Measures of Emotional Intelligence and Social Acceptability in Children: A Concurrent Validity Study

Abstract

The concurrent validity of two measures of Emotional Intelligence (EI), one considered a trait measure, the other an ability measure, was examined by administering the Emotional Quotient Inventory: Youth Version (EQi:YV; Bar-On & Parker, 2000), the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version (MSCEIT:YV; Mayer, Salovey, & Caruso, in press), and a sociometric measure to 102 upper elementary students in the U.S. Pearson product-moment correlation coefficients across various scores of the EI instruments ranged from −.02 ( p > .05) to .39 ( p < .01), suggesting the instruments are measuring somewhat different constructs. Scores on two sets of theoretically similar scales across instruments yielded significant correlation but others did not. Results from dependent t tests showed no significant difference between overall mean scores of the EQi:YV and MSCEIT:YV ( p < .05). Only the Interpersonal and General Mood scales of the EQi:YV correlate significantly with the sociometric ( p < .05). Implications for further research in EI are discussed.

The role of emotion awareness and mood: Somatic complaints and social adjustment in late childhood

“…Likewise, in the case of sociometric status, emotion awareness did not seem to predict it significantly, which supports the absence or the existence of only a weak relationship among variables (Petrides et al, 2006;Windingstad et al, 2011). Social impact was not related with the predictive variables, whereas social preference was -albeit only moderately.…”

“…Those studies that do consider a broad emotional measure are the ones carried out with the emotional intelligence variable. These studies claim that the relationships between emotional intelligence and social competence were moderate or modest (Lopes, Salovey, & Straus, 2003;Trentacosta & Fine, 2010;Windingstad, McCallum, Mee Bell, & Dunn, 2011) or only took into account pro-social, but not anti-social, behavior (Mavroveli et al, 2007;Petrides, Sangareau, Furnham, & Frederickson, 2006).…”

Measures of Ability and Trait Emotional Intelligence

“…There is little information available so far on the standardization sample and psychometric properties of the youth version (see Papadogiannis, Logan, & Sitarenios, 2009 (Windingstad et al, 2011).…”

“…Two independent studies found that the MSCEIT-YV scores correlated moderately with the EQ-i-YV scores, indicating that these instruments measure overlapping, but distinct constructs, as is the case with the adult versions (Peters et al, 2009;Windingstad et al, 2011). Overall EI correlated with general cognitive ability (r 5 .35) and reading achievement (r 5 .35), but was not significantly associated with mathematics (r 5 .17).…”

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

“…However, when non-adult samples are used to measure emotional intelligent behaviors, investigations have shown stronger relationships with both negative (see Windingstad et al, 2011) and positive (see Mavroveli et al, 2008) emotional states with TEI measures than with AEI ones. Nonetheless, we should admit that the AEI framework has shown advantages (Fiori, 2009), but the theoretical AEI framework might be better explained using the Cattell-Horn-Carroll mental abilities model and emotional appraisal theory (Roberts et al, 2016) since measures of AEI only have assessed a part of the emotional intelligent behavior, the emotional conscious part (Fiori, 2009;Fiori and Antonakis, 2011).…”