Toward a brief multidimensional assessment of emotional intelligence: Psychometric properties of the Emotional Quotient Inventory—Short Form.

Parker, James D. A.; Keefer, Kateryna V.; Wood, Laura

doi:10.1037/a0023289

Cited by 62 publications

(88 citation statements)

References 119 publications

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“…As mentioned by Parker et al (2011), advances in EI-related research hinge on the availability of measures that are psychometrically robust.…”

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The Internal Structure of Responses to the Trait Emotional Intelligence Questionnaire–Short Form: An Exploratory Structural Equation Modeling Approach

Perera

2015

Journal of Personality Assessment

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Notwithstanding the wide use of the Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) as a brief assessment of trait emotional intelligence (TEI), the psychometric properties of this measure have not been systematically examined. The present article reports on research conducted to evaluate the latent structure underlying TEIQue-SF item data and test the gender invariance of scores as critical initial steps in determining the psychometric robustness of the inventory. In doing so, the paper demonstrates an application of exploratory structural equation modeling as an alternative to the more restrictive independent clusters model of confirmatory factor analysis for examining factorially complex personality data. On the basis of 476 responses to the TEIQue-SF, evidence was obtained for the multidimensionality of the inventory reflected in a retained correlated traits solution. Tests of gender invariance revealed equivalence of item factor loadings, intercepts, uniquenesses, correlated uniquenesses, and the factor variance-covariance matrix, but not latent means. Men were found to be moderately higher on self-control and sociability than women whereas women scored marginally higher on emotionality than men. No significant gender differences were found on mean levels of well-being. The benefits of the multidimensionality of the TEIQue-SF, limitations of the study and directions for future research are discussed. One property of a psychometrically sound measure is a theoretically meaningful and empirically supported factorial structure. Accordingly, this study first examines the factorial structure of the TEIQue-SF in line with the theoretical expectations implied by the a priori scoring key as well as theoretically plausible alternative measurement structures. The study then tests the measurement and structural invariance of TEIQue-SF item data across gender. Importantly, the current investigation harnesses the power and flexibility of the evolving exploratory structural equation modeling (ESEM) methodology given the known factorial complexity of the TEIQue-SF items, which, like most personality test items, are not pure unidimensional indicators of the construct they are purported to measure . In this regard, the investigation is a substantive-methodological synergy (Marsh & Hau, 2007). TEI: Theoretical GroundingThe most important development in the EI literature in the past two decades has been Petrides and Furnham's (2001) conceptual bifurcation of EI based on divergent approaches to psychometric measurement, resulting in two distinct perspectives on EI: ability EI and TEI. The ability EI perspective conceptualizes EI as a constellation of cognitive-emotional abilities located in extant frameworks of human intelligence (Petrides, 2011). This ability-based approach concerns the actual cognitive processing of emotional information as measured through maximal performance tests (Mayer, Salovey, & Caruso, 2008), in which participants rate the emotional content of various stimuli (e.g., faces) and...

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“…As mentioned by Parker et al (2011), advances in EI-related research hinge on the availability of measures that are psychometrically robust.…”

mentioning

confidence: 99%

The Internal Structure of Responses to the Trait Emotional Intelligence Questionnaire–Short Form: An Exploratory Structural Equation Modeling Approach

Perera

2015

Journal of Personality Assessment

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“…Dissimilar to the measurement of ability EI via maximal-performance, TEI is appraised via typical-performance measures (e.g., self or peer-report) akin to other personality constructs (Pérez et al, 2005;Petrides, 2011). Although both perspectives on EI draw on overlapping affective content (e.g., emotion perception, expression, and regulation), they are conceptually distinct constructs and have distinctive nomological nets (Parker, Keefer, & Wood, 2011). The empirical literature supports this distinction with (a) consistently weak associations found between maximal-performance tests and self-report measures of EI (Brackett & Mayer, 2003;Brannick et al, 2009;Warwick & Nettelbeck, 2004;Zeidner, Shani-Zinovich, Matthews, & Roberts, 2005) and (b) the two formulations of EI consistently shown to be differentially related to various life outcomes (Livingstone & Day, 2005;Van Rooy & Viswesvaran, 2004).This distinction between ability EI and TEI has served to disambiguate previous work on EI and has become commonplace in the psychological literature.…”

Section: Tei Conceptualizedmentioning

confidence: 99%

“…The TEI construct spans several psychological systems, including emotions, cognitions, and motives, and variables, such as expectancies (e.g., optimism), self-perceptions (e.g., emotional self-efficacy) and biologically-based traits (e.g., positive emotionality, self-motivation) (Parker et al, 2011). However, this theoretical complexity of TEI as a multifaceted meta-construct has not been adequately reflected in extant theorizing about, and empirical investigations of, its effects on various substantive criteria, including achievement.…”

Section: Tei Conceptualizedmentioning

confidence: 99%

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The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update

Perera

2015

The Journal of Psychology

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Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current paper is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the paper redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The paper closes with a consideration of directions for future research.Keywords: academic performance; achievement; emotional intelligence; emotions; trait EI 3 Does TEI play a part in educational achievement? This seemingly straightforward question has evoked considerable debate in the psychological literature over the past two decades. A tenet of TEI theory is that TEI is expected to be unrelated or only weakly related to achievement (Mavroveli & Sánchez-Ruiz, 2011;Petrides, 2011). However, evidence in the psychological literature has been largely inconsistent with respect to this tenet, suggesting a need for greater attention to the specific theoretical mechanisms linking TEI and achievement. Indeed, most research with TEI has done little in the way of offering theoretical explanations for expected or observed associations with achievement (Perera & DiGiacomo, 2013). This lack of theoretical clarity has hindered progress in understanding the ways in which affective personality traits contribute to educational achievement.The present review is formulated in light of these shortcomings in the extant TEI literature. The review begins with a brief consideration of academic performance and the theoretical grounding of TEI. Next, the review turns to an overview of the possible theoretical mechanisms linking TEI and achievement, including a discussion of potential negative effects. Following this theoretical overview, recent research investigating the TEIachievement relationship is briefly reviewed. The article closes with a consideration of directions for future research. Academic Performance

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“…Esta propuesta considera que la IE está formada por 5 factores y 15 competencias que son: Intrapersonal (autoconciencia emocional, asertividad, independencia, autoconcepto y auto-actualización), Interpersonal (empatía, responsabilidad social y manejo de las relaciones interpersonales), Manejo del Estrés (tolerancia al estrés y control de impulsos), Estado de ánimo (búsqueda-mantenimiento de la felicidad y optimismo) y Adaptación (Estrategias de solución de problemas, prueba de realidad y flexibilidad). El modelo de bienestar puede evaluarse a través un instrumento, el EQ-i (Bar-On, 2002), del cual hay un versión breve EQ-i Short Form (Parker, Keefer y Wood, 2011), de la que se han realizado diversas adaptaciones al español en su versión para escolares jóvenes (Sáinz, Ferrándiz, Fernández y Ferrando, 2014), adolescentes (Ferrándiz, Hernán-dez, Bermejo, Ferrando y Sáinz, 2012) o para población universitaria .…”

Section: Introductionunclassified

Inteligencia emocional rasgo en la formación inicial del profesorado

López-Barajas

Vallejo

Galiano-Carrión

2017

Contextos educativos

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RESUMEN:Este estudio analiza la Inteligencia Emocional (IE) en docentes durante su formación inicial siguiendo el modelo IE rasgo, en concreto el modelo del bienestar de Bar-On (2002;2006). Participaron 460 estudiantes (edad en años M=22.57, DT=±3.39) de la Universidad de Jaén (España) que respondieron a la escala EQ-i Short Form en su versión española (López-Zafra, Pulido-Martos y Berrios-Martos, 2014), que contempla 4 factores (Interpersonal, Adaptabilidad, Manejo del Estrés e Intrapersonal). Existen diferencias significativas (p<.05) en diversos factores en función del género, edad, grado de los participantes y nivel educativo de los mismos. Las variables consideradas en el estudio de regresión que más predicen la IE global son Manejo del Estrés, seguido de la Adaptabilidad, Intrapersonal e Interpersonal. Los resultados obtenidos son concordantes con los obtenidos en otros estudios realizados en contextos similares.PALABRAS CLAVE: Inteligencia emocional, emociones, rasgos de la personalidad, inteligencia emocional rasgo, formación profesorado. TRAIT EMOTIONAL INTELLIGENCE IN INITIAL TEACHER TRAININGABSTRACT: This study analyzes the emotional intelligence (EI) in teachers during their initial training following the trait EI model, namely the wellness model Bar-On (2002;2006). 460 students participated (age in years M=22.57, SD=±3.39) of the University of Jaen (Spain) who responded to the scale EQ-i Short Form Spanish version (López-Zafra, Pulido-Martos, & Berrios-Martos, 2014), that includes 4 factors (Interpersonal, Adaptability, Stress management and Intrapersonal). There are significant differences (p<.05) on various factors based on gender, age, degree of participants and the educational level of the same. The variables considered in the regression analysis that most predict

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Toward a brief multidimensional assessment of emotional intelligence: Psychometric properties of the Emotional Quotient Inventory—Short Form.

Cited by 62 publications

References 119 publications

The Internal Structure of Responses to the Trait Emotional Intelligence Questionnaire–Short Form: An Exploratory Structural Equation Modeling Approach

The Internal Structure of Responses to the Trait Emotional Intelligence Questionnaire–Short Form: An Exploratory Structural Equation Modeling Approach

The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update

Inteligencia emocional rasgo en la formación inicial del profesorado

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