Mayer-Salovey-Caruso Emotional Intelligence Test

Mayer, John D.; Salovey, Peter; Caruso, David R.

doi:10.1037/t05047-000

Cited by 823 publications

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“…Reliability in the current study was α = .84 and .89 for males at Times 1 and 2 (T1 and T2) respectively, and α = .82 at T1 and .89 at T2 for females. The MSCEIT-YV provides scores of emotional functioning in four domains (perceiving, using, understanding, and managing emotions) but it also provides two Area scores (Experiential EI [perceiving + using] and Strategic EI [understanding + managing]), and a Total EI score (based on all four domains) (Mayer, Salovey, & Caruso, 2002;Mayer et al, 2005;Rivers et al, 2008;Stough, Saklofske, & Parker, 2009). The actual scores can be interpreted as intelligence scores (Mean = 100, SD = 15) (Mayer et al, 2002;Rivers et al, 2008;Stough et al, 2009).…”

Section: Methodsmentioning

confidence: 99%

Prospective associations between loneliness and emotional intelligence

Wols

Qualter

2015

Journal of Adolescence

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Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional functioning in young adolescents in England. One hundred and ninety-six adolescents aged 11-13 years (90 females) took part in the study and completed the youth version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-YV) and the peer-related subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) at two time points, which were 10 months apart. Prospective associations were obtained for male and female adolescents separately using cross-lagged statistical techniques. Our results showed prospective links between understanding and managing emotions and loneliness for both females and males. Perceiving and using emotions were prospectively linked to loneliness in males only. Possible explanations and directions for future research are discussed.

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Section: Methodsmentioning

confidence: 99%

Prospective associations between loneliness and emotional intelligence

Wols

Qualter

2015

Journal of Adolescence

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“…A very recent revision of the MEIS that has not been extensively researched yet is the MayerSalovey-Caruso Emotional Intelligence Scales (MSCEIT) (Mayer, Salovey, &, Caruso, 2001). …”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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“…Los críticos de esta perspectiva (Roberts, MacCann, Matthews y Zeidner, 2010;Van Rooy, Whitman y Viswesvaran, 2010), argumentan que las escalas desarrolladas para medir la IE se solapan con algunas medidas de personalidad, lo que contribuye a disminuir su validez discriminante. El modelo de habilidad cognitiva (Mayer y Salovey, 1993;Mayer, Salovey y Caruso, 2002), considera a la IE como un conjunto de habilidades para percibir, valorar y expresar emociones adaptativamente; entender las emociones y cogniciones emocionales, y regular los afectos para promover el crecimiento intelectual (Fiori y Antonakis, 2011).…”

Section: Introductionunclassified

“…Los más difundidos son la Escala Multifactorial de Inteligencia Emocional (Mayer, Caruso y Salovey, 1999) y el Inventario Mayer-Salovey-Caruso (MSCEIT; Mayer, Salovey y Caruso, 2002), que constituye una versión superadora del primero. El MSCEIT mide cuatro dimensiones de la IE (percepción, uso, entendimiento y regulación emocional) a través de 141 ítems, posee adecuada validez discriminante y convergente (Mayer, Salovey y Caruso, 2012) y, en la actualidad, es el más utilizado para medir la IE habilidad.…”

Section: Introductionunclassified

Validación transcultural de la Escala de Inteligencia Emocional de Schutte

Omar

Salessi

Urteaga

et al. 2015

Divers.: Perspect. Psicol.

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ResumenEl objetivo del estudio fue adaptar la Escala de Inteligencia Emocional de Schutte para su empleo con adolescentes y jóvenes. Se efectuó la equivalencia conceptual, semántica y operacional de la versión prototípica del instrumento. La versión definitiva fue administrada a una muestra de 1.890 jóvenes y adolescentes (730 mexicanos, 664 argentinos y 497 brasileros). El análisis de la validez factorial mostró una estructura de dos factores que explicaron el 63.9 % de la varianza total. La validez convergente quedó demostrada a partir del análisis correlacional efectuado. La confiabilidad del instrumento alcanzó niveles satisfactorios. Se efectúan sugerencias para futuras investigaciones.Palabras clave: escala de inteligencia emocional, validación estadística, adolescentes, jóvenes, latinoamericanos.

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Mayer-Salovey-Caruso Emotional Intelligence Test

Cited by 823 publications

References 0 publications

Prospective associations between loneliness and emotional intelligence

Prospective associations between loneliness and emotional intelligence

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Validación transcultural de la Escala de Inteligencia Emocional de Schutte

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