The Situational Test of Emotional Management – Brief (STEM-B): Development and validation using item response theory and latent class analysis

Allen, Veleka; Rahman, Nazia; Weissman, Alexander; MacCann, Carolyn; Lewis, Charles; Roberts, Richard D.

doi:10.1016/j.paid.2015.01.053

Cited by 71 publications

(69 citation statements)

References 13 publications

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“…Meta‐analytic effect size taken from Allen et al (), Austin (), Ferguson and Austin (), Libbrecht and Lievens (), Libbrecht et al (), MacCann et al (), and Vonk et al (), correcting for reliability in both variables ( k = 7, N = 3,001).…”

Section: Do the Narrow Abilities Of Ei Converge?mentioning

confidence: 99%

“…This involved conducting semi‐structured interviews about emotional experiences to identify relevant scenarios where people needed to regulate their emotions. Possible responses to each scenario were identified from a second sample, and the final responses were scored according to expert judgment as to the effect of the regulation strategy (where later research showed that the experts generally endorsed regulation strategies representing situation modification or cognitive change; Allen, Rahman, Weissman, MacCann, & Roberts, ). Like the STEU, Situational Measure of Emotion Management scores correlate positively with the perception of emotion in both faces ( r = .07, .13, .17, .17, .18, and .42; Austin, ; Ferguson & Austin, ; Libbrecht & Lievens, ; MacCann et al, ; Vonk et al, ) and in tone of voice ( r = .27; MacCann et al, ).…”

Section: Do the Narrow Abilities Of Ei Converge?mentioning

confidence: 99%

“…Meta-analytic effect size of "Tuning in" with other measures, taken fromElfenbein et al (2017), and corrected for unreliability in both variables (N = 320 for perception; N = 54 for Understanding). g Meta-analytic effect size taken fromAllen et al (2015),Austin (2010),Ferguson and Austin (2010),Libbrecht and Lievens (2012),Libbrecht et al (2014), MacCann et al (2011), and Vonk et al (2015, correcting for reliability in both variables (k = 7, N = 3,001).…”

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confidence: 99%

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A closer look at ability emotional intelligence (EI): What are its component parts, and how do they relate to each other?

Elfenbein

MacCann

2017

Social & Personality Psych

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In this review, we focus on two key questions about the nature of emotional intelligence (EI). First, we consider what the different parts of EI might be, suggesting a taxonomy that builds on the well‐known hierarchical four‐branch model to include six narrow abilities (emotion perception, emotion expression, emotion attention regulation, emotion understanding, emotion regulation of self, and emotion regulation of others). Second, we review evidence for the interrelations between these six narrow abilities. The interrelationships of the EI narrow abilities are a key criterion for viewing EI as a kind of intelligence, rather than a typical way of behaving. Our review concludes that the six narrow abilities comprising EI are all positively interrelated—the component parts of EI converge to form a whole. In addition, the level of interrelationships shows that emotion expression and emotion perception are clearly separate, with weaker evidence for the separation between emotion regulation of self versus emotion regulation of others. Using the older research tradition of emotion recognition (which predates EI), we present a detailed overview of the relationship between emotion perception and other narrow abilities of EI. We conclude that the narrow facets of EI converge with each other, providing one form of evidence to support the validity of EI as a type of intelligence.

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Section: Do the Narrow Abilities Of Ei Converge?mentioning

confidence: 99%

Section: Do the Narrow Abilities Of Ei Converge?mentioning

confidence: 99%

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confidence: 99%

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A closer look at ability emotional intelligence (EI): What are its component parts, and how do they relate to each other?

Elfenbein

MacCann

2017

Social & Personality Psych

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“…Furthermore, we also investigated zero‐order correlations of the SJT scores in the six conditions with ratings on broad personality dimensions (Rammstedt & John, ) and emotional intelligence – including the three subtests: emotion perception, emotion understanding, and emotion regulation/management (Allen et al , ; Allen, Weissman, Hellwig, MacCann, & Roberts, ; Schlegel, Grandjean, & Scherer, ; Schlegel & Scherer, ). We did so to detect potential differences in construct saturation in SJT scores across the conditions.…”

Section: Resultsmentioning

confidence: 99%

Removing situation descriptions from situational judgment test items: Does the impact differ for video‐based versus text‐based formats?

Schäpers

Lievens

Freudenstein

et al. 2019

J Occupat & Organ Psyc

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Recent research has shown that many text-based situational judgment test (SJT) items can be solved even when the situational descriptions in the item stems are not presented to test takers. This finding challenges the traditional view of SJTs as low-fidelity simulations that rely on 'situational' (context-dependent) judgment. However, media richness theory and construal level theory suggest that situation descriptions presented in a richer and more concrete format (video format) will reduce uncertainty about inherent requirements and facilitate the perception that the situation is taking place in the here and now. Therefore, we hypothesized that situational judgment would be more important in video situation descriptions than in text situation descriptions. We adapted a leadership SJT to realize a 3 (situation description in the item stem: video vs. text vs. none) 9 2 (response format: video response options vs. text response options) between-subjects design (N = 279). Participants were randomly assigned to one of the six conditions. The removal of videobased situation descriptions in item stems led to an equivalent decrease in SJT scores as the removal of text-based situation descriptions in item stems (video-based version: Cohen's d = 0.535 vs. text-based version: Cohen's d = 0.531). SJT scores were also contingent on the presentation format of both situation descriptions and response options: The highest scores were observed when situation descriptions and response options were presented in the same format. Implications for SJT theory and research are discussed. Practitioner pointsThe presentation format did not moderate the effect of omitting situation descriptions in SJTsthat is, the context dependency of SJT performance did not increase when the SJT was administered in a videobased rather than a text-based format. The elimination of situation descriptions in item stems had a medium effect on overall test scores: SJT scores were significant lower without situation descriptions in comparison to SJT scores with situation descriptions (video-based version: Cohen's d = 0.535 vs. text-based version: Cohen's d = 0.531). It is important to match the stimulus and response formats in SJTs.

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“…Development of the STEM used critical incidents interviews for the item and response generation and a group of experts for the scoring key development (for a detailed description, see . Available validity evidence for these new SJT-based EI tests is promising (e.g., Burrus et al, 2012;Libbrecht & Lievens, 2012;Libbrecht et al, 2014), though ongoing research continues to be directed at improving the design of these measures and underlying scoring models (see e.g., Allen, Weissman, Hellwig, MacCann, & Roberts, 2014;Allen, Rahman, Weissman, MacCann, & Roberts, 2015).…”

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confidence: 99%

Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA)

MacCann

Lievens

Libbrecht

et al. 2015

Cognition and Emotion

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The Situational Test of Emotional Management – Brief (STEM-B): Development and validation using item response theory and latent class analysis

Cited by 71 publications

References 13 publications

A closer look at ability emotional intelligence (EI): What are its component parts, and how do they relate to each other?

A closer look at ability emotional intelligence (EI): What are its component parts, and how do they relate to each other?

Removing situation descriptions from situational judgment test items: Does the impact differ for video‐based versus text‐based formats?

Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA)

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