The Adaptive Test of Emotion Knowledge for Three-to Nine-Year-Old Children via Tele-assessment – A Pilot Study

• In Event: New Directions in Studying Adult and Children’s Emotion Knowledge

Abstract

Introduction. Tele-assessments with children over long distances have been rare because of technical hurdles, children's lack of media skills, and concerns over data protection (Piqueras et al., 2021). Nevertheless, online data collection with children in middle childhood is growing. This development has been accelerated by the Corona pandemic with its strict rules on social distancing. Methods. A digital version of the Adaptive Test of Emotion Knowledge for Three- to Nine-year-old Children (ATEM 3-9) was developed. It runs via an online system on a desktop computer or mobile device. The ATEM 3-9 is an adaptive test asking about 7 components of emotion knowledge in a way that is fun. Gender-specific versions exist with protagonists with and without apparent migration background. Recent analyses of the norming sample indicate that the ATEM 3-9 is well suited for measuring the components of emotion knowledge in children (Voltmer & von Salisch, 2022). The ATEM 3-9 thus contributes to the investigation of social-emotional competencies acquisition in normative development, in social-emotional-learning interventions, and in child psychotherapy. Data collection with the ATEM 3-9 via the online testing system usually takes place in individual settings or with small groups of children accompanied by one or more test administrators. To explore the possibility of administering the ATEM 3-9 in a tele-assessment on a desktop computer with supervision by a test administrator via a video conferencing tool, a pilot study was conducted with N = 22 5- to 9-year-old children (Mage= 6.7 years, 52% female, 14% multilingual). The aims of the pilot study were (1) to compare test results and processing times of the children from the tele-assessment with the respective data of children from the norming sample who were matched by age, gender, and multilingualism and (2) to assess the usability and acceptance of the test in the tele-assessment. For this purpose, a behavioral observation questionnaire was developed and filled in by a second test administrator. Results. Results indicate that the test scores achieved by the children from the tele-assessment did not differ significantly to those from the norming sample. However, children in the tele-assessment took a significantly longer time to finish the ATEM 3-9 than their agemates from the norming sample, which was often accompanied by a loss of concentration. Operating the computer mouse seemed to be challenging for many children, so that adult support was often necessary. However, the children were very motivated to complete the test. Discussion. This small pilot study suggests tele-adminsistation of the ATEM 3-9 does not depend on the type of supervision during data collection. However, data collection using a desktop computer with a computer mouse seems to be more suitable for older children who have already acquired the necessary motor skills. Since children in middle childhood usually have had limited access to computers, adult assistance is needed to initiate and maintain testing. Studying larger samples of children of an extended age range will allow them to answer future questions regarding test quality and usability.

Authors

• Katharina Voltmer, Leuphana Universität Lüneburg
  Presenting Author

• Maria von Salisch, Leuphana Universität Lüneburg