Adaption and validity of the Trait Emotional Intelligence Questionnaire - Short Form in Greek educational context

Abstract

Background: In Greek scientific literature, no other studies using emotional intelligence as a personal trait were found. Objective: The aim of this study was to explore the validity and reliability of the Trait Emotional Intelligence Questionnaire -Short Form in a Greek educational context. The internal consistency as well as the levels of emotional intelligence, along with the gender as a factor that differentiates emotional intelligence have also been examined. Methods: The sample of the study consisted of 306 (for exploratory factor analysis) and 415 (for confirmatory factor analysis) students who attended the 7 th , 8 th , and 9 th grades of high school. The selection of the sample was randomly performed. The scale consists of 30 questions and four factors. The statistical analysis of the data included descriptive statistics, exploratory and confirmatory factor analysis, reliability analysis using Cronbach's α and discriminant/ convergent validity, and t-test for independent samples. Results: The results of the confirmatory factor analysis demonstrated that the hypothesized model produced a significant χ 2 (1026.58), normed fit index (.96) and comparative fit index (.97). The root mean square error of approximation (.78) was also considered to assess the degree extent to which the model of fit of. Composite reliability (≥ .948) and average variance extracted (≥ .751) of all dimensions of the Trait Emotional Intelligence Questionnaire -Short Form demonstrated an acceptable reliability coefficient. Conclusions: From the analysis of the results, we came to the following conclusions. The Trait Emotional Intelligence Questionnaire -Short Form constitutes an instrument credible enough to measure the emotional intelligence of high school male and female students. Gender is a differentiation factor for Total emotional intelligence, Self-control, and Well-being factors.