Psychometric Properties of the Trait Emotional Intelligence Questionnaire: Factor Structure, Reliability, Construct, and Incremental Validity in a French-Speaking Population

Mikolajczak, Moïra; Luminet, Olivier; Leroy, Cecile; Roy, Emmanuel

doi:10.1080/00223890701333431

Cited by 280 publications

(249 citation statements)

References 48 publications

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“…It provides scores for 15 subscales, four factors (well-being, self-control, emotionality, and sociability) and global trait EI. The TEIQue shows excellent psychometric properties (see Mikolajczak, Luminet, Leroy, & Roy, 2007, for the psychometric properties of the French adaptation used in this study). In this study, the internal consistency of the global score was 0.82.…”

Section: Methodsmentioning

confidence: 99%

Increasing emotional intelligence: (How) is it possible?

Nélis

Quoidbach

Mikolajczak

et al. 2009

Personality and Individual Differences

433

318

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a b s t r a c tThe construct of emotional intelligence (EI) refers to the individual differences in the perception, processing, regulation, and utilization of emotional information. As these differences have been shown to have a significant impact on important life outcomes (e.g., mental and physical health, work performance and social relationships), this study investigated, using a controlled experimental design, whether it is possible to increase EI. Participants of the experimental group received a brief empirically-derived EI training (four group training sessions of two hours and a half) while control participants continued to live normally. Results showed a significant increase in emotion identification and emotion management abilities in the training group. Follow-up measures after 6 months revealed that these changes were persistent. No significant change was observed in the control group. These findings suggest that EI can be improved and open new treatment avenues.

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Section: Methodsmentioning

confidence: 99%

Increasing emotional intelligence: (How) is it possible?

Nélis

Quoidbach

Mikolajczak

et al. 2009

Personality and Individual Differences

433

318

View full text Add to dashboard Cite

show abstract

“…These are presented with a brief explanation, and caregivers were requested to provide percentage scores (between 0% and 100%) for their child, with higher percentages indicating greater perceived ability. Evidence of good reliability and construct validity is available from numerous papers (e.g., Mikolajczak, Luminet, Leroy, & Roy, 2007; see also http://www.psychometriclab.com for an annotated bibliography). Its use with parents of children with complex communication needs has revealed excellent internal consistency (α=0.91) (Clarke et al, 2010).…”

Section: Child Personalitymentioning

confidence: 99%

Factors associated with the participation of children with complex communication needs

Clarke

Newton

Griffiths

et al. 2011

Research in Developmental Disabilities

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The aim of this study was to conduct a preliminary analysis of relations between child and environmental variables, including factors related to communication aid provision, and participation in informal everyday activities in a sample of children with complex communication needs.Ninety-seven caregivers of children provided with communication aids responded to a questionnaire survey. Child variables assessed were level of ability, trait emotional selfefficacy, and competence in communication aid use. Environmental variables assessed were the impact of childhood disability on the family, family socio-economic category, perceived reliability of electronic communication aids provided to children, and ease of use of the aid.The outcome measure was the intensity of child participation in informal activities.Significant correlations were observed between participation scores and the following variables: child age, level of ability, trait emotional self-efficacy, and family impact of childhood disability. Regression analyses highlighted trait emotional self-efficacy and, to a lesser degree, family impact of childhood disability as the strongest potential predictors of participation.While aspects of child personality may be difficult to disentangle from behaviours related to disability type or developmental age, this research highlights a clinical requirement to assess systematically child behaviours relating to their general emotional functioning.

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“…The Appendix A presents the constituent elements of the sampling domain of trait EI, which have been derived by means of a content analysis of salient EI models and cognate constructs (Petrides & Furnham, 2003). In trait EI models, emotion-related self-perceptions have been repeatedly shown to form four interrelated factors (Freudenthaler, Neubauer, Gabler, Scherl, & Rindermann, 2008;Mikolajczak, Luminet, Leroy, & Roy, 2007;Petrides et al, 2007): well-being (traits pertaining to dispositional mood), self-control (traits pertaining to the regulation of emotions and impulses), emotionality (traits pertaining to the perception and expression of emotions) and sociability (traits pertaining to the interpersonal utilization and management of emotions).…”

Section: Introductionmentioning

confidence: 99%

Association between frontal EEG asymmetries and emotional intelligence among adults

Mikolajczak¹,

Bodarwé²,

Laloyaux

et al. 2010

Personality and Individual Differences

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a b s t r a c tThis study aimed at investigating the brain correlates of trait emotional intelligence. Trait emotional intelligence (trait EI) is a constellation of emotion-related traits, capturing the extent to which people experience, attend to, identify, understand, regulate, and utilize their emotions and those of others. As previous studies have provided converging evidence that frontal asymmetries were one of the determinants of emotion dispositions and behaviors, and as observations on individuals with a high level of emotional intelligence parallel those on people with a left-sided frontal cortical asymmetry in nearly every respect, we hypothesized that the level of emotional intelligence might be associated with differential frontal activation. Results supported the hypothesis: the pattern of resting electroencephalographic (EEG) activation recorded in the frontal areas was significantly associated with emotional intelligence. Individuals with higher trait EI evidence greater resting left frontal activation.

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Psychometric Properties of the Trait Emotional Intelligence Questionnaire: Factor Structure, Reliability, Construct, and Incremental Validity in a French-Speaking Population

Cited by 280 publications

References 48 publications

Increasing emotional intelligence: (How) is it possible?

Increasing emotional intelligence: (How) is it possible?

Factors associated with the participation of children with complex communication needs

Association between frontal EEG asymmetries and emotional intelligence among adults

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