Validation of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF)

Banjac, Sonja; Hull, Laura; Petrides, K. V.; Mavroveli, Stella

doi:10.2298/psi1604375b

Cited by 8 publications

(14 citation statements)

References 50 publications

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“…Future research should further investigate these gender differences to understand better the mechanisms underlying them. It is important to note that the effect size obtained in this study was very small, which is similar to others studies examining gender effects in EI (Banjac et al, 2016; Fernández-Berrocal, Cabello, Castillo, & Extremera, 2012).…”

Section: Discussionsupporting

confidence: 89%

“…The TEIQue-CF (Mavroveli & Petrides, 2017; Mavroveli et al, 2008) is a 75-item questionnaire that assesses nine facets of EI: adaptability, affective disposition, emotion expression, emotion perception, emotion regulation, low impulsivity, peer relations, self-esteem, and self-motivation. This questionnaire has been also validated in Serbian (Banjac, Hull, Petrides, & Mavroveli, 2016). A short measure of child EI has also been developed: the TEIQue-CSF (Mavroveli et al, 2008), which contains 36 items and provides a global score of EI in children.…”

Section: Introductionmentioning

confidence: 99%

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The Psychometric Properties of the French Version of the Trait Emotional Intelligence Questionnaire–Child Short Form

Stassart

Étienne

Luminet

et al. 2017

Journal of Psychoeducational Assessment

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The psychometric properties of the French version of the Trait Emotional Intelligence Questionnaire–Child Short Form (TEIQue-CSF) were investigated in a sample of 556 children 9 to 13 years of age. The internal consistency and temporal stability were satisfactory. A significant difference for gender, but not for age, was observed. With regard to the factor structure, the best fit was found for a two-factor solution, emotion control and socioemotionality. Regarding convergent validity, positive correlations were found with the total and all except one-factor scores of the Emotion Awareness Questionnaire score (EAQ30). Evidences of concurrent validity were demonstrated, with negative correlations with State-Trait Anxiety Inventory for Children (STAIC) and childhood anxiety sensitivity index (CASI). Results also showed a positive correlation with Children’s Social Desirability Scale (CSD). In conclusion, these findings provide additional support for the use of the TEIQue-CSF for researchers and practitioners who want to assess emotion-related constructs in children.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Psychometric Properties of the French Version of the Trait Emotional Intelligence Questionnaire–Child Short Form

Stassart

Étienne

Luminet

et al. 2017

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

show abstract

“…It is necessary to emphasize that so far the TEIQue for Children, namely Child Full and Short Forms (TEIQue-CF and TEIQue-CSF, respectively), is the only EI measure based on a sampling domain that has been specifically developed for children, rather than on an expedient adaptation of the adult sampling domain, which would have been unsuitable for catching the development characteristics of children ( Mavroveli et al, 2008 ; Banjac et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender

et al. 2019

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Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.

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“…The Trait Emotional Intelligence Questionnaire -Short Form (TEIQue-SF; Petrides, 2009) consists of 30 items with a Likert-style response option format, ranging from 1 (completely disagree) to 7 (completely agree) designed to measure global trait emotional intelligence (e.g., "I'm usually able to influence the way other people feel."). The reliability and validity of the TEIQue have been documented in different countries (Banjac, Hull, Petrides, & Mavroveli, 2016;Gugliandolo, Costa, Cuzzocrea, Larcan, & Petrides, 2015;Petrides, 2009).…”

Section: Methodsmentioning

confidence: 99%

Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation

et al. 2018

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Research has not yet been deepened in the link between personality factors and risk of school refusal. Furthermore, previous studies fail to verify the direct relation between trait EI and the risk of school refusal. The present study examined personality traits, emotion regulation and trait EI for the contributory role they may play in predicting the risk of school refusal. The sample consisted of 311 participants, 112 males (36%) and 199 females (64%) with an average age of 14.19 (SD = .60), from a high school in the city of Messina (Sicily, Italy). Results show that the risk of school refusal is positively related to neuroticism and maladaptive emotion regulation strategies, while it is negatively related to the extroversion, agreeableness and conscientiousness and trait EI. Moreover, trait EI can be considered as a strong incremental negative predictor of risk of school refusal over and above personality traits and emotion regulation.

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Validation of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF)

Cited by 8 publications

References 50 publications

The Psychometric Properties of the French Version of the Trait Emotional Intelligence Questionnaire–Child Short Form

The Psychometric Properties of the French Version of the Trait Emotional Intelligence Questionnaire–Child Short Form

Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender

Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation

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