Reliability and Validity of the Tromso Social Intelligence Scale (TSIS)

Abstract

Objective: Develop and test the psychometric properties of an Arabic-language version of Tromso Social Intelligence Scale (TSIS). Method: A total of 807 physical education students at Kef-Higher Tunisia's Institute of Physical Education and Sports with Mean age were 21.43 ± 1.79 participated in this study. Females (n = 414) outnumbered men (n = 397). Subjects were divided into exploratory and confirmatory groups and completed an adapted version of the Tromso Social Intelligence Scale (TSIS). Results: Principal component extraction results show three interpretable components. KMO indices and Bartlett tests confirm all components are suitable for analysis. The solution explained much of the variance. In addition, confirmatory factor analysis indicates acceptable index adjustment and factorial tool stability. The calculations of the internal consistency index for the three factors of the measurement scale demonstrate the good reliability of the instrument. Finally, according to the Fornell-Larcker criterion, the designed Arabic version has good convergent and discriminant validity. Conclusion: The Arabic version of the Tromso Social Intelligence Scale (TSIS) is a reliable and valid version and can be used to assess social intelligence in Tunisia and other Arab countries.

The Impact of Social Intelligence on Engagement and Person-Organization Fit: A Mediation Analysis through Political Skill

“…Using this three-dimensional structure for SI, Silvera et al (2001) developed the Tromso Social Intelligence Scale, which includes social information processing, social skills, and social awareness, and was later widely accepted and used by other researchers (e.g., Grieve & Mahar, 2013;Gini, 2006;Yahyazadeh-Jeloudar & Lotfi-Goodarzi, 2012;Ebrahimpoor et al, 2013;Rostamian & Sadrabadi, 2016). This tool, which defines SI with three dimensions, has demonstrated strong psychometric properties and has been implemented in numerous countries with high validity and reliability scores (Chater et al, 2023;Doğan & Çetin, 2009;Rezaie, 2011;Gini, 2006;Grieve & Mahar, 2013;Park et al, 2019). The superiority of the TSIS based on these three dimensions over other measures lies in the reduction of dimensions to three, compared to the more complex previous measures.…”

Interrelating the Emotional Styles and Social Intelligence of University Students

“…However, both social skills (x̄ =4.43, SD=0.831) and social awareness (x̄ =4.29, SD=0.963) fall within a neutral range and are perceived to be average, with room for improvement. This indicates that university students have minimal capacity to recognize, comprehend, and address the needs of others (Goleman, 1995;Hubbard, 2021) and thereof, have neither high nor low ability to behave in a way that is appropriate for the time, location, and circumstances (Chater et al, 2023).…”

“…In addition, Goleman (1995) defined social awareness as the capacity to recognize, comprehend, and address the needs of others (Hubbard, 2021). Chater et al (2023) further identified social awareness as the individual's ability to behave in a way that is appropriate for the time, location, and circumstances. Social awareness has been linked to improved resilience and the ability to create profound relationships, both of which may reduce negative consequences in later life (Dennis, 2022).…”

“…Furthermore, Iatsevich et al (2017) defined social information processing as the capacity to decipher both verbal and nonverbal cues about interpersonal relationships. Chater et al (2023) further defined social information processing as an individual's capacity to comprehend articles that contain explicit messages as well as hidden ones, empathy, and verbal or nonverbal cues related to interpersonal relationships. It necessitates self-control, observation, and the capacity to adjust one's actions per social perception and comprehension of other people's intentions (Hansen & Ulrey, 2009).…”

Social intelligence of students with and without hearing impairment in mainstream schools

“…Weis and Süß (2007) supported the multidimensional structure of social intelligence for the domains of social knowledge, social understanding, and social memory. The Tromso social intelligence scale contains three different components: social information processing, social awareness, and social skills created ) and adopted by different countries (Chater et al, 2023;Sook Kyoung et al, 2019, Zulkifli et al, 2021. The Social Information Processing Model consists of social and behavioral adaptation of children in line with their responses to the social situations they encounter.…”