Emotional Intelligence Scale for International Students: A Proposal for a Developed Version

Abstract

In higher education, making international students aware of their EI could improve emotional awareness, adaptability, and functioning, thereby assisting in day-to-day interactions and adapting to life in a foreign country. Incorporating an Emotional Intelligence Scale (EIS) could aid in the on boarding of international students. This study aimed to develop and validate an EIS capable of accurately measuring EI amongst international students attending a teaching university in Northwest China. The sample consisted of 482 male and female undergraduate and graduate students ranging in age from 18 to 40. The multivariate statistical technique was used for data reduction or factor analysis. Exploratory and confirmatory factor analyses showed that the 24-item distributed among the four-factor model was a good fit based on the modification indices. The four factors considered were Understanding and Regulation, Positive Affect, Optimism, and Utilization. Techniques employed to assess the reliability of the EIS included Cronbach’s alpha coefficient, test/re-test stability, Composite Reliability (CR), and Average Variance Extracted (AVE). Of interest, there were no statistically significant differences between post-graduate/graduate students or different genders. Findings indicated that the EIS might effectively be employed to measure EI in this target population.

A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives

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“…In addition, the factorial validity of the study instrument was examined. This research yielded a higher KMO value (0.955) than has been previously reported in the literature [49,50]. Data with multiple variables were normally distributed, as shown by the significance of the Chi-square statistics obtained at the end of the BST.…”

Academic expectations among international students from North-Western China: A case of technology use during and post COVID-19

“…Kaiser ( 1974 ) indicated that factor analysis should be carried out when the KMO value was more than 0.40 (Watkins, 2017 ), while Field ( 2009 ) implied KMO values above 0.60 to be acceptable. Table 2 illustrates the EFA, and all the AE tool items were loaded higher than 0.40 and considered good value (Blaikie, 2004 ; Al-Qadri et al, 2022 ). That suggested the factor item load should be at least 0.40.…”

Educational and labor migration in the new horizons of economic integration in the Eurasian Economic Union

“…In contrast to Al-Qadri et al (2022), Eschenbacher (2022), Fang and Huang (2022), Finch and Finch (2022), Galos (2022), Holliman et al (2022), andWesterveen et al (2022), it has been proved that the approach to state regulation of educational and labor migration in conditions of economic integration (as opposed to the approach in the individual economic growth of countries) should involve stimulating social mobility and creating social (educational and labor) elevators rather than retention of personnel. Artificial retention of human resources in the country leads to their degradation and unemployment, while the creation of a single education market and the labor market in the integration association of countries (as in the successful example of the EAEU) makes it possible to free the flow of human resources and most effectively manage them in full economic freedom in support of the implementation of social investment model of economic growth.…”

“…State management of educational migration in the knowledge economy in implementing the social investment model of economic growth is carried out according to the same principle (Holliman et al, 2022). In international university rankings, including QS and THE, the presence of international students and professors is considered a competitive advantage for universities (Al-Qadri et al, 2022).…”