Self-Rated Emotional Intelligence Scale—Revised

Brackett, Marc A.; Rivers, Susan E.; Shiffman, Sara; Lerner, Nicole; Salovey, Peter

doi:10.1037/t01746-000

Cited by 5 publications

(12 citation statements)

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“…In this study, the WLEIS is a self-report instrument. Although the scale has been shown to be both reliable and valid, it is recommended to use both self-reports and performance tests to measure EI (Brackett et al, 2006). Third, the sample included only university students in China, so the results cannot be generalized.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Chen

Zhang

2022

Front. Psychol.

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IntroductionBasic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students.MethodsA questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson’s correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated.ResultsThe results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations.DiscussionThese results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students’ academic engagement.

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Section: Limitations and Future Researchmentioning

confidence: 99%

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Chen

Zhang

2022

Front. Psychol.

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“…SREIS. A revised 19-item measure of the SREIS was used (Brackett, 2004; see Appendix). The revised scale corrected for ambiguous statements contained in the original SREIS.…”

Section: Measures Of Eimentioning

confidence: 99%

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence.

Brackett¹,

Rivers²,

Shiffman³

et al. 2006

Journal of Personality and Social Psychology

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791

617

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Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Self-ratings were assessed in ways that mapped onto the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a validated performance measure of EI. In Study 1, self-ratings and MSCEIT scores were not strongly correlated. In Study 2, men's MSCEIT scores, but not self-ratings, correlated with perceived social competence after personality measures were held constant. In Study 3, only the MSCEIT predicted real-time social competence, again, just for men. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.

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“…However, Brackett and Mayer (2003) found that SSEIT was weakly correlated with MSCEIT and highly correlated with EQ-I. Similarly, Brackett et al (2006) obtained low correlations among scores of MSCEIT and SREIS. Finally, Kirk et al (2008) found an acceptable correlation between ESES and MSCEIT, but ESES scores were highly correlated with SSEIT scores (Schutte et al, 1998).…”

Section: The Validity Issue Of Ei Competing Measuresmentioning

confidence: 95%

“…Most of all, the problem with EI assessment tools concerns the convergent/divergent validity, since individuals' scores in performance and self-report measures are often poorly or not at all related to each other (Brackett and Mayer, 2003;O'Connor and Little, 2003;Warwick and Nettelbeck, 2004;Bastian et al, 2005;Brackett et al, 2006).…”

Section: The Validity Issue Of Ei Competing Measuresmentioning

confidence: 99%

“…In the first studies on this issue (i.e., Matthews et al, 2002), some scholars stated that it might depend on the differences between different EI models (ability vs. trait or mixed) underlying each tool. This led to the development of a further group of assessment tools, namely, the Schutte Self-report Emotions Intelligence Test (SSEIT; Schutte et al, 1998), the Self-Rated Emotional Intelligence Scale (SREIS, Brackett et al, 2006), and the Emotional Self-Efficacy Scale (ESE; Kirk et al, 2008) that use self-report methodologies but are focused only on the Mayer and Salovey ability model of EI and do not include personality traits or competencies.…”

Section: The Validity Issue Of Ei Competing Measuresmentioning

confidence: 99%

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Beyond emotional intelligence: The new construct of meta-emotional intelligence

D’Amico

Geraci

2023

Front. Psychol.

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Meta-emotional intelligence is a recently developed multidimensional construct that, starting from the original ability model of emotional intelligence, focuses on the cognitive aspects of emotional abilities and on the metacognitive and meta-emotional processes that influence our emotional life. Thus, meta-emotional intelligence is the combination of emotional abilities and meta-emotional dimensions, such as the beliefs about emotions, the self-concept about one's emotional abilities, and the self-evaluation of performance. This article aims to illustrate the theoretical and methodological background of this construct and to describe the IE-ACCME test, an original multi-method tool that has been developed to measure the different variables that compose meta-emotional intelligence. Applications of this construct will be discussed, as well as future directions.

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Self-Rated Emotional Intelligence Scale—Revised

Cited by 5 publications

References 0 publications

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence.

Beyond emotional intelligence: The new construct of meta-emotional intelligence

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