Validation of a Forced-Choice Emotional Intelligence Scale with Chinese Nurses

2014 ◽  
Vol 42 (10) ◽  
pp. 1713-1724 ◽  
Author(s):  
Yefei Wang ◽  
Guangrong Xie ◽  
Jin Tang ◽  
Xinhua Liu ◽  
Bin Zhang
Keyword(s):  
Emotional Intelligence ◽  
Factor Structure ◽  
Predictive Validity ◽  
Reliability And Validity ◽  
Forced Choice ◽  
Hunan Province ◽  
Intelligence Scale ◽  
Practical Utility ◽  
Study Support ◽  
Acceptable Reliability

We evaluated the reliability and validity of Wong's Emotional Intelligence Scale (WEIS) – a forced-choice emotional intelligence scale – with a sample of 271 Chinese nurses employed at 2 large hospitals in the Hunan Province of China. The results demonstrated that the WEIS did not fit a 4-factor structure and the scale had acceptable reliability and convergent, discriminant, and predictive validity. Although our results in this study support the practical utility of the WEIS with Chinese nurses, our results suggest the need for further validation of the WEIS.

New Reliability and Validity Evidence of the Emotional Intelligence Scale

2016 ◽  
Vol 35 (6) ◽  
pp. 599-614 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Johnson C. H. Li ◽  
Beverley J. Webster
Keyword(s):  
Emotional Intelligence ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Reliability And Validity ◽  
Validity Evidence ◽  
Intelligence Scale ◽  
Grade Point ◽  
University Experience

Emotional Intelligence Scale (EIS) is a popular EI measure. Yet, it has been criticized for an unclear factor structure, and its psychometric properties were mainly examined in the Western context. This study was to evaluate its psychometric properties based on 1,724 Hong Kong undergraduate students, including its (a) factor structure, (b) internal consistency, and (c) criterion validity. We compared different factor structures reported in the literature. The confirmatory factor analysis (CFA) results supported a six-factor structure, which is tallied with Salovey and Mayer’s EI conceptualization. A multigroup CFA also rendered the structure as gender invariant. The scale was internally consistent with high McDonald’s omega coefficients. Significant association between EI and grade point average (GPA) was revealed in the faculties with people-oriented studies. Furthermore, EI was correlated with social, cognitive, and self-growth outcomes and satisfaction of university experience. The study contributes to clarify the factor structure and provides new reliability and validity evidence of the EIS in the Eastern context.

scholarly journals EMOTIONAL CREATIVITY INVENTORY: FACTOR STRUCTURE, RELIABILITY AND VALIDITY IN A GEORGIAN-SPEAKING POPULATION

2017 ◽  
Vol 11 (1) ◽  
pp. 31-41
Author(s):  
Khatuna Martsksvishvili ◽  
Nino Abuladze ◽  
Natia Sordia ◽  
Aljoscha Neubauer
Keyword(s):  
Gender Differences ◽  
Factor Analysis ◽  
Emotional Intelligence ◽  
Factor Structure ◽  
Reliability And Validity ◽  
Constructivist Theory ◽  
Future Research ◽  
Structure Reliability ◽  
Dispositional Flow ◽  
Social Constructivist Theory

The concept of emotional creativity is based on a social constructivist theory of emotion and refers to an individual’s ability to experience and express novel, sincere, and effective mixtures of emotions. The present research examines the psychometric properties of the Georgian version of Emotional Creativity Inventory (G-ECI; Averill, 1999). 834 individuals across five studies completed the G-ECI. Results from exploratory factor analysis indicate that the factor structure of the original ECI broadly replicates in the Georgian translation. The Cronbach’s alpha reliabilities of the G-ECI scales are mostly acceptable. There are significant gender differences. Examining the construct validity of G-ECI with other constructs (namely, with emotional intelligence, creativity and flow) showed the expected relationships. In conclusion, the Georgian version of the emotional creativity inventory seems well suited for future research purposes. Keywords: emotional creativity, emotional intelligence, creative abilities, dispositional flow.

Relation of Emotional Intelligence to Emotional Recognition and Mood Management

2004 ◽  
Vol 94 (3) ◽  
pp. 1097-1103 ◽  
Author(s):  
Ernest A. Hakanen
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Predictive Validity ◽  
Internal Validity ◽  
Factor Scores ◽  
Mood Management ◽  
Intelligence Scale ◽  
Emotional Recognition ◽  
High Internal Validity

This study replicated Petrides and Furnham's 2000 test of the multidimensional nature of the Emotional Intelligence Scale by Schutte, et al. A survey of 153 college students ( M age = 25.0, SD = 4.4, 54.2% women) was performed. Four factors which closely resembled previous ones were found although there were some differences in item loadings. The factors were Optimism, Mood Management, Nonverbal, and Empathy. Then, the total and factor scores were examined for their relationship to scores on the Emotional Recognition and Mood Management Inventories developed by Wells and Hakanen in 1991 for the purpose of testing predictive validity and developing measures with high internal validity.

scholarly journals Study of the Predictive Validity of the Burnout Granada Questionnaire in Police Officers

2020 ◽  
Vol 17 (17) ◽  
pp. 6112 ◽  
Author(s):  
Emilia I. De La Fuente-Solana ◽  
Elena Ortega-Campos ◽  
Keyla Vargas-Roman ◽  
Gustavo R. Cañadas-De la Fuente ◽  
Tania Ariza C. ◽  
...  
Keyword(s):  
Predictive Validity ◽  
Police Officers ◽  
Area Under The Curve ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Maslach Burnout Inventory ◽  
Cross Sectional Study ◽  
Personal Accomplishment ◽  
Cross Sectional ◽  
Study Support

Professionals with burnout have negative physical and psychological effects, with adverse consequences in their workplace. Burnout mainly affects assisting professions; amongst them, police work is one of the professions at risk of suffering from this syndrome. The aim of this research is to study the adequacy of the Maslach Burnout Inventory and Granada Burnout Questionnaire instruments to measure burnout in police officers through the study of the reliability and validity (concurrent and predictive) of these instruments. A cross-sectional study was carried out. The sample was composed of 1884 police officers, mostly men (85.4%), with an average age of 35.04 (SD = 8.30). The Maslach Burnout Inventory and Granada Burnout Questionnaire were used to measure burnout. The results obtained in this study support the adequacy of both instruments for measuring burnout. The correlation coefficients between the dimensions are significant, with a medium-high magnitude. Participants with burnout had significantly higher scores in emotional exhaustion and depersonalization and lower scores in personal accomplishment in both instruments. The area under the curve estimated for the Granada Burnout Questionnaire provided evidence of the predictive validity of the instrument. The police profession needs validated and sensitive tools to identify police changes in the dimensions of burnout. The Granada Burnout Questionnaire instrument correctly classifies burnout in police professionals.

A modification of the Schutte Emotional Intelligence Scale using multivariate generalizability theory

2019 ◽  
Vol 47 (1) ◽  
pp. 1-9
Author(s):  
Lei Xu ◽  
Zhan Liu ◽  
Xianliang Zheng ◽  
Hai-Gen Gu ◽  
Jiamei Lu ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Generalizability Theory ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Anhui Province ◽  
Intelligence Scale ◽  
Reliability Indices ◽  
Measurement Design ◽  
Generalizability Study ◽  
Multivariate Generalizability Theory

We modified the Schutte Emotional Intelligence Scale (EIS) using multivariate generalizability theory (MGT), a measurement system in which the focus is on multiple universe scores within a specific generalization universe. Application of MGT comprises conducting a generalizability study to analyze and estimate the associations among various factors, the number of factors, and the initial measurement design process, as well as a decision study to explore changes in the generalized coefficient and reliability indices when the number of items in the measure is changed. We conducted a generalizability study with 210 students from Shanghai and Anhui Province China, and performed item analysis and exploratory factor analysis, then modified the scale using MGT to create a modified edition of the EIS and tested item and factor reliability and validity with another 1,339 students from Shanghai and Anhui Province. Results revealed better reliability and validity than the original EIS, with each factor making a more balanced contribution to the total variance. The modified Chinese EIS will be useful for future emotional intelligence research.

Selection, optimization, and compensation

2014 ◽  
Vol 39 (2) ◽  
pp. 171-185 ◽  
Author(s):  
G. John Geldhof ◽  
Steinunn Gestsdottir ◽  
Kristjan Stefansson ◽  
Sara K. Johnson ◽  
Edmond P. Bowers ◽  
...  
Keyword(s):  
Youth Development ◽  
Factor Structure ◽  
Self Regulation ◽  
Reliability And Validity ◽  
Forced Choice ◽  
Future Research ◽  
Similar Factor ◽  
Using Data ◽  
And Function ◽  
Older Populations

Intentional self-regulation (ISR) undergoes significant development across the life span. However, our understanding of ISR’s development and function remains incomplete, in part because the field’s conceptualization and measurement of ISR vary greatly. A key sample case involves how Baltes and colleagues’ Selection, Optimization, and Compensation (SOC) model of ISR, which was developed with adult populations, may be applied to understand and measure adolescent self-regulation. The tripartite structure of SOC identified in older populations has not been replicated in adolescent samples. This difference may be due to measurement issues. In this article, we addressed whether using a Likert-type format instead of a forced-choice format of the SOC Questionnaire resulted in a tripartite factor structure when used with an adolescent population. Using data from 578 late adolescents who participated in the 4-H Study of Positive Youth Development (70.80% female), we showed that the two versions of the measure produced a similar factor structure and were similar in terms of reliability and validity, although the traditional forced-choice version provided data with slightly lower criterion validity. We therefore conclude that both types of the measure are acceptable, but the choice of measure may depend on the sample in question and the analytical approach planned for the findings. We discuss the implications of our findings for future research.

scholarly journals Development and Validation of an Emotional Intelligence Test for Medical Students

2021 ◽  
pp. 37-47
Author(s):  
R. Deepa ◽  
Anuja S. Panicker
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Predictive Validity ◽  
Medical Curriculum ◽  
Reliability And Validity ◽  
Medical Professionals ◽  
Second Phase ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
The Impact

Aims: Emotional intelligence is an important ability that has to be fostered among medical professionals. To foster an ability, it has to be assessed. The tests/tools already available are culture-sensitive and context-sensitive. Hence there is a need to develop a test to assess the emotional intelligence abilities of medical students. This paper describes a multiphase study in which an instrument was developed to assess the emotional intelligence of medical students. Study Design:  The study was done in four phases. The first three phases were to develop the instrument and establish its reliability and validity. The fourth phase was to demonstrate the predictive validity of the developed instrument. Place and Duration of Study: A private teaching hospital in South India; Two years. Methodology: In the first phase, the emotional challenges of medical students (n =55) were understood to develop the situations for the situational judgment tests. In the second phase, the instrument was developed with 38 items contributing to the constructs of EI. In the third phase, a pilot study was conducted, in which the developed tool was administered on a sample of 150 medical students. The data was used to verify the content validity, construct validity, internal consistency reliability (0.8), and predictive validity. In the fourth phase (n = 102) the test-retest reliability (with a ten-month interval between the tests) and the predictive validity (established by studying the association between EI measured with the tool and the academic performance of respondents) of the purified instrument were studied. Results: A tool to assess the EI of medical students was developed. The tool demonstrated test-retest reliability (0.6) and predictive validity (r = 0.29; P < .01). Conclusion: The tool would provide a premise for the development of training programs and their inclusion in the medical curriculum, which in turn would yield medical professionals who can deliver enhanced patient care. The study also showed the impact of EI on the academic achievement of medical students and hence their knowledge and skills will also be improved by including EI in their curriculum.

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