Effect of response scale on assessment of emotional intelligence competencies

Batista‐Foguet, Joan Manuel; Saris, Willem E.; Boyatzis, Richard E.; Guillén, Laura; Serlavós, Ricard

doi:10.1016/j.paid.2008.12.011

Cited by 28 publications

(19 citation statements)

References 26 publications

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“…To assess the degree of agreement with the formulation of each element, on the original scale, the FSS-2, a Likert scale with five anchor points (1 to 5) [5] was used. However, reports have been submitted indicating that larger amplitudes of the scale appear to improve the sensitivity and accuracy of the measurements [27,28,29,30,31], while other reports challenge the use of the central categories in these types of scales, such as 3 in the case of using a scale of 1 to 5, suggesting that it may affect both the accuracy of the measurements and the validity of the inferences made [32,33,34,35,36]. In addition, in our cultural field it is usual and widespread to use scales from 0 to 10 when almost any object or event has to be evaluated or assessed [37].…”

Section: Instrumentsmentioning

confidence: 99%

Adaptation to Spanish and psychometric study of the Flow State Scale-2 in the field of musical performers

et al. 2020

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Flow is a positive and optimal state of mind, during which people are highly motivated and absorbed in the activity they are doing. It is an experience that can occur in any area of life. One of the measurement instruments which is most commonly used to evaluate this construct is the Flow State Scale-2 (FSS-2). This instrument has been used in different languages, mainly in the field of sport. In this research work, the FSS-2 has been translated into Spanish and administered to 486 musicians from different regions of Spain in order to examine the psychometric properties. A version which uses six dimensions from the original questionnaire has been used-those that constitute the experience of flow-and four alternative models have been analysed (Six related factors model, two second order factor models and a bifactor model).The results revealed that the dimension time could be controversial and more research could be needed. In general terms, the six-factor model (RMSEA = .04; GFI = .99; AGFI = .99) and a second-factor one (RMSEA = .033; GFI = .99; AGFI = .99) are solutions consistent with previous studies and show that the questionnaire can be considered a reliable (Alphas of the dimensions range from .81 to .94; Omegas from .86 to .97; and mean discrimination of the dimensions from .64 to .88) and useful tool, both in clinical and educational contexts, as well as an instrument for the evaluation of this construct in future research. However, the results of this study also suggest that flow can be explored in greater depth in musicians, taking into account that the writing of the original items was based on the experience of athletes and that the role of time in flow needs to be investigated.

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Section: Instrumentsmentioning

confidence: 99%

Adaptation to Spanish and psychometric study of the Flow State Scale-2 in the field of musical performers

et al. 2020

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“…Each competency was expressed through a set of five or three behaviors. The frequency of adoption of each of the 79 behaviors listed in the questionnaire was evaluated on a scale from 0 (never demonstrated) to 10 (always demonstrated), including an option for “I don't know.” As demonstrated by past research, five‐point Likert scales adopted in most Anglo‐Saxon‐developed questionnaires are less appropriate than 0–10 scales applied in European countries, because the latter is the typical scale used in the school system (Batista‐Foguet et al ). The criteria adopted for the analysis of the external raters' assessments is illustrated in the Appendix.…”

Section: Methodsmentioning

confidence: 99%

Students' Entrepreneurial Intentions: The Role of Prior Learning Experiences and Emotional, Social, and Cognitive Competencies

Bonesso

Gerli

Pizzi

et al. 2018

Journal of Small Business Management

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Despite literature acknowledges that emotional, social, and cognitive (ESC) competencies favor entrepreneurial success, research has scantly investigated if they influence entrepreneurial intentions. Moreover, studies use work and extracurricular activities as proxies for competency possession without investigating their impact on competency development. To address this void, we analyze the direct and mediating effects of ESC competencies on self‐employment intentions. Results from a sample of university students demonstrate that higher levels of ESC competencies predict entrepreneurial intent, and only international and cultural experiences indirectly favor self‐employment intentions. This study offers insight to the debate on competency development in entrepreneurial education.

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“…MBA participants and their raters were asked to indicate the frequency of the behavior on each item on an eleven point-scale ranging from (0) ‘the behavior is never shown’ to (10) ‘the behavior is consistently shown.’ This response set provides higher quality data on this predominantly European MBA population than the usual 5-point scale ( Batista-Foguet et al, 2009 ). The final ESCI-U scores have been mean-centered to ease the interpretation of the parameters in the model.…”

Section: Methodsmentioning

confidence: 99%

EI competencies as a related but different characteristic than intelligence

et al. 2015

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Amid the swarm of debate about emotional intelligence (EI) among academics are claims that cognitive intelligence, or general mental ability (g), is a stronger predictor of life and work outcomes as well as the counter claims that EI is their strongest predictor. Nested within the tempest in a teapot are scientific questions as to what the relationship is between g and EI. Using a behavioral approach to EI, we examined the relationship of a parametric measure of g as the person’s GMAT scores and collected observations from others who live and work with the person as to the frequency of his or her EI behavior, as well as the person’s self-assessment. The results show that EI, as seen by others, is slightly related to g, especially for males with assessment from professional relations. Further, we found that cognitive competencies are more strongly related to GMAT than EI competencies. For observations from personal relationships or self-assessment, there is no relationship between EI and GMAT. Observations from professional relations reveal a positive relationship between cognitive competencies and GMAT and EI and GMAT for males, but a negative relationship between EI and GMAT for females.

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Effect of response scale on assessment of emotional intelligence competencies

Cited by 28 publications

References 26 publications

Adaptation to Spanish and psychometric study of the Flow State Scale-2 in the field of musical performers

Adaptation to Spanish and psychometric study of the Flow State Scale-2 in the field of musical performers

Students' Entrepreneurial Intentions: The Role of Prior Learning Experiences and Emotional, Social, and Cognitive Competencies

EI competencies as a related but different characteristic than intelligence

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