Development and Validation of a Self-control Competency Scale for Late-school-aged Children

Abstract

Purpose The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. Methods This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. Results The self-control competency scale was composed of 13 items and six subscales (control of relationship with one’s teacher, problem-solving, peer empathy, control of relationships with one’s peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach’s α, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. Conclusion This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.

Keywords

• self-control
• child
• validation study
• reproducibility of results