a person is in a situation or interaction that 

is considered necessary to him, especially his well-being. Emotions are a form of 

communication. Emotions are represented by behaviour that expresses comfort or 

discomfort with the circumstances or interactions a person experiences (Santrock, 2017). 

One psychological construct that can indicate a person's emotions is emotional competence. 

Emotional competence is an adaptability obtained from emotional experience (Saarni, 

1999). An individual who has emotional competence in varied contexts tends to be able to 

manage their emotions effectively, be resilient in dealing with stressful situations, and build 

positive relationships (Denham et al., 2007). Another definition of emotional competence is 

the ability to manage emotions or the ability to identify, express, understand, regulate, and use 

emotions (Mikolajczak, 2015). When an individual cannot manage emotions effectively, this 

will lead to depression, anger, and a lack of emotional regulation, which trigger adjustment 

difficulties, deviant behaviour and perpetrators of violence in the family (Santrock, 2017).  

This research is based on Brasseur et al. (2013) definition of emotional competence, 

which is the ability to manage emotions, including the ability to identify, which refers to, 

express, understand, regulate, and use emotions.  According to  Brasseur et al. (2013) 

emotional competence encompasses five dimensions, those are: identification, which refers to 

the ability to acknowledge emotions when they arise and identify these emotions; 

understanding, the ability to understand the causes and consequences of the emergence 

of emotions and be able to differentiate between various causes of the emergence of 

emotions; expression, the ability to express emotions in a socially acceptable way, regulation, 

the ability to regulate emotions that emerge not according to the context, thereby avoiding 

stress; utilisation, the ability to use emotions to improve skills in self-reflection, making 

decisions and taking action. 

Development of Emotional Competence Measurement 

Over the past two decades, Emotional Competence (EC) has received increasing attention 

from the general public and the scientific society. Sometimes better known as Emotional 

Intelligence (EI), this concept emphasises how individuals deal with intrapersonal or 

interpersonal emotional information. Furthermore, Emotional Competence (EC) refers to 

how a person identifies, expresses, understands, regulates, and uses his or her emotions or 

the emotions of others (Brasseur et al., 2013). In other words, EI and EC are both related to 

individual emotions. However, EI is the individual's ability to respond to the emotions, while 

EC is the individual’s ability to process and use the emotions.  

In Indonesia, there was research conducted by Wulandari (2013) regarding the 

emotional intelligence instrument. Wulandari developed The Emotional Competence 

Inventory 2.0 (ECI) based on Goleman’s theories and dimensions (i.e., self-awareness, self-



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Desiningrum  et al. (The Adaptation and Validation of Adolescent Emotional Competence Scale for Indonesian Adolescents)  

management, social awareness, and relationship management). Research on emotional 

intelligence instruments has a different approach to theories with emotional competence. We 

chose to develop an emotional competence scale because it considered measuring emotions 

by looking at the interpersonal and intrapersonal aspects of the individual. 

Several EC measurements were subjected to in-depth validation tests, which have 

proven to be very useful in predicting several effects, making it easier to understand the 

significance of EC in psychological, somatic, professional, and social adjustment. In some 

cases, intrapersonal EC carries more weight than interpersonal EC (e.g., predicting health 

rather than social relationship quality). The scale test conducted by Brasseur (2013) was 

carried out on 5,676 subjects (in 6 sample groups). Reliability analysis conducted on the six 

samples shows good consistency of the internal subscale (α from .60 to .83) and good 

consistency of the two-factor (.84), and the total score (.88). Pearson's bilateral correlation 

was carried out on ten subscales, two-factor score and global score. All correlations were 

significant (p<0.001). The results of the analysis show strong correlations between each 

subscale and the global score (from .55 to .71). At the intrapersonal level, correlations 

between subscales were moderate to strong (from .34 to .60). At the interpersonal level, 

correlations within the interpersonal scales were moderate to strong (from .44 to .48), except 

that the utilization scale showed lower correlations compared to other scales (.19 to .41) 

(Brasseur et al., 2013). There are two versions of the PEC Brasseur scale, a long version 

which has 50 items, and a short one which consists of 20 items. This short version was 

obtained from a study developed by Mikolajczak (2015). Researchers used the short version 

because it is easier for the high school teenage subject group, and easier to understand. 

Researchers chose the scale developed by Brasseur et al. (2013) because the five aspects of 

Brasseur's emotional competence were important for individuals and were approved by 

scientists who developed the theory of individual emotions, but Brasseur then developed it 

completely by focusing on the five aspects at the same time from an interpersonal and 

intrapersonal perspective, how individuals see the five aspects within themselves, and when 

individuals relate to other people. The PEC Brasseur scale was also used by Aouani, H. et 

al. in 2018-2019 in Saudi Arabia. 

Method 

Study Participants 

The inclusion criteria for participants were (1) adolescents studying in grades 10, 11 and 12 

from Public High School in Semarang; (2) male and female; (3) domiciled in Semarang. The 

exclusion criteria for the participants were (1) domiciled outside the city of Semarang; and 

(2) having attended emotional competency training. This research involved a total of 352 

female high school students, aged 15-18 years, that were selected through cluster sampling 

methods. The sampling was carried out by taking representatives from each class even 

though they were not evenly distributed. All participants had filled in informed consent as 

evidence of their willingness to participate voluntarily. The data collection procedures met the 

standard issued by the Faculty research ethics committee.  

Instruments 

We used the short version of the Profile of Emotional Competence (PEC) (Brasseur et al., 

2013; Mikolajczak, 2015) to measure emotional competency which consists of  20 indicators 

(10 indicators for the interpersonal section and 10 indicators for the intrapersonal section). 



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Desiningrum  et al. (The Adaptation and Validation of Adolescent Emotional Competence Scale for Indonesian Adolescents)  

The PEC scale adaptation process has received permission from the original owner, 

Brasseur. we carried out a scale adaptation process as each indicator of the PEC needed 

to be translated into Indonesian and adjusted with the characteristics of the subject’s 

emotional competence (i.e., high school teenagers) and Indonesian culture. The experts 

chosen for this process are selected based on considerations of educational background, 

proficiency in both Indonesian and English languages, cultural understanding, measurement 

expertise, as well as experience and knowledge in developmental psychology. Drawing from 

Beaton's (2000) theory, the process of adaptation encompasses: (1) translation to 

Indonesians, conducted by 2 (two) translators, (2) back translation, conducted by 2 (two) 

colleagues from other countries; (3) indicator revision process, supported by 2 (two) experts; 

(4) sentence comprehension test, carried out to 2 (two) samples of subjects; (5) scales try 

out. 

The operational definition of emotional competence in this research refers to the theory 

of Brasseur (Mikolajczak, 2015), that is the ability of adolescents to manage their emotions 

related to the dimensions of emotional competence, namely the ability to identify, express, 

understand, regulate, and use their emotions well, in interacting with other people. The scale 

was scored from 1 for strongly disagree to 5 for strongly agree, for 20 indicators. The higher 

the score indicates the higher the individual's emotional competence ability. The blueprint 

of the scale can be seen in Table 1.  

 

Table 1  

Blueprint of Adolescents’ Emotional Competence Scale 
 No. Component Intrapersonal Interpersonal  

 1. Identification, the ability to acknowledge 

emotions when they arise and identify 

these emotions. 

6.20 11.17  

 2. Understanding, the ability to understand 

the causes and consequences of the 

emergence of emotions and be able to 

differentiate between various causes of 

the emergence of emotions. 

10.16 1.3  

 3. Expression, the ability to express 

emotions in a socially acceptable way. 

Listen to other emotions, the ability to 

listen to and accept others’ emotions. 

5.9 8.18  

 4. Regulation, the ability to regulate 

emotions that emerge not according to the 

context, 

thereby avoiding stress. 

4.14 13.19  

 5. Use/utilization, the ability to use emotions 

to improve skills in self-reflection, making 

decisions and taking action. 

7.15 2.12  

Statistical Analysis 

The factor loading of the PEC scale was between 0.60-0.89, all indicators showed a factor 

loading value greater than 0.5, so it is concluded that all the indicators were valid. Based on 

the Goodness of fit table, the fit of the PEC scale model meets the model fit criteria. The 

value of each dimension (CR) is greater than 0.6 and the AVE value of each dimension is 

greater than 0.5 indicating high validity and reliability (Mikolajczak, 2015). 



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Results 

Adaptation Process 

The process begins with the forward translation process, namely translating the instrument 

from the original language (English) into Indonesian. This process was carried out by two 

translators by providing information regarding the purpose of the translation which was 

tailored to the research objectives. The results of this process were given to the forward 

translation reviewer whose task was to synthesize the two translation results. The next stage 

is back translation by two translators who have good English and Indonesian skills. The 

translator did not see the original measuring instruments used in this study. Synthesis results 

were carried out by a backward translation reviewer. The next stage was the indicator 

revision process by the linguist experts who provided validation by comparing the original 

version of the scale and the translated scale. The components were assessed related to the 

level of comparability and similarity of items between the original version and the back-

translated version using a Likert scale assessment with 7 choices, starting from 1 (very 

comparable/similar) to 7 (very incomparable/ very dissimilar). Comparability is the level of 

formal similarity of language, phrases, terms, words and sentences. Similarity refers to the 

degree of similarity in meaning between two versions of an item, even though the terms used 

are different. The scale content reviewer stated that the measuring instrument was quite 

understandable both in terms of instructions and sentences, resulting in the final item and 

then the content reviewer gave a score of relevance, importance and clarity. The tryout was 

carried out offline which involved 396 participants. 

 

Table 2 

Goodness of Fit (GFI) Table 
No Criteria Cut off Value Result Conclusion 

1 GFI ≥ 0.9 0.94 Good fit 

2 RMR ≤ 0.05 0.02 Good fit 

3 RMSEA ≤ 0.08 0.01 Good fit 

4 NNFI ≥ 0.9 1.00 Good fit 

5 NFI ≥ 0.9 0.98 Good fit 

6 AGFI ≥ 0.9 0.92 Good fit 

7 RFI ≥ 0,9 0.98 Good fit 

8 IFI ≥ 0,9 1.00 Good fit 

9 CFI ≥ 0,9 1.00 Good fit 

10 PGFI 0 - 1 0.74 Good fit 

11 CMIN/df < 5.0 1.02 Good fit 

12 PNFI 0 - 1 0.85 Good fit 

 

Table 2 shows that the PEC scale model meets the model fit criteria. The value of each 

dimension (CR) was greater than 0.6 and the AVE value of each dimension was greater than 

0.5. Thus, validity and reliability were high.  

 

Table 3 

Emotional Competence (EM) CFA Test 

Level  Indicator Λ Remark λ2 e CR AVE 

Variable Emotional 

Competence 

(EM) 

EM1 0.73 Valid 0.527 0.473 0.850 0.534 

EM2 0.76 Valid 0.578 0.422 



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Table 3 

(Continued) 
Level  Indicator Λ Remark λ2 e CR AVE 

Variable Emotional 

Competence 

(EM) 

EM3 0.589 Valid 0.347 0.653 0.850 0.534 

EM4 0.742 Valid 0.551 0.449 

EM5 0.817 Valid 0.667 0.333 

E1.1 0.638 Valid 0.407 0.593 

E1.2 0.656 Valid 0.430 0.570 

Identification 

(E1) 

E1.3 0.789 Valid 0.623 0.377 0.826 0.546 

E1.4 0.852 Valid 0.726 0.274 

E2.1 0.699 Valid 0.489 0.511 

E2.2 0.601 Valid 0.361 0.639 

Understanding 

(E2) 

E2.3 0.478 Not 

Valid 

0.228 0.772 0.763 0.457 

E2.4 0.867 Valid 0.752 0.248 

E3.1 0.746 Valid 0.557 0.443 

E3.2 0.495 Not 

Valid 

0.245 0.755 

Dimension Expression 

(E3) 

 

E3.3 0.705 Valid 0.497 0.503 0.766 0.456 

E3.4 0.724 Valid 0.524 0.476 

E4.1 0.616 Valid 0.379 0.621 

E4.2 0.631 Valid 0.398 0.602 

Regulation 

(E4) 

 

E4.3 0.736 Valid 0.542 0.458 0.804 0.510 

E4.4 0.849 Valid 0.721 0.279 

E5.1 0.679 Valid 0.461 0.539 

E5.2 0.584 Valid 0.341 0.659 

Use/utilization 

(E5) 

E5.3 0.784 Valid 0.615 0.385 0.802 0.506 

E5.4 0.779 Valid 0.607 0.393 

 
Figure 1 
Emotional Competence (EM) CFA Model 
 

 

Table 3 and Figure 1 show two indicators with standardized loading estimate values 

lower than 0.5, so it can be concluded that these two indicators were invalid. Since they were 

invalid, the two indicators were omitted, and then the remaining indicators were retested, 

resulting in the following figures. 



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Table 4 

Emotional Competence (EM) CFA Test after Dropping Invalid Indicators 

 
Figure 2 
Emotional Competence (EM) CFA Model after Dropping Invalid Indicators 

 

Level  Indicator Λ Remark λ2 e CR AVE 

Variable Emotional 

Competence (EM) 

EM1 0.708 Valid 0.501 0.499 0.840 0.516 

EM2 0.728 Valid 0.530 0.470 

EM3 0.547 Valid 0.299 0.701 

EM4 0.755 Valid 0.570 0.430 

EM5 0.824 Valid 0.679 0.321 

Identification (E1) E1.1 0.637 Valid 0.406 0.594 0.826 0.547 

E1.2 0.656 Valid 0.430 0.570 

E1.3 0.789 Valid 0.623 0.377 

E1.4 0.853 Valid 0.728 0.272 

Understanding (E2) E2.1 0.695 Valid 0.483 0.517 0.777 0.543 

E2.2 0.610 Valid 0.372 0.628 

E2.4 0.879 Valid 0.773 0.227 

Dimension Expression (E3) 

 

E3.1 0.790 Valid 0.624 0.376 0.779 0.540 

E3.3 0.711 Valid 0.506 0.494 

E3.4 0.701 Valid 0.491 0.509 

Regulation (E4) 

 

E4.1 0.617 Valid 0.381 0.619 0.804 0.510 

E4.2 0.632 Valid 0.399 0.601 

E4.3 0.736 Valid 0.542 0.458 

E4.4 0.848 Valid 0.719 0.281 

Use/utilization (E5) E5.1 0.680 Valid 0.462 0.538 0.801 0.506 

E5.2 0.583 Valid 0.340 0.660 

E5.3 0.783 Valid 0.613 0.387 

E5.4 0.779 Valid 0.607 0.393 



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Table 4 and Figure 2 depict that each indicator of the Emotional Competency (EM) 

CFA had standardized loading estimate scores greater than 0.5 after the two invalid 

indicators had been dropped. Thus, it can be concluded that each indicator in the Emotional 

Competency (EM) CFA was valid. The CR score was greater than 0.7, and the AVE score 

was greater than 0.5, indicating that the Emotional Competence (EM) CFA was reliable. See 

Table 5. 

  

Table 5 

Loading Factor Table 

 

The following is the formula to measure CR score: 

𝐶𝑅 =  
(∑𝜆𝑖)

2

(∑𝜆𝑖)  ± ∑(1 − 𝜆𝑖)
 

 

The λ is the loading factor for each indicator. After carrying out calculations using the 

formula above, the CR value for each construct is presented in Table 6. 

 

Table 6 

Composite Reliability (CR) 
Construct Indicator  λ λ2 e Reliability 

 EM1  0.713 0.508 0.492 0.840 

Emotional 

Competence 

(EM) 

EM2  0.733 0.537 0.463 

EM3  0.547 0.299 0.701 

EM4  0.750 0.563 0.438 

 EM5  0.821 0.674 0.326 

∑λ   3.564 2.581 2.419  

∑λ2   12.702    

Dimension Indicator λ CR λ2 ∑ λ2 VE 

Identification iden 6 0.79 0.844 0.624 2.30 0.575 

iden 20 0.71 0.504 

iden 11 0.75 0.563 

iden 17 0.78 0.608 

Understanding und 10 0.80 0.828 0.640 2.19 0.549 

und 16 0.76 0.578 

und 1 0.62 0.384 

und 3 0.77 0.593   

Expression 

 

exps 5 0.77 0.829 0.593 2.20 0.550 

exps 9 0.79 0.624 

exps 8 0.79 0.624 

exps 18 0.60 0.360   

Regulation 

 

reg 4 0.85 0.865 0.723 2.47 0.618 

reg 14 0.80 0.640 

reg 13 0.66 0.436 

reg 19 0.82 0.672 

Use/utilization utilz 2 0.89 0.908 

 

 

0.792 2.85 

 

 

0.713 

 

 
utilz 7 0.74  

utilz 12 0.86  

utilz 15 0.88  



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Based on Table 6, the construct of Emotional Competence (EM) shows a CR value of 

0.840. A CR value greater than 0.7 indicates that the construct was reliable. 

Discussion 

The study aimed to adapt and test the validity of Brasseur’s PEC scale for Indonesian 

adolescents.  The result showed that two unfavourable indicators were invalid “I often need 

clarification about understanding other people's emotional responses” and “I find it difficult 

to explain my feelings to others even if I want to”. A standardized loading estimate value 

lower than 0.5 on both indicators indicates that the sentence in the indicator is invalid 

(Wijanto, 2015), meaning that the sentence can be ambiguous so that participants have very 

varied answers. On this indicator, the data pattern was not evenly distributed, showing an 

inconsistent pattern of answers from respondents. 

The subjects in this research were adolescents studying in high school, aged 15-18 

years. Good emotional competence is necessary for them because as these abilities progress 

during childhood and adolescence. Santrock (2017) explains that social interactions with 

peers are essential in adolescence, and success in friendships is one of their developmental 

tasks. Obstacles in socializing for adolescents include understanding other people's 

emotional responses and expressing one's emotions so that others can understand them. 

These abilities are not commonly observed in adolescents. Adolescents who have problems 

understanding the emotions of themselves and others can be shown to be apathetic, close 

themselves off and experience failure in social adjustment (Ross et al., 2019). Some 

adolescents experience academic failure due to obstacles in social interactions (Oberle et al., 

2014). Another impact of adolescents' difficulties in understanding their own and other 

people's emotions is intenal and external conflict, which can be the perpetrator or victim of 

bullying (Espejo-Siles et al., 2020).  

The Second Order Confirmatory Factor Analysis test was performed on a scale by 

omitting two invalid indicators based on the loading factor. The loading factor is the 

correlation between variables (indicators) and their latent constructs (factors). The loading 

factor cutoff is 0.5. If the loading factor value is > 0.5, convergent validity is met; if the value 

is < 0.5, then the construct must be dropped from the analysis (Ghozali, 2016). The results 

show a standardized loading estimate value that is greater than 0.5 (Jöreskog & Sörbom, 

1996), so it is concluded that each indicator in the 18-indicator Emotional Competence (EM) 

CFA is valid. 

A test is considered valid if it measures what it intends to measure (Mohajan, 2017). 

Validity measures how accurately a measuring instrument performs its measuring function.  

This time, the validity test of the emotional competence scale showed that the scale correctly 

reflects the emotional competence state of the participants, namely teenagers. Adolescents 

need emotional competence as one of the fundamental basis for achieving lasting success in 

academics, personal life, and social interactions while also contributing to mental health and 

overall well-being (Housman, 2017). 

The importance of interpersonal and intrapersonal emotional competence means that 

individuals are required to have the ability to understand, regulate and express their own 

emotions as well as the emotions of others (Mikolajczak, 2015). For adolescents, it is not 

enough to understand one's own emotions. Understanding other people's emotions is also 

essential so that teenagers are not hampered in their social interactions to be able to 

successfully complete developmental tasks in terms of social skills (Santrock, 2017). 

Adolescents must be able to understand other people as unique individuals, whether 



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regarding personal traits, interests, values, or feelings, encouraging adolescents to socialize 

more closely with peers or the community through friendship (Espejo-Siles et al., 2020). 

The results of the measurement of the emotional competency scale show that the 

Construct Reliability (CR) value is 0.840 or greater than 0.7, and the Average Variance 

Extract (AVE) value is 0.516 or greater than 0.5, meaning that the results of the Confirmatory 

Factor Analysis test of the Emotional Competency scale are reliable. 

Construct reliability is a measure of the internal consistency of the indicators of a 

variable, which shows the levels of the variable being formed (emotional competence). The 

AVE value describes the variance or diversity of manifest variables in a latent construct. 

Thus, the greater the variance or diversity of manifest variables in a latent construct, the 

greater the representation of the manifest variables in the latent construct (Iapichino et al., 

2016). In other words, the emotional competence scale (Brasseur et al., 2013) having 18 

items shows good reliability, meaning that the test measurements remain consistent after 

being carried out repeatedly on subjects under the same conditions, that is, adolescent 

subjects. 

This study has limitations in terms of the technique of distributing the scale because 

the scale is distributed in large quantities at once and this has the possibility of subjects not 

understanding the items due to the limited number of companions. Apart from that, 

limitations lie in the research subjects, where the subjects are only female which may limit 

generalization. Future research may involve more varied data sources both in terms of gender 

and residence coverage. 

Conclusion 

The study was purpose to adapt the Emotional Competency Scale from Brasseur et al. (2013) 

to Indonesian, with adolescents as the subjects. Using Second Order Confirmatory Factor 

Analysis (CFA), the results show that 18 indicators were valid. Also, each indicator in the 

Emotional Competency CFA is classified as valid and reliable. Thus, it can be used in 

various studies related to high school teenagers in Indonesia 

Declarations  

Author contribution. The main author conducted research from preparation, and 
implementation, data processing and discussion, as well as drafting articles. The second 
author assisted in data scoring and discussion and participated in compiling the article. 
Funding statement. This research was funded by the Faculty of Psychology, Diponegoro 
University 
Conflict of interest. No conflict of interest of the research. 
Additional information. No additional information is available for this paper. 
 

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