Abstract
Students’ emotional intelligence represents an important variable that is connected to students’ academic achievementand life success. One main challenge when measuring students’ emotional intelligence is to have a valid and reliablemeasure that captures this emotional construct. The current study aims to investigate the psychometric properties of theArabic version of Alsmadoni emotional intelligence scale (AEIS-25) using item response theory (IRT) models. Thestudy was applied among 3030 students in grades 7-10 in Oman.Data model fit was examined through evaluating IRT assumptions (i.e. unidimensional assumption and localindependence assumption) and goodness of fit (i.e. items fit and persons fit). It was found that item parameters wereacceptable and satisfactory, which indicates the appropriateness of AEIS to examine emotional intelligence amongadolescents. Findings from exploratory factor analysis for 2924 students and for the remaining 24 items indicated thepresence of a 2-factor model since the third factor was loaded by only one item. AEIS was considered as a reliable andpotentially valid measure of trait emotional intelligence.
Highlights
Individuals’ capacity to experience a set of reactions and feelings in order to add meaning to the communication built between individuals is defined as ‘Emotions’ (Yee, Yi, Aung, Lwin, & Myint, 2018)
The goal of the current study was to apply Item Response theory (IRT) model to examine the psychometric properties of Alsmadoni Emotional Intelligence Scale (AEIS)
it was found that there was no significant correlation between the scores of I- trait EI questionnaire (TEIQue) and Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT)
Summary
Individuals’ capacity to experience a set of reactions and feelings (e.g. happiness, sadness, anger, aggression, love and guilt) in order to add meaning to the communication built between individuals is defined as ‘Emotions’ (Yee, Yi, Aung, Lwin, & Myint, 2018). The ability to control the emotions is vital to enhance effective human interaction through avoiding over-exaggeration of reactions toward actions and over-expression of ones’ feelings. This capacity to manage and direct emotions has been occurred under the umbrella of ‘social intelligence’ which is the term that first identified by Thorndike in 1920, and it has been labelled as ‘Emotional Intelligence’ since 1990 (Wong, Law, & Wong, 2004). Item response theory (IRT) is a field of Psychometrics that focuses on the measurement and evaluation of psychological or educational latent traits (abilities) such as intelligence or competences levels. The Graded Response Model (GRM) (Samejima, 1969) was introduced to handle the testing situation where item responses are contained in two or more ordered categories on a rating scale (e.g., Likert scale) (Hambleton & Swaminathan, 1985)
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