Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents

Background. For the last few years, in the field of school education, social -emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021).Objective. The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social -Emo-tional Competence Questionnaire (SECQ) for Pakistani adolescents.Design. Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sam-pling method for 910 adolescents who were between 10 to 19 years old.Results. The findings of the pilot study (n = 64) show that the Social -Emo-tional Competence Questionnaire is a reliable questionnaire, as Cronbach's al-pha reliabilities of both versions (English and Urdu) were acceptable (Version 1 alpha = 0.77; Version 2 alpha = 0.77). After 15 days, the Pearson product-moment cor-relation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The original author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relation-ship management, and responsible decision-making. Results of the confirma-tory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version.Conclusion. The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.