In an era dominated by digital connectivity, online platforms have emerged as critical arenas where digital natives’ behavioral patterns, emotional expressions, and social interactions converge and crystallize. While extensive research has examined various aspects of digital relationships, there is a compelling imperative to prioritize the investigation of emotional dimensions, as these components offer crucial insights into psychological well-being and interpersonal dynamics in virtual spaces. This study addresses a significant methodological gap by validating and evaluating the psychometric properties of the E-motions questionnaire in the Turkish context. Employing stratified sampling, data were collected from 332 high school students. Confirmatory factor analysis results indicate a robust fit of the adapted scale to a fourdimensional 21-item scale. The scale demonstrates high internal consistency, with a Cronbach’s α coefficient of 0.933 and a McDonald’s ω coefficient of 0.947. Measurement invariance assessments show strict invariance across gender, school type, social media use, and social media platforms. These findings not only validate the instrument’s psychometric integrity but also substantiate its utility for conducting meaningful cross-group comparisons in cyber-emotional research, contributing significantly to the growing body of literature on emotional competencies in online spaces.
Cite this article as: Alemdar, M., & Yiğiter, M.S. (2025). Assessing cyber-emotional skills in the digital age: the Turkish adaptation and measure invariance of the e-motions scale. HAYEF: Journal of Education, 22, 0036, doi:10.5152/hayef.2025.24036.