scholarly journals Differential item functioning analysis of the Bar-On Emotional Quotient Inventory (EQ-i) across gender and age groups

Psychologia ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 95-105
Author(s):  
Elahe Allahyari
Keyword(s):  
Emotional Intelligence ◽  
Differential Item Functioning ◽  
Age Groups ◽  
Emotional Quotient ◽  
Reality Testing ◽  
Item Functioning ◽  
Emotional Quotient Inventory ◽  
Differential Item Functioning Analysis ◽  
Heated Debate ◽  
Clinically Significant

There has been a heated debate on emotional intelligence (EI) and, more particularly, on the Bar-On Emotional Quotient Inventory (EQ-i) measuring all dimensions of emotional intelligence. To ensure measurement equivalence of EQ-i, the present article evaluated whether statements phrased in EQ-i questionnaire have equivalent meaning across respondents, regardless of their sex and age group membership. For 2,078 participants, three EI subscale (item 50 in reality testing, items 4 and 19 in stress tolerance, and items 7, 52, and 82 in interpersonal) for age groups had clinically significant Differential item functioning (DIF). So previous observed associations between EI and age might be misleading and deserve further study after removing or replacing DIF items.

scholarly journals Studying Individual Differences in Spatial Cognition Through Differential Item Functioning Analysis

2020 ◽  
Vol 10 (11) ◽  
pp. 774
Author(s):  
Antonella Lopez ◽  
Alessandro O. Caffò ◽  
Luigi Tinella ◽  
Albert Postma ◽  
Andrea Bosco
Keyword(s):  
Individual Differences ◽  
Differential Item Functioning ◽  
Spatial Cognition ◽  
Age Groups ◽  
The Elderly ◽  
Differential Impact ◽  
Healthy Human ◽  
Item Functioning ◽  
Differential Item Functioning Analysis ◽  
Group Memberships

Background: In the field of spatial cognition, the study of individual differences represents a typical research topic. Gender and age have been prominently investigated. A promising statistical technique used to identify the different responses to items in relation to different group memberships is the Differential Item Functioning Analysis (DIF). The aim of the present study was to investigate the DIF of the Landmark positioning on a Map (LPM) task, across age groups (young and elderly) and gender, in a sample of 400 healthy human participants. Methods: LPM is a hometown map completion test based on well-known and familiar landmarks used to assess allocentric mental representations. DIF was assessed on LPM items two times: on categorical (i.e., positions) and coordinate (i.e., distances) scores, separately. Results: When positions and distances were difficult to assess with respect to the intended reference point, the probability to endorse the items seemed to get worse for the elderly compared to the younger participants. Instead other features of landmarks (high pleasantness, restorativeness) seemed to improve the elderly performance. A gender-related improvement of probability to endorse distance estimation of some landmarks, favoring women, emerged, probably associated with their repeated experiences with those landmarks. Overall, the complexity of the task seemed to have a differential impact on young and elderly people while gender-oriented activities and places seemed to have a differential impact on men and women. Conclusions: For the first time DIF was applied to a spatial mental representation task, based on the schematic sketch maps of the participants. The application of DIF to the study of individual differences in spatial cognition should become a systematic routine to early detect differential items, improving knowledge, as well as experimental control, on individual differences.

scholarly journals Assessment of emotional intelligence in adults with down syndrome: Psychometric properties of the Emotional Quotient Inventory

PLoS ONE ◽  
2020 ◽  
Vol 15 (7) ◽  
pp. e0236087
Author(s):  
David Sánchez-Teruel ◽  
María Auxiliadora Robles-Bello ◽  
José Antonio Camacho-Conde
Keyword(s):  
Emotional Intelligence ◽  
Down Syndrome ◽  
Psychometric Properties ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory

Indeks dan Profil Kecerdasan Emosi Pelajar Sekolah Menengah

2012 ◽  
Author(s):  
Saemah Rahman ◽  
Noriah Mohd. Ishak ◽  
Zuria Mahmud ◽  
Ruslin Amir
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Regulation ◽  
Self Awareness ◽  
School Students ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
The Media ◽  
The Relationship ◽  
Fourth Quartile

Kajian empirikal ke atas kecerdasan emosi telah menunjukkan bahawa wujudnya perkaitan yang rapat antara kecerdasan emosi dengan tingkah laku pelajar. Pada masa yang sama, laporan mengenai beberapa kejadian yang berkaitan dengan cetusan emosi dalam kalangan pelajar di negara kita menimbulkan persoalan tentang tahap kecerdasan emosi mereka. Kajian ini bertujuan mengenal pasti indeks kecerdasan emosi dalam kalangan pelajar sekolah menengah dan menghuraikan profil kecerdasan emosi mereka. Sampel kajian ini terdiri daripada 513 orang pelajar tingkatan dua dan empat di empat buah sekolah di negeri Selangor dan Negeri Sembilan. Inventori Kecerdasan Emosi Malaysia – Remaja (IKEM–R) ditadbir untuk mengukur kecerdasan emosi responden. Indeks kecerdasan emosi diukur berdasarkan tujuh domain kecerdasan emosi bermula dari 0 – 100 bagi menggambarkan kedudukan kecerdasan emosi mereka. Hasil kajian mendapati bahawa indeks kecerdasan emosi pelajar–pelajar yang dikaji ialah 76.02, iaitu berada di bahagian bawah kuartil keempat. Profil kecerdasan emosi bagi keseluruhan sampel mendapati terdapat tiga domain yang memperoleh skor kurang dari 75 peratus, iaitu domain–domain regulasi kendiri, kemahiran sosial dan kesedaran kendiri. Justeru, ketiga–tiga domain ini perlu diberi perhatian untuk meningkatkan kecerdasan emosi mereka secara keseluruhan. Kertas ini juga melaporkan profil kecerdasan emosi mengikut tingkatan, jantina dan lokasi sekolah. Kata kunci: Kecerdasan emosi; perkembangan emosi; remaja Empirical research on emotional intelligence has uncovered the relationship between emotional intelligence and students’ behavior. Concomitantly, reports in the media regarding events that are related to emotional outburst among the students raised an issue about students’ level of emotional intelligent. This study aims to identify emotional intelligence quotient among secondary school students. Additionally, this study also aims to describe their emotional intelligence profile. Sample of the study consisted of 513 form two and form four students from four schools in Selangor and Negeri Sembilan. Malaysian Emotional Quotient Inventory for adolescene (MEQI–A) was administered to determine the emotional quotient of the respondent. The EQ index was calculated based on the seven domains and ranging from 0 – 100 to describe individual’s emotional intelligence. Results of the study showed emotional intelligence index of the respondents at 76.02 that is in the lower part of the fourth quartile. The emotional intelligence profile for the whole sampel showed respondents scored less than 75 percent in three domains namely the domain of self–regulation, social skills and self awareness. Thus, these domains should be addressed accordingly in order to increase students’ emotional intelligence as a whole. This paper also reported the profile of emotional intelligence according to form, gender and school location. Key words: Emotional intelligence; emotional development; adolescence

scholarly journals Differential item functioning analysis of the Vanderbilt Expertise Test for cars

2015 ◽  
Vol 15 (13) ◽  
pp. 23 ◽  
Author(s):  
Woo-Yeol Lee ◽  
Sun-Joo Cho ◽  
Rankin W. McGugin ◽  
Ana Beth Van Gulick ◽  
Isabel Gauthier
Keyword(s):  
Differential Item Functioning ◽  
Item Functioning ◽  
Differential Item Functioning Analysis

Equivalence and Bias in the South African Substance Use Contextual Risk Instrument

2017 ◽  
Vol 120 (1) ◽  
pp. 158-178
Author(s):  
Ishreen Rawoot ◽  
Maria Ann Florence
Keyword(s):  
Substance Use ◽  
Differential Item Functioning ◽  
South African ◽  
Economic Status ◽  
Scale Level ◽  
Contextual Risk ◽  
Item Functioning ◽  
Differential Item Functioning Analysis ◽  
Preventative Interventions ◽  
Phi Coefficient

This article forms part of a larger study that sought to develop and validate a scale to measure individual and contextual factors associated with adolescent substance use in low-socio-economic status South African communities. The scale was developed to inform the process of designing preventative interventions in these communities. This study assessed the construct equivalence and item bias across different language versions of the scale. Exploratory factor analysis, equality of reliabilities, and the Tucker’s phi coefficient of congruence were employed to assess whether the two language versions were equivalent at a scale level. Differential item functioning analysis was conducted using ordinal logistic regression and the Mantel-Haenszel method at an item level. The findings revealed that there are significant differences between the two groups at a scale level. Items were flagged as presenting with moderate to large differential item functioning. The biased items have to be closely examined in order to decide how to address the bias.

Differential Item Functioning in Attitude Assessment

1997 ◽  
Vol 18 (2) ◽  
pp. 127-135
Author(s):  
George A. Johanson
Keyword(s):  
Program Evaluation ◽  
Differential Item Functioning ◽  
Age Groups ◽  
Attitude Assessment ◽  
Evaluation Practice ◽  
Item Functioning ◽  
Binary Format

Differential item functioning (DIF) is not often seen in the literature on attitude assessment. A brief discussion of DIF and methods of implementation is followed by an illustrative example from a program evaluation, using an attitude-towards-science scale with 1550 children in grades one through six. An item exhibiting substantial DIF with respect to gender was detected using the Mantel-Haenszel procedure. In a second example, data from workshop evaluations with 1682 adults were recoded to a binary format, and it was found that an item suspected of functioning differentially with respect to age groups was, in fact, not doing so. Implications for evaluation practice are discussed.

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