Abstract
Emotional Intelligence (EI) emerged in the 1990s as an ability based construct analogous to general Intelligence. However, over the past 3 decades two further, conceptually distinct forms of EI have emerged (often termed “trait EI” and “mixed model EI”) along with a large number of psychometric tools designed to measure these forms. Currently more than 30 different widely-used measures of EI have been developed. Although there is some clarity within the EI field regarding the types of EI and their respective measures, those external to the field are faced with a seemingly complex EI literature, overlapping terminology, and multiple published measures. In this paper we seek to provide guidance to researchers and practitioners seeking to utilize EI in their work. We first provide an overview of the different conceptualizations of EI. We then provide a set of recommendations for practitioners and researchers regarding the most appropriate measures of EI for a range of different purposes. We provide guidance both on how to select and use different measures of EI. We conclude with a comprehensive review of the major measures of EI in terms of factor structure, reliability, and validity.
Highlights
Specialty section: This article was submitted to Emotion Science, a section of the journal Frontiers in Psychology
The key aspect of this method of classification is that Emotional Intelligence (EI) type is best defined by method of measurement: all EI measures that are based on self-report items are termed “trait EI” whereas all measures that are based on maximal performance items are termed “ability EI”
Trait EI is associated with a broad set of emotion and social related outcomes adults and children (Mavroveli and Sánchez-Ruiz, 2011; Petrides et al, 2016) in situations characterized by ongoing stressors such as educational contexts and employment, we suggest that trait measures be used
Summary
The distinction between ability EI and trait EI first proposed by Petrides and Furnham (2000) was based purely on whether the measure was a test of maximal performance (ability EI) or a self-report questionnaire (trait EI) (Petrides and Furnham, 2000; Pérez et al, 2005). The most researched and supported measure of ability EI is the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT) (see Tables 2, 3) It has been cited in more than 1,500 academic studies. Users should consider the Diagnostic Analysis of Non-verbal Accuracy scale (DANVA) which is a widely used, validated measure of perceiving emotion in others (see Nowicki and Duke, 1994 for an introduction to the DANVA) For those open to using a combination of ability and trait measures, users might wish to use Schutte et al.’s (1998) SREIT to assess remaining facets of EI (see Table 4). MacCann and Roberts based their STEM and STEU scales on 2 of the four hierarchical ordered branches of emotion-related abilities outlined by Mayer et al (2000): understanding and managing emotions which form the Strategic EI area (Mayer et al, 2001). It is an ability based measure designed for the workplace that looks very promising based on early work
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