Validity Evidence based on Internal Structure of Scores of the Emotional Quotient-Inventory: Youth Version Short (EQ-i: YV-S) in a Spanish Sample

Abstract

The purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2 / df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling.

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

“…For this study, the total reliability was α = 0.745. Its internal structure was confirmed in Spanish (Esnaola et al, 2016), Hungarian (Kun et al, 2012), Mexican (Esnaola et al, 2018b), English (Davis and Wigelsworth, 2018) and Chinese (Esnaola et al, 2018a) populations.…”

Desarrollo de la Inteligencia Emocional en la adolescencia: un estudio transversal y longitudinal

“…As with several previous studies (Hassam & Sader, 2005;Parker et al, 2005;Sáinz, Ferrándiz, Fernández, & Ferrando, 2014;Ugarriza & Pajares, 2005), this fifth scale was not taken into consideration (items 3, 7, 11, 15, 20 and 25) in the presentation of the findings. The questionnaire uses a Likert-type scale with four response options ranging from "very seldom or not true of me" to "very often true of me or true of me" and was recently validated with a Spanish sample (Esnaola, Freeman, Sarasa, Fernández-Zabala, & Axpe, 2016).…”

Internal Structure, Reliability and Invariance across Gender Using the Multidimensional School Climate Scale PACE-33

“…It should be highlighted that, in addition to having adequate psychometric properties, the PACE-33 is a brief scale that contains only 33 items measuring nine factors. Brevity is a particularly important quality in instruments designed to be used in the educational field, in which completion time is limited; there is a risk of students becoming fatigued and many different instruments are often administered together [ 59 ].…”