社會情緒能力（Social-Emotional Competence, SEC）是學生學習、心理適應與人際發展的重要基礎，亦為社會情緒學習（Social and Emotional Learning, SEL）所關注之核心能力。然而，臺灣目前仍較缺乏能以共同架構涵蓋國小中年級至高中學生，並兼顧心理計量品質、跨群體測量公平性與施測效率之評量工具。為補足上述研究缺口，本研究旨在修訂與驗證適用於臺灣3至12年級學生之社會情緒能力量表，進一步建立短版量表並檢驗其跨性別與跨學習階段之測量不變性，同時探討不同學習階段與性別學生之社會情緒能力差異。
本研究以40題香港中文版沃肖縣學區社會情緒能力評估量表（Washoe County School District-Social and Emotional Competency Assessment, WCSD-SECA）為修訂基礎，經香港專家語意檢核、臺灣專家內容效度審查及四輪學生認知訪談，完成臺灣本土化與年齡向下修訂。正式研究共蒐集1,579份有效樣本，依序進行信度與建構效度檢驗，並採試題反應理論（Item Response Theory, IRT）之分級反應模式（Graded Response Model, GRM）與差異試題功能（Differential Item Functioning, DIF）分析題項品質與測量公平性，據以進行題項精簡；其後檢驗短版量表之心理計量品質與測量不變性，並分析不同學習階段與性別學生之社會情緒能力差異。
研究結果顯示，修訂後40題量表具有良好之內部一致性信度與可接受之建構效度，並支持自我覺察、社會覺察、自我管理、關係技巧與負責任決策之五因素架構。綜合IRT、DIF與內容代表性等證據刪除13題後，建立27題短版量表；短版與長版之整體IRT潛在特質值（θ）相關達 .985，顯示短版在減少題數後仍高度保留長版之測量資訊。測量不變性分析顯示，短版量表於不同性別間支持配置、量尺及閾值不變性；不同學習階段間則支持配置與量尺不變性，惟閾值不變性未獲完全支持，因此跨學習階段之群體差異仍應審慎解釋。
在群體差異方面，學習階段與性別未呈現顯著交互作用。國小中、高年級學生之整體社會情緒能力高於國中與高中學生，其中以自我管理之學習階段差異最為明顯；自我覺察與關係技巧亦呈現學習階段差異，而社會覺察與負責任決策則無顯著差異。此結果顯示，社會情緒能力不同構面具有不同的發展特徵，青少年階段部分能力得分較低，可能同時反映青春期自我反思與社會比較增加所形成的自我評價改變，以及課業壓力、同儕關係與學校轉銜等環境需求提高，而不宜直接解釋為能力隨年齡增長而下降。性別方面，女性學生在整體社會情緒能力、社會覺察與負責任決策之表現高於男性學生，其餘構面則無顯著差異，且性別差異之效果量皆偏小，顯示性別差異主要呈現於特定能力面向，而非普遍存在於各項社會情緒能力。
綜上所述，本研究建立適用於臺灣3至12年級學生之40題長版與27題短版社會情緒能力量表，提供兼顧完整測量資訊與施測效率之評量工具；同時呈現臺灣中小學生在不同學習階段與性別之社會情緒能力特徵。研究結果顯示，教育現場推動社會情緒學習時，應考量不同學習階段之發展任務與環境需求，並特別關注青少年階段之自我管理與人際適應。未來研究可擴大不同地區與背景之樣本並建立常模，採縱貫設計追蹤社會情緒能力之發展變化，結合教師、家長及同儕等多元評量來源，並進一步探討家庭、學校及環境因素對學生社會情緒能力之影響，以持續驗證量表之跨群體適用性並深化對學生社會情緒能力發展之理解。

Social-emotional competence (SEC) is fundamental to students’ learning, psychological adjustment, and interpersonal development. However, Taiwan still lacks an assessment instrument based on a common framework that covers students from the middle elementary grades through senior high school while addressing psychometric quality, measurement fairness, and administration efficiency. This study adapted and validated a social-emotional competence scale for Taiwanese students in Grades 3–12, developed a short form, examined measurement invariance across gender and learning stages, and investigated group differences in SEC. The 40-item Hong Kong Chinese version of the Washoe County School District–Social and Emotional Competency Assessment (WCSD-SECA) was culturally and developmentally adapted through expert review and student cognitive interviews. A total of 1,579 valid responses were analyzed. Reliability, confirmatory factor analysis, graded response model analyses, differential item functioning, and measurement invariance analyses were conducted. Thirteen items were removed based on psychometric evidence, measurement fairness, and content representativeness, resulting in a 27-item short form. The short and long forms showed a strong correlation in overall IRT latent trait estimates (θ = .985). Measurement invariance was supported across gender, whereas only configural and metric invariance were supported across learning stages. Elementary students generally showed higher SEC than secondary students, and female students scored higher on overall SEC, Social Awareness, and Responsible Decision-Making. The findings support the use of the adapted scale while highlighting the need for caution in cross-stage comparisons.

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