Development of the situational test of emotional understanding – brief (STEU-B) using item response theory

Allen, Veleka; Weissman, Alexander; Hellwig, Susan; MacCann, Carolyn; Roberts, Richard D.

doi:10.1016/j.paid.2014.01.051

Cited by 64 publications

(69 citation statements)

References 16 publications

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“…This is especially important if samples are heterogeneous (without academic filters), and more studies are necessary to examine gender as a mediator. In earlier stages of development, boys and girls have shown differences both in TEI studies (O'Connor and Little, 2003;Tett et al, 2005;Billings et al, 2014;Mikolajczak et al, 2014) and AEI measures (Allen et al, 2014;Fernandez-Berrocal and Extremera, 2016;Lopes et al, 2012;Mestre et al, 2006Mestre et al, , 2017. These consistent outcomes involve an integrated intervention for developing positive outcomes among adolescents considering these gender differences.…”

Section: Discussionmentioning

confidence: 99%

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?

et al. 2019

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Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people's social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent's emotional states. In a sample of primary school students (N = 318), age ranged from 8 to 16 years old (M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers.

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Section: Discussionmentioning

confidence: 99%

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?

et al. 2019

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“…proprietary measures: an optimised version of the Reading Mind in the Eyes Test (Baron-Cohen et al 2001; Olderbak et al 2015), and brief versions of the Situational Test of Emotion Management and Situational Test of EmotionUnderstanding(Allen et al 2014;. Findings from the data presented suggest that these other measures provide a viable theoretically appropriate alternative to the proprietary MSCEIT.…”

mentioning

confidence: 94%

A conceptual replication of emotional intelligence as a second-stratum factor of intelligence.

Evans¹,

Hughes²,

Steptoe‐Warren³

2020

Emotion

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MacCann et al. [Emotion, 14(2), 358-374 (2014)] explored various unidimensional, oblique, hierarchical and bifactor models to suggest that ability EI can represent a distinct set of cognitive abilities that can be placed within existing intelligence frameworks. The current study presents a conceptual replication of these analyses from data collected using alternative (non-proprietary) measures. Using a data set of 830 individuals, the current study provides further evidence to suggest ability EI best represents a hierarchical construct formed of emotion perception, understanding and management factors, structured as a second stratum factor within broader models of cognitive ability.

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“…Furthermore, we also investigated zero‐order correlations of the SJT scores in the six conditions with ratings on broad personality dimensions (Rammstedt & John, ) and emotional intelligence – including the three subtests: emotion perception, emotion understanding, and emotion regulation/management (Allen et al , ; Allen, Weissman, Hellwig, MacCann, & Roberts, ; Schlegel, Grandjean, & Scherer, ; Schlegel & Scherer, ). We did so to detect potential differences in construct saturation in SJT scores across the conditions.…”

Section: Resultsmentioning

confidence: 99%

Removing situation descriptions from situational judgment test items: Does the impact differ for video‐based versus text‐based formats?

Schäpers

Lievens

Freudenstein

et al. 2019

J Occupat & Organ Psyc

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Recent research has shown that many text-based situational judgment test (SJT) items can be solved even when the situational descriptions in the item stems are not presented to test takers. This finding challenges the traditional view of SJTs as low-fidelity simulations that rely on 'situational' (context-dependent) judgment. However, media richness theory and construal level theory suggest that situation descriptions presented in a richer and more concrete format (video format) will reduce uncertainty about inherent requirements and facilitate the perception that the situation is taking place in the here and now. Therefore, we hypothesized that situational judgment would be more important in video situation descriptions than in text situation descriptions. We adapted a leadership SJT to realize a 3 (situation description in the item stem: video vs. text vs. none) 9 2 (response format: video response options vs. text response options) between-subjects design (N = 279). Participants were randomly assigned to one of the six conditions. The removal of videobased situation descriptions in item stems led to an equivalent decrease in SJT scores as the removal of text-based situation descriptions in item stems (video-based version: Cohen's d = 0.535 vs. text-based version: Cohen's d = 0.531). SJT scores were also contingent on the presentation format of both situation descriptions and response options: The highest scores were observed when situation descriptions and response options were presented in the same format. Implications for SJT theory and research are discussed. Practitioner pointsThe presentation format did not moderate the effect of omitting situation descriptions in SJTsthat is, the context dependency of SJT performance did not increase when the SJT was administered in a videobased rather than a text-based format. The elimination of situation descriptions in item stems had a medium effect on overall test scores: SJT scores were significant lower without situation descriptions in comparison to SJT scores with situation descriptions (video-based version: Cohen's d = 0.535 vs. text-based version: Cohen's d = 0.531). It is important to match the stimulus and response formats in SJTs.

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Development of the situational test of emotional understanding – brief (STEU-B) using item response theory

Cited by 64 publications

References 16 publications

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?

A conceptual replication of emotional intelligence as a second-stratum factor of intelligence.

Removing situation descriptions from situational judgment test items: Does the impact differ for video‐based versus text‐based formats?

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