EI Scale Research Articles

DEVELOPMENT OF EMOTIONAL INTELLIGENCE SCALE FOR PROSPECTIVE TEACHERS

Over the decades, it has been assumed that emotional intelligence plays an important role in getting success in human life. Many researches proved and justified that emotional intelligence has remained a significant relationship to behavioural aspects of teachers as well as prospective teachers. Measurement of EI can best be understood in the light of the pioneering works of the EI model. There are three basic models of emotional intelligence as: the Mayer Model, Bar-On Model and Goleman Model. The relationship between teaching and emotional intelligence and lack of any EI measuring tools for prospective teachers necessitated the development of EI scale. So, the objective of the paper was to develop an EI scale for prospective teachers. Study considered common subscales of Goleman’s, Bar-On’s model and teachers’ quality for generating its EI construct (with 9 sub-scale). Researchers studied definitions of each of the dimensions and created 184 concerned items which were finally reduced to 50 items in final draft. In the first phase, drafts of the scale were administered on 200 prospective teachers and in the final phase 100 prospective teachers of eastern Uttar Pradesh were participated in the study. Content validity (CVR>=0.8), inter-rater reliability (0.788 substantial Fleiss’ kappa reliability) and Construct validity (using CFA where CFI & RMSEA were found 0.957 and 0.048 as acceptable fit) were established. Reliability analysis was done using Cronbach’s alpha (0.926) and split-half reliability (0.843) index. Norms were set as above average EI having score higher than 215.7, below average EI having score lower than 177.05 and average EI having score in between 215.7 and 177.05.

The effect of transactional analysis training on emotional intelligence in health professions students

BackgroundEmotional intelligence (EI) is considered to present a significant predictor of work performance whereas Transactional analysis (TA) is the relational perspective in communication in managing emotions. We evaluated the effect of psycho-educational training in EI and TA (TEITA) on EI among health professions undergraduates, with post-training, and at 1-month follow-up.MethodsA total of 34 participants participated in the study where 17 participants were in the TEITA group and another 17 were in the control group. A quasi-experimental non-randomised, controlled cohort study was conducted, in which participants in the TEITA group were introduced to EI and TA concepts on a weekly basis for four weeks, at 90 min each time, and provided with opportunities for experiential sharing of emotions and coping mechanisms experienced in the previous week. Both TEITA and control groups received weekly EI and TA reading materials. All completed the 16-item Wong and Law EI Scale at baseline and post-training. The training group also completed the questionnaire at a 1-month follow-up. Wilcoxon Signed Ranks and Mann Whitney tests were used to analyse within a group and between group changes in EI scores.ResultsBaseline EI scores in the TEITA group were lower than the control group. On completion of TEITA, EI scores in the TEITA group increased, and differences were not detected between groups. Within the TEITA group, paired increases in all domains were statistically significant, whereas, in the control group, the paired increase was only detected in the domain addressing regulations of emotion (ROE). Pre to post-training increases in EI scores were statically significantly greater in TEITA compared to control groups. At the 1-month follow-up, EI scores were sustained.ConclusionThe psycho-educational training based on EI and TA is effective in enhancing EI among health professions undergraduates. Future research should investigate the effect of such training on observable inter-personal and socio-economic behaviours.

Correlation between emotional intelligence and negative emotions of front‐line nurses during the COVID‐19 epidemic: A cross‐sectional study

The purpose of this study was to understand the emotional intelligence level (EI) and negative emotional status of the front-line nurses in the epidemic situation and to further explore the relationship between them. During the COVID-19 epidemic, under the influence of multiple factors, nurses were vulnerable to negative emotions. While previous studies have explored, the role of emotional intelligence in negative emotions, the relationship between the two has not been sufficiently discussed in the context of COVID-19. The study carried out a cross-sectional survey. The STROBE was selected as the checklist in this study. 202 nurses from Wuhan makeshift hospital participated in the questionnaire survey. Data collection tools included a general data questionnaire designed by the researchers, Chinese version of EI scale (WLEIS-C) and Chinese version of Depression Anxiety Stress Scale (DASS-21). Descriptive statistics, single factor analysis and correlation analysis were used to analyse the data. The emotional intelligence of the front-line nurses was in the upper middle range. Among the negative emotions, anxiety was the most prominent symptom. Managers should pay attention to the negative emotional problems of front-line nurses, improve their EI level and promote mental health and the progress of epidemic prevention. Improving the level of emotional intelligence can reduce the frequency and intensity of negative emotions. In clinical work, emotional intelligence can be used as a skill to carry out relevant training, which is conducive to playing a positive role in future emergencies.

EMOTIONAL INTELLIGENCE AND LEADERSHIP EFFECTIVENESS: MEDIATION EFFECT OF TRUST AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR OF THE MIDDLE-LEVEL MANAGERS IN LIFE INSURANCE CORPORATIONS IN CHITTOOR DISTRICT –A SEQUENTIAL MEDIATION WITH TWO MEDIATORS

Departments play a crucial role in the performance of effectiveness and performance of departments depends on effectiveness of their manager. This research is an attempt to assess heads of the departments’ Emotional Intelligence and its relationship with leadership effectiveness at Chittoor District. Results suggested that the heads interpreted and expressed by both Trust and Organization Citizenship Actions partly mediate the effects of Emotional Intelligence and Leadership. The aim of this study was to analyze the behaviors associated with Emotional Intelligence and Leadership Effectiveness and to decide if there were different dimensions of confidence and OCB predicts both EI and Leadership Effectiveness. It was assumed that there would be a mediating effect of trust and OCB on both EI and LE, as found in previous studies (Konovsky & Pugh, 1994, Podskoff, Mackenzie, Moorman & Fetter, 1990). Non-experimental, quantitative analysis method The Macro SAS model was used to test the hypothesis. Independent variable, emotional intelligence was measured using a self-reported EI scale developed by Wong and Law (2002). The Trust mediator component calculated by the Work Place Trust survey (Adopted) developed by Ferres (2002). The mediator OCB variable was calculated using the OCB (Adopted) checklist developed by Suzy Fox (2011). Non-experimental, quantitative analysis method the model of the Macro SAS was used to test the hypothesis. The results indicated partial mediation in the case of trust and OCB mediating factors. The implications of the study, the limitations of the study and the recommendations for future research are presented.

Content Validation and Item-Score Reliability of a Trait Emotional Intelligence Scale in Teacher Leadership

In a two-stage process, we validated and established the item quality of an initial 15-item trait emotional intelligence (trait EI) scale in teacher leadership in higher education. First, we compute the interrater agreement (κ = 0.87) based on the trait EI domain using data obtained from a panel of nine experts. Second, item-rest correlation and item factor loading for the 15-item trait EI scale were determined based on data collected from a pilot sample of 61 teacher-leaders working with higher educational institutions in Northeast Nigeria. The results of the item-rest correlations (in two rounds) reduced the scale to nine items with excellent psychometrics (Cronbach alpha = 0.928; average interitem correlation = 0.589). This result was confirmed through the item factor loadings (range: 0.626–0.855) computed using JASP software. The scale showed good to reasonable model fit (χ2 = 127.105; df = 90; χ2/df = 1.412; p >0.006; RMSEA = 0.099; and TLI 0.870). Overall, this study produced a valid and reliable 9-item trait EI scale in teacher leadership that can be used in assessing the trait EI of teacher-leaders in higher education. Also, the study contributes to the refinement of the sampling domain of the trait EI construct.

Emotional Intelligence and Conflict Management Style among Staff in a Bank

The purpose of this research is to identify the relationship between emotional intelligence and conflict management style among staff at a Bank Headquarters in Kuala Lumpur. A total of 75 staff were involved in this research. The questionnaires distributed in this research were adapted from Wong and Law EI Scale (WLEIS) (2002) based on Mayer, Salovey and Caruso’s EI Model (2004) and Rahim’s Organizational Conflict Inventory-II (ROCI-II) (1983) based on Rahim’s Organisational Conflict Model (2011). The relationship between EI and CMS was identified based on the Pearson’s Correlation analysis. It was found that there are significant influences between EI and integrating, obliging, dominating and compromising style while EI does not show any significant influence on avoiding style. The findings also showed that the staffs have high EI based on the mean score. Implications of these research suggested that organisation should be more aware of the employees’ potential and abilities as well as their style of handling conflict in order to create a positive work environment. In addition, these research findings could add up to the literature of emotional competence and conflict management field.

Multidimensional entrepreneurial intent: an internationally validated measurement approach

PurposeEntrepreneurial intent (EI) is a foundational construct in theories of entrepreneurship. But three challenges currently threaten the author’s ability to accurately measure EI. First, previous measurement approaches have confounded EI with closely related but theoretically distinct constructs such as attitudes and beliefs about entrepreneurship. Second, they have treated EI as an “all-or-nothing” decision, without reflecting the step-wise commitment of the entrepreneuring process. And finally, much of past EI research has been done in Western developed countries without validation in a diverse international context in which unstated assumptions about the EI construct may not hold. The purpose of this paper is to report on the development of a new EI scale that addresses these issues.Design/methodology/approachNested structural equation modelling is used to develop and validate a novel scale for measuring EI in international contexts, based on data from 998 respondents in eight countries.FindingsA two-dimensional substructure to the EI construct is revealed as especially apparent in non-Western countries. Based on this, a new 11-item scale is proposed and validated.Research limitations/implicationsPrevious studies utilizing the EI construct may be biased by its imprecise measurement and confounding by other constructs in the nomological net. The present study provides new insight into the nature of the EI construct and a novel instrument for measuring it without bias. The discovered two-dimensional structure for EI measurement may also have implications for theorists interested in antecedents and effects of EI.Practical implicationsAccurate measurement of EI is essential to developing and targeting policies to effect changes in national entrepreneurship. Previous measurements may therefore have contributed to misstatement of policy objectives and allocation of national resources.Originality/valueThis research provides a validated method of measuring EI without the serious confounds of previous scales, and that is robust to a wide range of international settings. It also provides new insight into a two-dimensional substructure to the EI construct that has not been observed in previous studies.

Cross-Cultural Invariance of Emotional Skills and Competence Questionnaire between Portugal and Croatia

AbstractEmotional intelligence (EI) and its measures have been widespread across several countries and cultures and the need for valid and robust measures that could expand research on international settings is on the current agenda. This study aimed to assess the measurement invariance of a widely used self-report EI measure, Emotional Skills and Competence Questionnaire (ESCQ), in two cultural contexts (Portugal vs. Croatia). The ESCQ, a 42-item self-report EI scale which comprises three dimensions – Perceive and Understand Emotion, Express and Label Emotion and Manage and Regulate Emotion - was administered to 1,188 Portuguese and Croatian secondary students. The results showed that the ESCQ had satisfactory reliability and the three-factor structure was replicated on both country samples. Configural (χ2 = 308.71, df = 220, p < .01; RMSEA = .030, CFI = .956, TLI = .948) and partial metric (Δχ2 = 9.102, Δdf = 10, p = .522; ΔCFI = −.01, ΔRMSEA = .002) and scalar (Δχ2 = 15.290, Δdf = 21, p = .083; ΔCFI = .001, ΔRMSEA = .006) invariances were supported across groups. This EI measure invariance cross-cultural study highlighted cultural particularities related to emotional competence in Portugal and Croatia contexts and contributed to bring awareness to the validity of cross-cultural studies in the emotional abilities field.

Roles of Emotional Intelligence and Spirituality on Employee’s Well-Being

Dynamic nature of workplace environment changes the behaviour of employees and makes it unpredictable and technology based knowledge of workforce has become more diverse in respect to work related factors and its consequence. Globalization has made the world boundryless and people mobile. Organizations foresee their employees to be more committed with the work assignments and build up a better cohesive working interrelationship; so far as emotional intelligence is concerned it refers to one’s ability to perceive, control and evaluate emotions of Humans. In the workplace context, Spirituality is that which gives meaning to one’s life and draws one to transcend oneself. The wellbeing of employees seems to be of paramount importance in the best interest of the communities as well as organisation, so as well-being is such important issues for employees in the workplace too. In this context an attempt was made to ascertain the roles of emotional intelligence and spirituality on employee’s well-being. For this purpose 100 employees were selected randomly from MNC( multinational company) . To meet the objectives and have a better idea and analysis to understand the employees behaviour. The emotional intelligence scale developed by Singh in 2004 was used and for measuring spirituality, the spirituality scale constructed by Howden 1992 and well-being scale developed by Jagharanbir Singh and by Dr. Asha Gupta 2001were administered on employees of an industry. With the help of EI scale the data gathered from groups of employees working at a USA based MNC in Gurgaon, the high and low EI groups were formed. On the basis of median these two groups were compared in terms of their spirituality and well-being. The obtained results revealed that the high emotional intelligence groups were formed to be high on spiritual practices, and also showed better well-being as compared to low emotional intelligence groups of employees. It is discussed that emotional intelligence showed significant influence on employee’s well-being and spiritual practices.

CORRELATION BETWEEN EMOTIONAL INTELLIGENCE OF YOUNG PEOPLE AND THEIR ACADEMIC ACHIEVEMENT: EMPIRICAL PROOF

Background. A scientific problem concerning factors which are important for academic achievement of students is analysed in the paper. Questions whether emotional intelligence level is related to academic achievement and whether correlation between academic achievement in a specific area (science, languages) and EI expression exists, whether emotional intelligence of young people with low education differs from that of young people with higher education, etc. are raised. Methods. Research participants were 1430 students aged between 17 and 27 years. The survey was performed using EI-DARL V2 test. The following factors were assessed: “Perception of one’s own emotions”; “Control of one’s own emotions”; “Perception of emotions of other people”; “Control of emotions of other people”, and “Manipulations”. Also, such aspects as ability of recognizing emotions in facial pictures and ability of emotional situation solving were assessed. Results. The combined EI scale scores in all factors were the highest of those subjects who are or were excellent students, the lowest – of those who were poor students. Those subjects who were equally poor both at languages and sciences were the least capable of perception of their own emotions and those of others people, they also were the least capable of controlling their own emotions. Highly educated young people were of higher emotional intelligence. Furthermore, emotional situation solving and emotion recognition in pictures was better in the group of highly educated students. Conclusion. Positive correlation between academic achievement and emotional intelligence was established. Mathematics and language skills proved to be significant indexes of emotional intelligence: it was established that those subjects who were more successful in sciences were the best at understanding and controlling their own emotions, while individuals who were better in languages were more efficient in understanding and controlling emotions of other people.

Exploring Emotional Intelligence & Personality of Teachers

Emotional intelligence is the ability to identify, regulate and manage your own emotions and the emotions of others Teachers with different personalities have varied degrees of emotional intelligence. The present study investigated the relationship between personality type and emotional intelligence of secondary school teachers of government and private schools of Ludhiana. Keirsey temperament sorter scale was used to determine the personality type of teachers and self designed instrument, EI (Pc-SC) Scale was used to measure emotional intelligence. The findings indicated that there is positive and significant association between personality and emotional intelligence of teachers. Private school teachers were reported to be more emotionally intelligent than government school teachers. Significant association was also found between school type and emotional intelligence. The results of the study were found to be consistent with the findings of other researchers reported in the current study.

Development of the Emotional Intelligence Scale

This paper describes the development of the Emotional intelligence Scale EI(PcSc)scale as tested on pilot study of 200 respondents. The EI(PcSc)scale is a self-report questionnaire comprising two parts: personal competence and social competence that measures six facets of emotional intelligence in the workplace. Estimates of internal consistency for the subscales ranged from .78 to .91.

EI Scale: an environmental impact assessment scale related to the construction materials used in the reinforced concrete

This study aimed to create EI Scal, an environmental impact assessment scal, related to construction materials used in the reinforced concrete structure production. The main reason for that was based on the need to classify the environmental impact levels through indicators to assess the damage level process. The scale allowed converting information to estimate the environmental impact caused. Indicators were defined trough the requirements and classification criteria of impact aspects considering the eco-design theory. Moreover, the scale allowed classifying the materials and processes environmental impact through four score categories which resulted in a single final impact score. It was concluded that the EI scale could be cheap, accessible, and relevant tool for environmental impact controlling and reduction, allowing the planning and material specification to minimize the construction negative effects caused in the environment.

Relevance of Emotional Intelligence for Effective Job Performance: An Empirical Study

There has been an increase in interest in ‘emotional intelligence’ within the Indian organization system in recent years. This increase has been attributed to the popularization of the construct of emotional intelligence in the research area. The promotion of emotional development in corporate organizations assumes that the ability to regulate emotions is a positive trait, which is associated with positive workplace performance. There is however, currently, little evidence to support the existence of such a relationship. The aim of the current study was to explore the relationship between emotional intelligence and workplace performance among corporate executives. The research was carried out in various organizations in Delhi NCR. A questionnaire design was used to explore whether there was a relationship between emotional intelligence scores and scores from performance assessment checklist for a sample of 90 males and females from different streams of population were taken. The relationship was explored using an analysis of correlation. The effect of demographic variables, e.g., gender, academic qualification, and work experience on EI score were also explored. The analysis found statistically significant positive correlations between scores on the emotional intelligence scale and scores on the performance scales. This means that increased emotional intelligence scores were associated with increased performance among executives working in various sectors. These results provide evidence of the concurrent validity of the emotional intelligence scale and also support the notion that emotional intelligence is associated with more or less workplace performances. The causal nature of this relationship cannot be inferred from the current study and further research is recommended to explore alternative explanations for this relationship. Out of the different demographic variables, only work experience was found to correlate positively with EI score. Experienced executives scored significantly higher on EI scale compared to less experienced executives. The results of the study are discussed within the context of the limitations of the current study and findings from previous research. The implications of the findings for organizations, policy makers, HR professionals, trainers, and future research are reflected upon.

Carrières nomades et compétences émotionnelles

According to research on Boundaryless careers (i.e. careers characterised by inter-firm mobility and/or professional changes), mobile professionals should develop specific career planning competencies, especially networking (Knowing-Who) and Self-knowledge skills (Knowing-Why). This hypothesis was tested in a survey answered by 177 adults enrolled in continuing education programs. The quantitative analysis of results of the survey highlights the existence of relationships between Boundaryless career orientations, Career planning competencies (Knowing) and Emotional skills, the latter including networking and selfknowledge skills. As anticipated, results reveal relationships between “Reconversion” career orientations (people who are eager to change professions), Knowing-Who skills and a Dimension of Schutte’s EI scale regarding the “Emotional Regulation of Others”. This career orientation is also significantly more feminine than the others. In addition, the less mobile career orientation group (named “Specialists”) is characterised by significantly lower scores on the EI dimension “Utilization of Emotions in Problem Solving”. However, some other Boundaryless career orientations (“Intra-firm mobile” and “Self-Employment”) also record low scores on certain EI dimensions. These results thus point that the fact relationships between Boundaryless Careers, Knowing and Emotional Intelligence need further exploration.

When will I feel love? The effects of culture, personality, and gender on the psychological tendency to love

Convenience samples from 48 nations completed a self-report measure of love called the “Emotional Investment” scale (EI; Schmitt, D. P., & Buss, D. M. (2000). Sexual dimensions of person description: Beyond or subsumed by the Big Five? Journal of Research in Personality, 34, 141–177). The seven-item EI scale possessed moderate to extensive internal reliability across all nations. Within most nations, higher levels of EI were associated with higher levels of Extraversion and Agreeableness but were unassociated with Neuroticism, providing evidence of the conceptual equivalence of love across cultures. As predicted by evolutionary theories of attachment, higher levels of ecological stress were associated with lower levels of EI within and across nations. Emotionally investing tendencies were also associated with fertility and sexual promiscuity levels, though these nation-level links were not always consistent with evolutionary perspectives. As expected by Parental Investment Theory, women reported higher levels of EI than men in nearly every culture, though the predicted sex difference was not observed in Bolivia, Indonesia, or Malaysia. Contrary to social role theories, greater sociopolitical gender equality across cultures was associated with larger sex differences in EI. Discussion focuses on limitations and alternative explanations of the current findings.

A confirmatory factor analysis of the Myers–Briggs Type Indicator

Abstract The 95×95 covariance matrix of the Italian edition of the Myers–Briggs Type Indicator (MBTI) Form F was subjected to a series of three maximum likelihood confirmatory factor analyses using EQS 3.0 ( Bentler, 1989 ) on a sample of 1798 subjects. The purpose was to try to test the fit of three plausible correlated non-nested factor models: the traditional four-factor model assumed by the 4 MBTI scales (Model 1), a three-factor model (Model 2) corresponding, respectively, to the MBTI EI scale (Factor 1), to the MBTI TF scale (Factor 2) and to the MBTI SN and JP scales (Factor 3), as suggested in a study by Saggino and Kline (1996b) (The location of the Myers–Briggs Type Indicator in personality factor space. Personality and Individual Differences , 21, 591–597) and a five-factor model (Model 3) based on the exploratory work of Saggino and Kline (1995) (Item factor analysis of the Italian version of the Myers–Briggs Type Indicator. Personality and Individual Differences , 19, 243–249) who found five factors. All the three models converged satisfactorily. Model 3 had the best fit to the data, even if its NFI and chi-square/df ratio are lower than one would normally expect.

Note on intercorrelations of scales of the Myers-Briggs type indicator.

Male ( N = 70) and female ( N = 365) groups of upper division college students who were preparing to teach completed the MBTI. For the men a significant correlation between EI and TF was found, which is not consonant with previously reported statements of the independence of the EI scale. Results of comparisons of male extroverts vs male introverts and female extroverts vs female introverts using the MBTI scores as dependent variables are summarized.