The psychometric properties of the Emotional Quotient Inventory 2.0 in South Africa

Zyl, Van; Casper, J J

doi:10.4102/sajip.v40i1.1192

Cited by 6 publications

(4 citation statements)

References 32 publications

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“…2.0. endemic to studies conducted in South Africa, with very few investigations conducted on the hierarchical structure of EI before inspecting the predictive validity of a general score of EI. Van Zyl (2014) conducted the only identifiable study in South Africa that inspected a higher-order model for EI, but did not find evidence, in terms of model-data fit based on a confirmatory factor model, to support a general factor of EI. Since the study conducted by Van Zyl (2014), specific factor analytical procedures have been recommended by Credé and Harms (2015), which might shed some additional light on the hierarchical structure of EI in South Africa.…”

Section: Introductionmentioning

confidence: 93%

The validity of a general factor of emotional intelligence in the South African context

Lill

Stols

Rajab³

et al. 2023

AJOPA

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Emotional intelligence (EI) plays an important role in the prediction of important work-related outcomes, such as work performance. Southern African scholars frequently deploy total scores of EI without considering its hierarchical structure. This study investigated the presence of a general factor, as manifested among the subscales of the EQ-i 2.0, using an archival dataset of 16 581 employees in Southern Africa. Orthogonal first-order, single-factor, higher-order, oblique lower-order and bifactor models were specified to investigate the hierarchical structure of EI. The evidence supports the notion that a total score could be calculated for EI based on the EQ-i 2.0. A total EI score also appears to be predictive of employees’ individual work performance, as measured by their managers. It might, therefore, be practically meaningful for practitioners to calculate or use a total score when making selection decisions about employees based on the EQ-i. 2.0.Contribution: The findings of the present study offer insights into the theoretical and empirical structure of EI based on statistical techniques that have not been used on the construct in the Southern African context. Concurrent validity evidence further provides additional support that an overall quantitative score, based on the EQ-i. 2.0, has utility in hiring practices, where the aim is to predict future work performance.

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Section: Introductionmentioning

confidence: 93%

The validity of a general factor of emotional intelligence in the South African context

Lill

Stols

Rajab³

et al. 2023

AJOPA

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“…The EQ-i 2.0 demonstrates excellent test-retest reliability in the 2-4 week range (0.92) and maintains good reliability after 8 weeks (0.81). [54] If seeking to measure ability-model EI, the MSCEIT V2 was the only ability-model instrument included in this review, but it also is widely cited with excellent test-retest reliability, high discriminant validity from measures of trait-EI, analytic intelligence, and personality constructs, as well as incremental validity associated with psychological well-being, depression, anxiety, quality of social interactions, and aspects of job performance. [52,53] Additional attention can be paid to construct validity of the varying instruments as researchers establish what specific characteristics of EI they're interested in exploring.…”

Section: Outcome Measuresmentioning

confidence: 99%

Educational interventions to improve emotional intelligence in nursing and medical students: A systematic review

Taylor

Hoch²,

Porter³

2022

JNEP

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Purpose: Emotional intelligence (EI) is a trainable skillset and has been shown to have a positive impact on clinician wellbeing, patient outcomes, and other personal and professional factors. This review aimed to evaluate and summarize current intervention strategies designed to improve EI in nursing and medical students.Results: Interventions varied by theme, content, learning activities, and duration. Nine different EI measurement instruments were utilized; learning outcomes were assessed by modified Kirkpatrick classifications. Nine out of 12 studies showed significant positive improvements in EI outcome measures post-intervention. Our review demonstrated moderate to high quality OCEBM level 1b and 2b evidence, moderate quality MERSQI/NOS-E risk of bias appraisal, and GRADE-defined desirable intervention effects with respect to positive modifications in Kirkpatrick identified learner perceptions and attitudes.Conclusions: Nearly all interventions resulted in positive change in EI. The greatest improvements resulted from intervention content relating to self-awareness, empathy, problem-solving, stress coping, and use/management of emotions, involved group-based learning activities, and were delivered in 10-15 hours spread over 8-12 weeks. No specific recommendations can be made about timing of interventions within nursing or medical professional curricula. Further research and development of objective behavioral EI skill assessments and patient outcomes is warranted.

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“…The factor structure showed poor fit indices for Optimism, Impulse Control, and Empathy (Root Mean Square Error of Approximation; RMSEA = 0.192, RMSEA = 0.149, RMSEA = 0.155, respectively). The reliability ranged from ω = 0.72 for Flexibility to ω = 0.91 for Self-Perception, Interpersonal, Decision Making, and Stress Management ( Van Zyl, 2014 ). The EQ-i 2.0 measured the EI associated with leadership and job performance (from r = 0.20 to r = 0.47) ( Stein and Deonarine, 2015 ; Ackley, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The location of emotional intelligence measured by EQ-i in the personality and cognitive space: Are there gender differences?

et al. 2023

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IntroductionEmotional Intelligence (EI) is first described by Salovey and Mayer as the ability to perceive and understand emotions and the ability to use them as supports for thoughts. Despite the great notoriety of EI, its definition remains not completely clear. An operative definition of EI can be achieved by studying its connection with other individual characteristics such as gender, personality traits, and fluid intelligence.MethodsThe sample was composed of 1,063 Italian subjects. A total of 330 participants were employed (31.0%; 57.9% men) and 702 were university students (66.0%; 38.7% men). The Emotional Quotient Inventory (EQ-i), one of the most used questionnaires in literature, was used to measure EI. The exploratory structural equation modeling (ESEM) was used to assess the role of personality traits (five-factor model of personality) and fluid intelligence in EI. Statistical analyses on differences between men and women means of total and subscale EQ-i scores were estimated to evaluate whether EI, measured by EQ-i, is influenced by gender. Furthermore, a Multigroup Confirmatory Factor Analysis was conducted to assess measurement invariance in relation to gender groups.ResultsEmotional Intelligence, measured by EQ-i, is prevalently connected with personality traits rather than fluid intelligence. Furthermore, men outperformed women in the Intrapersonal and Stress Management EI factors, and women outperformed men in the Interpersonal EI factor. No difference in the means of the EI total score and EI latent general factor did not differ between gender groups.ConclusionEmotional Intelligence, measured by EQ-i, can be conceptually considered as a Trait EI. Furthermore, men are more capable to cope with negative events and to control impulses, while women are more able to distinguish, recognize, and comprehend others’ emotions.

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The psychometric properties of the Emotional Quotient Inventory 2.0 in South Africa

Cited by 6 publications

References 32 publications

The validity of a general factor of emotional intelligence in the South African context

The validity of a general factor of emotional intelligence in the South African context

Educational interventions to improve emotional intelligence in nursing and medical students: A systematic review

The location of emotional intelligence measured by EQ-i in the personality and cognitive space: Are there gender differences?

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