A computer-based emotional competence inventory for preschoolers and school-aged children (MeKKi) was developed to assess five components of emotional competence: emotion vocabulary, emotion identification (situational, visual, auditory), emotion understanding, emotion expression, and emotion regulation. Validity, reliability, and factor structure were examined in a community sample of 313 preschoolers and school-aged children (164 boys, 145 girls, 4 n.a.) age 4–11 years (M = 6.35 years, SD = 1.85). Item statistics and Cronbach’s α were calculated for the subscales. The unidimensionality of the subscales was additionally tested via item response theory or confirmatory factor analysis. Internal consistency (α) was overall satisfactory at 0.82, though the consistencies of the Visual and Auditory Emotion Identification subscales were lower. Unidimensionality was demonstrated for all subscales except Emotion Understanding. Results provide support for the use of the MeKKi in research and clinical settings to assess emotional competence.

为学龄前儿童和学龄儿童开发了基于计算机的情绪能力清单 (MeKKi)，以评估情绪能力的五个组成部分：情绪词汇、情绪识别（情境、视觉、听觉）、情绪理解、情绪表达和情绪调节。在 313 名 4-11 岁学龄前儿童和学龄儿童（164 名男孩，145 名女孩，4 名 na）的社区样本中检查了有效性、可靠性和因素结构（M = 6.35 年，SD = 1.85）。为子量表计算了项目统计量和 Cronbach's α。通过项目反应理论或验证性因素分析对分量表的单维性进行了额外测试。内部一致性 (α) 总体上令人满意，为 0.82，尽管视觉和听觉情绪识别分量表的一致性较低。除情绪理解外，所有子量表都证明了单维性。结果支持在研究和临床环境中使用 MeKKi 来评估情绪能力。