Stough / Saklofske / Parker Assessing Emotional Intelligence

Theory, Research, and Applications
1. Auflage 2009
ISBN: 978-0-387-88370-0
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 363 Seiten

Reihe: The Springer Series on Human Exceptionality

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.

Autoren/Hrsg.

Stough, Con

Saklofske, Donald H.

Parker, James D. A.

Inhaltsverzeichnis

1;The Springer Series on Human Exceptionality;2
1.1;Assessing EmotionalIntelligence;3
1.2;Contents;6
1.3;Contributors;8
2;Part 1: Some Theoretical Thoughts on EI;11
3;A Brief Analysis of 20 Years of Emotional Intelligence: An Introduction to Assessing Emotional Intelligence: Theory, Research, and Applications;12
3.1;Twenty Years of Emotional Intelligence;12
3.2;Organization of ‘‘Assessing Emotional Intelligence: Theory, Research, and Applications’’;15
4;Psychometrics and the Measurement of Emotional Intelligence;18
4.1;Test Score Reliability;18
4.1.1;Introduction;18
4.2;Types of Reliability Estimation;20
4.2.1;Parallel Forms Reliability;20
4.2.2;Test-Retest Reliability;20
4.3;Internal Consistency Reliability;21
4.3.1;Split-Half Reliability;22
4.3.2;Cronbach’s Alpha (alpha);22
4.3.3;MacDonald’s Omega (omega);24
4.3.4;Appreciating the Importance of Reliability;25
4.3.5;Standard Error of Measurement;26
4.3.6;Reliability and Effect Size;27
4.3.7;Recommended Standards for Reliability;29
4.3.8;Internal Consistency Reliability Versus Test-Retest Reliability;31
4.4;Validity;32
4.4.1;Introduction;32
4.4.2;Face Validity;32
4.4.3;Content Validity;33
4.4.4;Factorial Validity;34
4.4.5;Predictive Validity;35
4.4.6;Incremental Predictive Validity;36
4.4.7;Concurrent Validity;39
4.4.8;Discriminant Validity;41
4.4.9;Multitrait-Multimethod (MTMM) Validity;44
4.4.10;A Note on the Association Between Reliability and Validity;45
4.5;Conclusion;45
4.6;References;46
5;Part 2: Research on Measures of EI;50
6;An Ability Model of Emotional Intelligence: A Rationale, Description, and Application of the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT);51
6.1;Perceiving Emotions;52
6.2;Using Emotions;53
6.3;Understanding Emotions;53
6.4;Managing Emotions;54
6.5;Development of the MSCEIT;55
6.6;MSCEIT Scoring;56
6.7;Factorial Validity;56
6.8;Reliability;57
6.9;Discriminant Validity;57
6.10;Relationship Between the MSCEIT and Other Measures of EI;57
6.11;Relationship Between the MSCEIT and Measures of Personality and Intelligence;58
6.12;Application of the MSCEIT;58
6.12.1;Organizational Settings;59
6.12.2;Educational Settings;60
6.12.3;Clinical and Health Settings;60
6.12.4;Social Settings;61
6.13;Future Directions;61
6.14;MSCEIT: Youth Version;62
6.14.1;Scoring;63
6.14.2;Description of Sample;65
6.14.3;Preliminary Analyses;65
6.15;Cross Cultural EI;66
6.16;Continued Validation;67
6.17;Conclusions;68
6.18;References;68
7;Assessing Emotional Intelligence Using the Emotional Quotient Inventory (EQ-i) and Related Instruments;74
7.1;Emotional Quotient Inventory;76
7.1.1;Reliability of the EQ-i and EQ-i:Short;77
7.1.2;Validity of the EQ-i and EQ-i:Short;78
7.2;Emotional Quotient Inventory: Youth Version;82
7.2.1;Reliability and Validity of the EQ-i:YV;83
7.3;Emotional Quotient Inventory: Observer Forms;84
7.3.1;EQ-i:YV Parent/Teacher Forms;84
7.3.2;The EQ-360;85
7.4;Future Directions;86
7.5;References;88
8;Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue);92
8.1;A Flood of Faux Intelligences;93
8.2;Assessing Faux Intelligences Through Self-Report;94
8.3;Towards a Trait Intelligences Framework;94
8.4;The Trait Emotional Intelligence Questionnaire (TEIQue);95
8.4.1;Steps in the Construction of the TEIQue;95
8.4.2;Sampling Domain;96
8.4.3;Relationship to Other Measures;97
8.4.4;Sample Description;97
8.4.5;Reliabilities;98
8.4.6;Factor Structure and Interpretation;99
8.5;Gender Differences in Trait EI;102
8.6;Self-Other Ratings of Trait EI;102
8.7;Other Versions and Translations;104
8.8;Conclusion;106
8.9;References;106
9;The Genos Emotional Intelligence Inventory: A Measure Designed Specifically for Workplace Applications;109
9.1;Our Rationale;110
9.2;Positioning the Genos Approach to Assessing EI in the Workplace;111
9.3;The Genos EI Model of Emotional Intelligence;114
9.4;The Genos EI Inventory (Genos EI);114
9.5;Reliability and Validity;116
9.6;Genos EI: Concise and Short Forms;119
9.7;Directions for Future Research;121
9.8;References;122
10;The Assessing Emotions Scale;124
10.1;Theoretical Rationale;124
10.2;Description of the Measure and Scoring Instructions;125
10.3;Sample Means and Standard Deviations;127
10.4;Translations of the Scale;131
10.5;Psychometric Properties;131
10.5.1;Internal Consistency;131
10.5.2;Test-Retest Reliability;132
10.5.3;Evidence of Validity;132
10.6;Practical Considerations;134
10.6.1;Use with Different Populations;134
10.6.2;Purpose of Assessment;134
10.7;Further Development;135
10.7.1;Extensions of the Assessing Emotions Scale;135
10.7.2;Assessing Additional Dimensions of Emotional Intelligence;135
10.8;Conclusion;136
10.9;References;137
11;Part 3: Applying EI Research;140
12;The Importance and Training of Emotional Intelligence at Work;141
12.1;Introduction;141
12.2;Explaining the Popularity of the EI Concept;142
12.3;Academic Issues;146
12.4;Training EI;152
12.5;The Components of Social Skill;155
12.6;The Future of Organisational EI;156
12.7;References;158
13;Performance Based Measures and Practical Validity;160
13.1;Study 1 - EI as It Relates to Maturity and Character;162
13.2;Study 2 - EI as It Relates to Academic Achievement;164
13.3;Study 3 - EI as It Relates to Sales Performance;165
13.4;Study 4 - EI as It Relates to Call Centre Performance;167
13.5;Bringing It All Together;169
13.6;Conclusion;170
13.7;References;171
14;The Application of Emotional Intelligence in Industrial and Organizational Psychology;174
14.1;History of Emotional Intelligence in Business;175
14.2;Definitions of Emotional Intelligence in the Workplace;176
14.3;The Selling of Emotional Intelligence;177
14.4;Emotional Intelligence and Industrial/Organizational Psychology;178
14.5;Emotional Intelligence and Organizational Psychology;179
14.5.1;Emotional Intelligence and Stress and Coping;179
14.5.2;Emotional Intelligence and Leadership;180
14.5.3;Emotional Intelligence and Conflict Management;181
14.6;Emotional Intelligence and Industrial Psychology;181
14.6.1;Emotional Intelligence and Training and Development;181
14.6.2;Emotional Intelligence and Recruitment and Selection;183
14.7;Emotional Intelligence and Work Performance;184
14.7.1;Individual Performance;184
14.7.2;Group Performance;186
14.8;Future Research Directions;187
14.8.1;Industrial Psychology;187
14.8.2;Organizational Psychology;188
14.9;Conclusion;188
14.10;References;189
15;Emotional Intelligence and Physical Health;194
15.1;Pathways;197
15.1.1;Stress Adaptation;197
15.1.2;Adaptive Coping;200
15.1.3;Healthy Lifestyle;205
15.1.4;Medical Regimen;210
15.2;Implications;212
15.3;References;214
16;Emotional Intelligence and Clinical Disorders;222
16.1;Introduction;222
16.2;Dimensions of EI and Their Relationship to Mental Health Variables;222
16.2.1;Recognizing and Describing Emotion;223
16.2.2;Perceiving Emotions in Others;223
16.2.3;Managing and Controlling Emotion;224
16.2.4;Overall EI and Psychological Health;224
16.3;Specific Disorders;225
16.3.1;Depression;225
16.3.2;Social Anxiety;225
16.3.3;Post Traumatic Stress Disorder;226
16.3.4;Generalised Anxiety Disorder (GAD);227
16.3.5;Adolescent Sex Offenders;228
16.3.6;Eating Disorders;228
16.3.7;Substance Abuse;229
16.3.8;Compulsive Gambling;230
16.3.9;Autism Spectrum Disorders;231
16.3.10;Borderline Personality Disorder;232
16.4;EI as a Coping Mechanism to Maximise Mental Health;233
16.5;Implications for Clinical Psychology;234
16.6;Summary;235
16.7;References;236
17;The Role of Emotional Intelligence in Education;241
17.1;Introduction;241
17.2;Emotional Intelligence and Academic Achievement;242
17.2.1;Children and Youth;242
17.2.2;Post-Secondary Students;245
17.2.3;Medical Education Students;248
17.3;Teaching EI;250
17.3.1;Children and Youth;250
17.3.2;Post-Secondary Programs;252
17.4;Future Research;253
17.5;References;254
18;Part 4: New Directions and Conclusions;258
19;Emotional Intelligence Across Cultures: Theoretical and Methodological Considerations;259
19.1;Introduction;259
19.2;Emotions, Emotional Intelligence and Culture;261
19.3;A Brief Review of the Current State of Cross-Cultural EI Research;263
19.4;Culture and Emotion Research: Implications for EI;266
19.4.1;Emotional Regulation in Cultures;268
19.4.1.1;Individualism/Collectivism;270
19.4.1.2;Display Rules;270
19.4.1.3;Uncertainty Avoidance;271
19.4.1.4;Power Distance;272
19.4.2;Emotional Expression;273
19.4.2.1;Individualism/Collectivism;273
19.4.3;Emotion Recognition (Judgment) in Self and Others;274
19.4.3.1;Individualism Versus Collectivism;275
19.5;Cross-Cultural EI Research: Methodological Issues;276
19.5.1;Convergence of Two Approaches;276
19.5.2;Cultural Bias in EI Measurement Instruments: Construct, Item and Method Bias;277
19.5.3;Applying Measurement Invariance in Cross Cultural EI Research;279
19.6;Conclusion;281
19.7;References;283
20;Emotional Intelligence in Sport: Theoretical Linkages and Preliminary Empirical Relationships from Basketball;291
20.1;Emotions in Sport;291
20.2;Mayer and Salovey’s Ability Model of Emotional Intelligence;293
20.3;Mixed Model of Emotional Intelligence;294
20.4;Theoretical Linkages Between EI and Sports Psychology;295
20.5;Empirical Relationships Between EI and Sports Psychology;300
20.5.1;Participants;301
20.5.2;Materials;301
20.6;Results and Discussion;301
20.7;Emotional Intelligence and Shooting Performance (Offense);302
20.8;Emotional Intelligence, Rebounding and Defensive Plays (Defense);303
20.9;References;304
21;Understanding the Neurobiology of Emotional Intelligence: A Review;306
21.1;What is Emotional Intelligence?;306
21.2;Conceptual Models of EI;307
21.3;Integrating Neurobiological Research on Emotion onto a Conceptual Model of Emotional Intelligence;308
21.3.1;Understanding Emotion;308
21.3.2;Using Emotions in Thought;311
21.3.3;Managing Emotions;313
21.3.4;Developing Emotional Intelligence;315
21.4;Conclusion;316
21.5;References;316
22;New Directions and Alternative Approaches to the Measurement of Emotional Intelligence;320
22.1;Evaluating the Validity Evidence for an Emotional Intelligence Test;321
22.2;Typical (Self-Report) Measures of Emotional Intelligence;321
22.2.1;Correlations with Intelligence;322
22.2.2;Correlations with Personality;322
22.3;Maximum Performance Measures: The MSCEIT;322
22.3.1;The Four-Branch Model;323
22.3.2;Description of the MSCEIT;323
22.3.3;Relationships with Cognitive Assessments;324
22.3.4;Relationships with Personality Assessments;324
22.3.5;Relationships with External Criteria Indicative of High Emotional Functioning;325
22.4;New Approaches to the Assessment of Emotional Intelligence;326
22.4.1;Information Processing Measures;327
22.4.1.1;Implicit Association Tests;327
22.4.1.2;Emotion Recognition Assessments;327
22.4.1.3;Emotional Intelligence Related to Inspection Time;328
22.4.2;Social Intelligence Measures as Emotion Perception Analogs2;329
22.4.3;Situational Judgment Tests;329
22.4.3.1;Early Precursors to SJT Measures of EI;330
22.4.3.2;SJT Measures Directly Targeted to Assess Social and Emotional Intelligence;331
22.4.3.3;Future Directions for SJT Measures of EI;333
22.4.4;Assessing Emotional Intelligence Through Implicit Beliefs: The Conditional Reasoning Paradigm;334
22.4.5;An Emotion-Based Adaptation of the Principal-Agent Paradigm;335
22.4.6;Affective Forecasting and Emotional Intelligence;337
22.5;Conclusion;338
22.6;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
22.7;References;339
23;Index;344