Abstract:There exist a variety of measurement instruments for assessing emotional intelligence (EI). One approach is the use of other reports wherein knowledgeable informants indicate how well the scale items describe the assessed person's behavior. In other reports, the same EI scales are typically used as in self-reports. However, it is not known whether the measurement structure underlying EI ratings is equivalent across self and other ratings. In this study, the measurement equivalence of an extant EI measure (Wong… Show more
“…Hence, these finding can make sense. These outcomes are in agreement with the findings of Karim (2010) and Libbrecht, Lievens and Schollaert (2010). It is partially affirmed by Ngah and Salleh (2015), who confirm the 'use of emotion' as the second highest preferred aspect.…”
Emotional intelligence is a contributing construct to learning and other personal and career developments. It is a perplex notion involving many conceptions which resulted in various tools
“…Hence, these finding can make sense. These outcomes are in agreement with the findings of Karim (2010) and Libbrecht, Lievens and Schollaert (2010). It is partially affirmed by Ngah and Salleh (2015), who confirm the 'use of emotion' as the second highest preferred aspect.…”
Emotional intelligence is a contributing construct to learning and other personal and career developments. It is a perplex notion involving many conceptions which resulted in various tools
“…These items refer to students' ability to regulate their own emotions (4 items, "I have good control of my emotions" α = .86). The scale was validated with college students in Hong Kong, China (Wong & Law, 2002) and in Europe (Libbrecht, Lievens, & Schollaert, 2010).…”
University life can be stressful and students may struggle to adjust socially. The present study examined students' social achievement goals-their orientations towards their relationships with their peers-as one important factor underlying students' social and psychological adjustment in college. When investigating the direct and indirect effects of social achievement goals on psychological adjustment (i.e., life satisfaction, depression, stress, and worry), the mediating role of emotion regulation was examined. Data were collected from students attending a university in China (N= 1,242, 35% male). The widely adopted three-factor structure of social achievement goals (i.e., social development goals, social demonstration-approach goals, social demonstration-avoidance goals) was confirmed to fit the data among Chinese college students.The results showed the direct and indirect benefits of endorsing a social development goal.Augmented emotion regulation mediated the effect of social development goals. The total effects of a social demonstration-approach goal were weak, but the goal indirectly impaired students' psychological adjustment via reduced emotion regulation. Endorsing a social demonstrationavoidance goal tended to compromise psychological adjustment and the effects were mediated through reduced emotion regulation. Implications for supporting students' adjustment to college are discussed.
“… Research has confirmed the four‐factor structure of the WLEIS in countries such as the United States (Christie et al., 2007; Joseph & Newman, 2010; Whitman et al., 2009), Turkey (Güleryüz, Güney, Aydin, & Aşan, 2008), Greece (Kafetsios & Zampetakis, 2008), Taiwan (Wang & Huang, 2009), Belgium (Libbrecht, Lievens, & Schollaert, 2010), and Japan (Fukuda, Saklofske, Tamaoka, Fung, Mavaoka, & Kiyama, 2011). The WLEIS has also been used in Canada (Kaushal & Kwantes, 2006), South Korea (Kim, Cable, Kim, & Wang, 2009), Israel (Zysberg & Rubanov, 2010), Barbados (Devonish & Greenidge, 2010), Nigeria (Salami, 2010), and the UK (Lindebaum & Cartwright, 2010).…”
emotion") were also identical across countries. These results show promise for the invariance of the WLEIS scores across different countries, yet warn of the non-invariance of the dimension "use of emotion". Reducing the motivationoriented nature of these items is in order to come to an exact model fit in cross-cultural comparisons.
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