Assessing Emotional Intelligence (eBook)
XII, 364 Seiten
Springer US (Verlag)
978-0-387-88370-0 (ISBN)
Managing human emotions plays a critical role in everyday functioning. After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures. Assessing Emotional Intelligence: Theory, Research, and Applications strengthens this theoretical and evidence base by addressing the most recent advances and emerging possibilities in EI assessment, research, and applications.
This volume demonstrates the study and application of EI across disciplines, ranging from psychometrics and neurobiology to education and industry. Assessing Emotional Intelligence carefully critiques the key measurement issues in EI, and leading experts present EI as eminently practical and thoroughly contemporary as they offer the latest findings on:
- EI instruments, including the EQ-I, MSCEIT, TEIQue, Genos Emotional Intelligence Inventory, and the Assessing Emotions Scale.
- The role of EI across clinical disorders.
- Training professionals and staff to apply EI in the workplace.
- Relationships between EI and educational outcomes.
- Uses of EI in sports psychology.
- The cross-cultural relevance of EI.
As the contributors to this volume in the Springer Series on Human Exceptionality make clear, these insights and methods hold rich potential for professionals in such fields as social and personality psychology, industrial and organizational psychology, psychiatry, business, and education.
Donald Saklofske, Ph.D., is a Professor in the Division of Applied Psychology at the University of Calgary. He is also an Adjunct Professor at the University of Saskatchewan and Swinburne University, Australia. He is a Fellow of the Canadian Psychological Association and the Association for Psychological Science. Dr. Saklofske has published more than 150 journal articles and book chapters on intelligence, personality, individual differences and psychological assessment. In addition, he has written or edited books on the Wechsler intelligence scales, personality and intelligence, exceptional children, and educational psychology. He is the Editor of the Journal of Psychoeducational Assessment and the Canadian Journal of School Psychology and Associate Editor of Personality and Individual Differences.
Con Stough, Ph.D., is a professor in cognitive neuroscience at Swinburne University, Australia.
The proposed book will represent the most up-to-date information on one of the most contemporary and controversial topics in psychology: individual differences and human exceptionality - the measurement and assessment of emotional intelligence (EI). Since the original work of Mayer and Salovey some 15 years ago - and the popular book published by Daniel Goleman in 1995 - theories, research, and measures of EI have proliferated. Furthermore, the relevance and applications of EI to education, business and the workplace, psychology in general, and in such specific areas as health and wellness, have come under serious debate in both academic and applied psychology. This is most evident in the area of measurement and assessment of EI as it is these measures that both not only reflect the construct validity of EI but also their use.Since the first EI measures were developed during the early 1990s, there has been considerable debate about how to measure emotional intelligence most effectively. From this debate, two camps have emerged. These two camps consist of researchers, theorists, and practitioners who use or adopt either the self-report method or the ability-based method to assess emotional intelligence. Both camps are engaged in substantial research and make serious claims for their type of test to be the most valid with respect to the EI construct and its assessment. There are supporters and detractors for both camps. Although this active debate is being conducted in the journal literature, it does raise a further issue and that is how psychologists and others who use EI measures understand these arguments regarding EI measurement and assessment. This is the very reason the current book proposal is both of relevance and interest. This book will present new research on the self-report and ability-based approaches to measuring emotional intelligence that will focus on the EI construct, its measurement and interpretation.Following the original publication of the MSCEIT and Bar-On scales, both of which have undergone revisions, other newer scales have also been developed that are grounded in empirical evidence. This book will focus on tests that have been extensively studied and researched and even some new tests that have been subjected to at least some validity testing - that is, show some form of validity (e.g., internal, test-retest) or demonstrate some form of validity (e.g., face, discriminant or external). Some of these new tests have been used in different countries or in specific applications such as in sports psychology. The area of test development is emerging quickly and there is a lot of confusion, particularly for practitioners and people who want EI to be implemented in certain environments. A book that canvasses the existing tests, presents information on how they were developed, their psychometric properties, how they can be applied, and so forth, will be very well received and popular given the size of the EI market worldwide now. As mentioned, these measures not only reflect the current theoretical models describing EI, but become the very tools that are used to validate the construct. At the same time, practitioners are raising questions about the variations in EI scales and the resulting different factors, which, in turn, influence how this information will be presented to and used by consumers (e.g., individuals, corporations, research programs).
Donald Saklofske, Ph.D., is a Professor in the Division of Applied Psychology at the University of Calgary. He is also an Adjunct Professor at the University of Saskatchewan and Swinburne University, Australia. He is a Fellow of the Canadian Psychological Association and the Association for Psychological Science. Dr. Saklofske has published more than 150 journal articles and book chapters on intelligence, personality, individual differences and psychological assessment. In addition, he has written or edited books on the Wechsler intelligence scales, personality and intelligence, exceptional children, and educational psychology. He is the Editor of the Journal of Psychoeducational Assessment and the Canadian Journal of School Psychology and Associate Editor of Personality and Individual Differences. Con Stough, Ph.D., is a professor in cognitive neuroscience at Swinburne University, Australia.
The Springer Series on Human Exceptionality 2
Assessing EmotionalIntelligence 3
Contents 6
Contributors 8
Part 1: Some Theoretical Thoughts on EI 11
A Brief Analysis of 20 Years of Emotional Intelligence: An Introduction to Assessing Emotional Intelligence: Theory, Research, and Applications 12
Twenty Years of Emotional Intelligence 12
Organization of ‘‘Assessing Emotional Intelligence: Theory, Research, and Applications’’ 15
Psychometrics and the Measurement of Emotional Intelligence 18
Test Score Reliability 18
Introduction 18
Types of Reliability Estimation 20
Parallel Forms Reliability 20
Test-Retest Reliability 20
Internal Consistency Reliability 21
Split-Half Reliability 22
Cronbach’s Alpha (alpha) 22
MacDonald’s Omega (omega) 24
Appreciating the Importance of Reliability 25
Standard Error of Measurement 26
Reliability and Effect Size 27
Recommended Standards for Reliability 29
Internal Consistency Reliability Versus Test-Retest Reliability 31
Validity 32
Introduction 32
Face Validity 32
Content Validity 33
Factorial Validity 34
Predictive Validity 35
Incremental Predictive Validity 36
Concurrent Validity 39
Discriminant Validity 41
Multitrait-Multimethod (MTMM) Validity 44
A Note on the Association Between Reliability and Validity 45
Conclusion 45
References 46
Part 2: Research on Measures of EI 50
An Ability Model of Emotional Intelligence: A Rationale, Description, and Application of the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) 51
Perceiving Emotions 52
Using Emotions 53
Understanding Emotions 53
Managing Emotions 54
Development of the MSCEIT 55
MSCEIT Scoring 56
Factorial Validity 56
Reliability 57
Discriminant Validity 57
Relationship Between the MSCEIT and Other Measures of EI 57
Relationship Between the MSCEIT and Measures of Personality and Intelligence 58
Application of the MSCEIT 58
Organizational Settings 59
Educational Settings 60
Clinical and Health Settings 60
Social Settings 61
Future Directions 61
MSCEIT: Youth Version 62
Scoring 63
Description of Sample 65
Preliminary Analyses 65
Cross Cultural EI 66
Continued Validation 67
Conclusions 68
References 68
Assessing Emotional Intelligence Using the Emotional Quotient Inventory (EQ-i) and Related Instruments 74
Emotional Quotient Inventory 76
Reliability of the EQ-i and EQ-i:Short 77
Validity of the EQ-i and EQ-i:Short 78
Emotional Quotient Inventory: Youth Version 82
Reliability and Validity of the EQ-i:YV 83
Emotional Quotient Inventory: Observer Forms 84
EQ-i:YV Parent/Teacher Forms 84
The EQ-360 85
Future Directions 86
References 88
Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue) 92
A Flood of Faux Intelligences 93
Assessing Faux Intelligences Through Self-Report 94
Towards a Trait Intelligences Framework 94
The Trait Emotional Intelligence Questionnaire (TEIQue) 95
Steps in the Construction of the TEIQue 95
Sampling Domain 96
Relationship to Other Measures 97
Sample Description 97
Reliabilities 98
Factor Structure and Interpretation 99
Gender Differences in Trait EI 102
Self-Other Ratings of Trait EI 102
Other Versions and Translations 104
Conclusion 106
References 106
The Genos Emotional Intelligence Inventory: A Measure Designed Specifically for Workplace Applications 109
Our Rationale 110
Positioning the Genos Approach to Assessing EI in the Workplace 111
The Genos EI Model of Emotional Intelligence 114
The Genos EI Inventory (Genos EI) 114
Reliability and Validity 116
Genos EI: Concise and Short Forms 119
Directions for Future Research 121
References 122
The Assessing Emotions Scale 124
Theoretical Rationale 124
Description of the Measure and Scoring Instructions 125
Sample Means and Standard Deviations 127
Translations of the Scale 131
Psychometric Properties 131
Internal Consistency 131
Test-Retest Reliability 132
Evidence of Validity 132
Practical Considerations 134
Use with Different Populations 134
Purpose of Assessment 134
Further Development 135
Extensions of the Assessing Emotions Scale 135
Assessing Additional Dimensions of Emotional Intelligence 135
Conclusion 136
References 137
Part 3: Applying EI Research 140
The Importance and Training of Emotional Intelligence at Work 141
Introduction 141
Explaining the Popularity of the EI Concept 142
Academic Issues 146
Training EI 152
The Components of Social Skill 155
The Future of Organisational EI 156
References 158
Performance Based Measures and Practical Validity 160
Study 1 - EI as It Relates to Maturity and Character 162
Study 2 - EI as It Relates to Academic Achievement 164
Study 3 - EI as It Relates to Sales Performance 165
Study 4 - EI as It Relates to Call Centre Performance 167
Bringing It All Together 169
Conclusion 170
References 171
The Application of Emotional Intelligence in Industrial and Organizational Psychology 174
History of Emotional Intelligence in Business 175
Definitions of Emotional Intelligence in the Workplace 176
The Selling of Emotional Intelligence 177
Emotional Intelligence and Industrial/Organizational Psychology 178
Emotional Intelligence and Organizational Psychology 179
Emotional Intelligence and Stress and Coping 179
Emotional Intelligence and Leadership 180
Emotional Intelligence and Conflict Management 181
Emotional Intelligence and Industrial Psychology 181
Emotional Intelligence and Training and Development 181
Emotional Intelligence and Recruitment and Selection 183
Emotional Intelligence and Work Performance 184
Individual Performance 184
Group Performance 186
Future Research Directions 187
Industrial Psychology 187
Organizational Psychology 188
Conclusion 188
References 189
Emotional Intelligence and Physical Health 194
Pathways 197
Stress Adaptation 197
Adaptive Coping 200
Healthy Lifestyle 205
Medical Regimen 210
Implications 212
References 214
Emotional Intelligence and Clinical Disorders 222
Introduction 222
Dimensions of EI and Their Relationship to Mental Health Variables 222
Recognizing and Describing Emotion 223
Perceiving Emotions in Others 223
Managing and Controlling Emotion 224
Overall EI and Psychological Health 224
Specific Disorders 225
Depression 225
Social Anxiety 225
Post Traumatic Stress Disorder 226
Generalised Anxiety Disorder (GAD) 227
Adolescent Sex Offenders 228
Eating Disorders 228
Substance Abuse 229
Compulsive Gambling 230
Autism Spectrum Disorders 231
Borderline Personality Disorder 232
EI as a Coping Mechanism to Maximise Mental Health 233
Implications for Clinical Psychology 234
Summary 235
References 236
The Role of Emotional Intelligence in Education 241
Introduction 241
Emotional Intelligence and Academic Achievement 242
Children and Youth 242
Post-Secondary Students 245
Medical Education Students 248
Teaching EI 250
Children and Youth 250
Post-Secondary Programs 252
Future Research 253
References 254
Part 4: New Directions and Conclusions 258
Emotional Intelligence Across Cultures: Theoretical and Methodological Considerations 259
Introduction 259
Emotions, Emotional Intelligence and Culture 261
A Brief Review of the Current State of Cross-Cultural EI Research 263
Culture and Emotion Research: Implications for EI 266
Emotional Regulation in Cultures 268
Individualism/Collectivism 270
Display Rules 270
Uncertainty Avoidance 271
Power Distance 272
Emotional Expression 273
Individualism/Collectivism 273
Emotion Recognition (Judgment) in Self and Others 274
Individualism Versus Collectivism 275
Cross-Cultural EI Research: Methodological Issues 276
Convergence of Two Approaches 276
Cultural Bias in EI Measurement Instruments: Construct, Item and Method Bias 277
Applying Measurement Invariance in Cross Cultural EI Research 279
Conclusion 281
References 283
Emotional Intelligence in Sport: Theoretical Linkages and Preliminary Empirical Relationships from Basketball 291
Emotions in Sport 291
Mayer and Salovey’s Ability Model of Emotional Intelligence 293
Mixed Model of Emotional Intelligence 294
Theoretical Linkages Between EI and Sports Psychology 295
Empirical Relationships Between EI and Sports Psychology 300
Participants 301
Materials 301
Results and Discussion 301
Emotional Intelligence and Shooting Performance (Offense) 302
Emotional Intelligence, Rebounding and Defensive Plays (Defense) 303
References 304
Understanding the Neurobiology of Emotional Intelligence: A Review 306
What is Emotional Intelligence? 306
Conceptual Models of EI 307
Integrating Neurobiological Research on Emotion onto a Conceptual Model of Emotional Intelligence 308
Understanding Emotion 308
Using Emotions in Thought 311
Managing Emotions 313
Developing Emotional Intelligence 315
Conclusion 316
References 316
New Directions and Alternative Approaches to the Measurement of Emotional Intelligence 320
Evaluating the Validity Evidence for an Emotional Intelligence Test 321
Typical (Self-Report) Measures of Emotional Intelligence 321
Correlations with Intelligence 322
Correlations with Personality 322
Maximum Performance Measures: The MSCEIT 322
The Four-Branch Model 323
Description of the MSCEIT 323
Relationships with Cognitive Assessments 324
Relationships with Personality Assessments 324
Relationships with External Criteria Indicative of High Emotional Functioning 325
New Approaches to the Assessment of Emotional Intelligence 326
Information Processing Measures 327
Implicit Association Tests 327
Emotion Recognition Assessments 327
Emotional Intelligence Related to Inspection Time 328
Social Intelligence Measures as Emotion Perception Analogs2 329
Situational Judgment Tests 329
Early Precursors to SJT Measures of EI 330
SJT Measures Directly Targeted to Assess Social and Emotional Intelligence 331
Future Directions for SJT Measures of EI 333
Assessing Emotional Intelligence Through Implicit Beliefs: The Conditional Reasoning Paradigm 334
An Emotion-Based Adaptation of the Principal-Agent Paradigm 335
Affective Forecasting and Emotional Intelligence 337
Conclusion 338
AcknowledgmentsThis research was supported in part by U.S. Army Research Institute (ARI) Contract W91WAW-07-C-0025 to the Educational Testing Service (ETS). We thank Patrick Kyllonen, Don Powers, Matthew Ventura, and Dan Eignor for comments on an earlier draft of this manuscript, and Mary Lucas, Jennifer Minsky, and Cris Valkyria for supporting the preparation of this chapter. All statements expressed in this article are the authors’ and do not necessarily reflect the official opinions or policies of the U.S. government, ARI, or ETS. 320
References 339
Index 344
| Erscheint lt. Verlag | 15.6.2009 |
|---|---|
| Reihe/Serie | The Springer Series on Human Exceptionality | The Springer Series on Human Exceptionality |
| Zusatzinfo | XII, 364 p. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Arbeits- und Organisationspsychologie |
| Geisteswissenschaften ► Psychologie ► Persönlichkeitsstörungen | |
| Geisteswissenschaften ► Psychologie ► Psychoanalyse / Tiefenpsychologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik | |
| Wirtschaft ► Betriebswirtschaft / Management ► Unternehmensführung / Management | |
| Schlagworte | Assessment • Ei • Emotion • Emotional Intelligence • Human Exceptionality • Individual differences • industrial and organizational psychology • Industrial Psychology • Intelligence • Measurement • Neurobiology • organization • organizational psychology • Personality • Psyc • Social Psychology |
| ISBN-10 | 0-387-88370-3 / 0387883703 |
| ISBN-13 | 978-0-387-88370-0 / 9780387883700 |
| Haben Sie eine Frage zum Produkt? |
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