Development and validation of the children's subjective service experience scale during social service delivery in...

Despite increasing advocacy for child-centered social services, tools for capturing children's subjective experiences remain limited, particularly in non-Western contexts.

This study aimed to develop and validate the Children's Subjective Service Experience Scale (CSSES), a multidimensional measure of children's perceptions and engagement during social service practices.

A total of 1021 students (grades 4-9, aged 9-15) from seven schools across urban and rural regions in China participated. All were recipients of a national nonprofit social service program in Mainland China.

Items were generated from a systematic literature review, expert consultation, and interviews with children. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted on two split samples (n₁ = 511; n₂ = 510), followed by multigroup CFA to assess measurement invariance across gender, grade level, and urban-rural residence.

A 16-item, four-factor structure was identified, with two second-order dimensions: subjective experience (identity, interaction process) and intersubjective experience (expression, care ethics). Model fit was acceptable (χ²/df = 2.763, CFI = 0.923, TLI = 0.907, RMSEA = 0.059, SRMR = 0.052). The scale showed good internal consistency (Cronbach's α > 0.70 for most factors), satisfactory composite reliability (CR > 0.70), and strong measurement invariance across subgroups (ΔCFI <0.01).

The results demonstrate that the CSSES is a reliable and valid instrument for assessing children's subjective experiences, specifically within the context of school-based psychosocial interventions. It offers a practical tool for improving service responsiveness, promoting child agency, and informing child-centered intervention design.