Abstract
The Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) is a Malay-language emotional intelligence (EI) inventory that was based on a mixed-model approach of EI. It was specifically developed and validated for use among medical course applicants. However, evidence to support its use among medical students is inadequate. This study aims to provide further construct validity evidence for the USMEQ-i among medical students through confirmatory factor analysis (CFA). A cross-sectional study was carried out on a sample of 479 medical students in Universiti Sains Malaysia (USM). After a preliminary analysis, data from only 317 respondents were found suitable for inclusion in CFA. CFA was performed using the maximum likelihood estimation method with bootstrapping due to the nonnormality of items at the multivariate level. The results of the analysis support the two-factor model of the EI component and the one-factor model of the faking component. However, the USMEQ-i should be administered with caution until further cross-validation studies are conducted among students in other medical schools in Malaysia.
Highlights
Emotional intelligence (EI) is defined as the ability to perceive, express, understand, motivate, control, and regulate emotion (Goleman, 1995, 1998; Myers, 2005; Salovey & Mayer, 1996)
Given the advantage of confirmatory factor analysis (CFA), this study aims to provide further evidence for the construct validity of the Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) among medical students through an evaluation of its measurement model validity by CFA
This finding signifies the use of different sets of items in the EI component of the USMEQ-i for medical students and medical course applicants
Summary
Emotional intelligence (EI) is defined as the ability to perceive, express, understand, motivate, control, and regulate emotion (Goleman, 1995, 1998; Myers, 2005; Salovey & Mayer, 1996). Grewal and Davidson (2008) reported that the doctor’s EI is positively associated with the patient’s trust, which in turn results in a better doctor–patient relationship and treatment compliance, as well as improved patient satisfaction with the doctor and hospital. Results from a prospective study indicated an association between preadmission EI and the psychological health of medical students during first-year medical training (Yusoff, Esa, MatPa, Mey, & Aziz, 2013). They found a significant association between the health care team’s EI and the team’s effectiveness. EI plays important roles that are closely related to medical doctors’ competency
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