Assessment Of Emotional Skills Research Articles

Validation of item pool for early adolescents’ emotional skills assessment in music therapy

ABSTRACT Introduction Evaluating the validity of the content is an essential step in developing an assessment tool, including an analysis of the quality of the items within the tool. This study describes the content validation of items in the early adolescents’ emotional skills assessment tool in a music therapy context. Methods Content validity was evaluated based on relevance scores provided by two expert panels. Psychometric scores were obtained by calculating item-specific content validity index (I-CVI), scale-specific content validity index (S-CVI) and modified kappa score. In addition, the coverage and understandability of the items were evaluated. Results The validation process identified 60 valid items distributed across six components of emotional skills: expressing, monitoring, identifying, understanding, regulating and the ability to use emotional information. Item I-CVI scores ranged from 0.80 to 1.00, the scale content validity index (S-CVI) was 0.95, the modified kappa score ranged from 0.65 to 1.00, item coverage at scale level was 1.00, and item understandability was 0.92. Discussion The items developed in the study have high validity and are scientifically grounded. The items can be a first step towards a validated assessment tool to evaluate emotional skills in early adolescents. The added value of this study is that the set of items developed is the first to cover all the components of emotional skills identified in the literature. Therefore, music therapists can use the items to observe in more detail the different dimensions of emotional skills in early adolescents.

A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT® Social Emotional Learning Assessment.

A focus on implementing social and emotional (SE) learning into curricula continues to gain popularity in K-12 educational contexts at the policy and practitioner levels. As it continues to be elevated in educational discourse, it becomes increasingly clear that it is important to have reliable, validated measures of students’ SE skills. Here we argue that framework and design are additional important considerations for the development and selection of SE skill assessments. We report the reliability and validity evidence for The Mosaic™ by ACT® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). Here, we provide the results from data collected from more than 33,000 students who completed the assessment and for whom we have data on various outcome measures. We examined the validity evidence for the individual item types and the aggregate scores based on those three. Our findings support the contribution of multi-method assessment and an aggregate score. We discuss the ways the field can benefit from this or similarly designed assessments and discuss how the assessment results can be used by practitioners to promote programs aimed at stimulating students’ personal growth.

Emotional intelligence and academic success among South African engineering students

This study explored the relationship between emotional intelligence and academic success among a sample of 1 346 South African engineering students. Data were collected from the students using the Emotional Skills Assessment Process (ESAP). Academic success was calculated using the Credit Accumulation Rate (CAR), a measure that combines time spent in the tertiary environment and academic performance. We analysed the data using MATLAB, applying the Wilcoxon rank-sum test, the Mann-Whitney U test, and independent t-tests. Our findings indicate that students with higher scores on seven ESAP dimensions (decision making, drive strength, time management, commitment ethic, stress management, assertion, and change orientation ) also had higher academic success. Furthermore, a comparison to an American norm group revealed that the South African students presented with higher scores on the stress management dimension, which could promote better decision making. The findings support the theory that emotional intelligence plays a vital role in promoting academic success among university students.

Emotional Intelligence and its Effect on Performance Outcomes in a Leadership Development School

Emotional Intelligence (EI) and its impact on performance is of paramount importance to both the corporate world and military in the realm of leadership development. The purpose of this study was to understand how specific EI skills and behaviors are exhibited by high performing graduates of an in-residence Professional Military Education school, which primarily focuses on leadership development and effectiveness. The sample consisted of 621 military officers taking part in an in-residence professional military education course. EI was measured using the Emotional Skills Assessment self-report instrument. Findings suggested that certain dimensions of EI (commitment ethic, empathy, leadership, and aggression) can predict performance outcomes, but that they only account for 8.6% of the total variance of the dependent variable (performance outcomes).

Assessment of emotion processing skills in acquired brain injury using an ability-based test of emotional intelligence.

Social and emotional problems are commonly reported after moderate to severe acquired brain injury (ABI) and pose a significant barrier to rehabilitation. However, progress in assessment of emotional skills has been limited by a lack of validated measurement approaches. This study represents the first formal psychometric evaluation of the use of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) V2.0 as a tool for assessing skills in perceiving, using, understanding and managing emotions following ABI. The sample consisted of 82 participants aged 18-80 years in the postacute phase of recovery (2 months-7 years) after moderate to severe ABI. Participants completed the MSCEIT V2.0 and measures of cognition and mood. Sociodemographic and clinical variables were collated from participant interview and medical files. Results revealed deficits across all MSCEIT subscales (approximately 1 SD below the normative mean). Internal consistency was adequate at overall, area, and branch levels, and MSCEIT scores correlated in expected ways with key demographic, clinical, cognitive, and mood variables. MSCEIT performance was related to injury severity and clinician-rated functioning after ABI. Confirmatory factor analysis favored a 3-factor model of EI due to statistical redundancy of the Using Emotions branch. Overall, these findings suggest that the MSCEIT V2.0 is sensitive to emotion processing deficits after moderate to severe ABI, and can yield valid and reliable scores in an ABI sample. In terms of theoretical contributions, our findings support a domain-based, 3-factor approach for characterizing emotion-related abilities in brain-injured individuals. (PsycINFO Database Record

Establishing the criterion validity of Zoo U's game-based social emotional skills assessment for school-based outcomes

Zoo U is a game platform which implements performance-based assessment of social emotional (SE) skills through theory-driven content and customized game mechanics. Children engage with characters in a school-like story world to complete six virtual social situations specifically tailored to require the SE skills of communication, cooperation, empathy, emotion regulation, impulse control, and social initiation. Prior work established the scoring algorithms and construct validity for the six game-based scenes. In this study, we examined the degree to which social competence, as measured across the six Zoo U scenes, was related to school-based adjustment. As expected, children who demonstrated higher social competence when problem solving Zoo U's virtual situations were significantly more likely to exhibit positive social, behavioral, and academic adjustment, above and beyond demographic influences, and children who performed poorly on Zoo U were significantly more likely to experience negative school-based outcomes. The potential for game-based platforms to enable broad-scale SE skills assessment with children is discussed.

The Need for Emotional Intelligence Skills among Knowledge Workers at the Tertiary Level

The concept of emotional intelligence is gaining more importance in academic settings as it is believed that educators who can regulate their emotions positively will be more effective lecturers, generating a positive teaching and learning environment Thus, this study explores the level of agreement on the four components of emotional intelligence skills among lecturers in public and private universities in Perak, Malaysia The research methodology used a descriptive- survey of the exploratory type involving 275 permanent lecturers from the selected universities chosen through simple random sampling. The survey instrument for this study is a set of questionnaire which is an adapted version of the items in the Emotional Skills Assessment Process (ESAP) combined with the elements of the knowledge workers and self-evaluation of teaching effectiveness (SETE).Findings revealed that the highest mean on the level of agreement for emotional intelligence from both types of institutions was for the emotional intelligence component of self-management skills while the lowest mean was recorded for the component of intrapersonal skills.

Prioritizing emotional intelligence training needs using optimal globalization grey relational analysis

Purpose – The aim of this paper is to demonstrate the application of optimal globalization grey relational analysis (GGRA) as a workable decision-making tool to prioritize emotional intelligence (EI) training needs of specific groups of academic leaders. Design/methodology/approach – The study involved administrating the emotional skills assessment process to 50 academic leaders in the USA and 50 in Taiwan. Optimal GGRA was utilized to prioritize EI training needs of the two distinct groups of academic leaders. Findings – Results of the optimal GGRA suggest that context-specific EI interventions focusing on enhancing weak areas of emotional competency are made possible through optimal globalization grey analysis. Practical implications – Optimal GGRA is introduced as a valid decision-making technique for planning effective EI interventions. The results have implications for designing training courses targeting on enhancing weak areas of emotional competency. Originality/value – The utility of optimal GGRA as a decision-making tool to prioritizing training needs for the two cultural groups of academic leaders in the study aims at going beyond the narrow psychometric perspectives of measurements on leadership potentials and reaching out to practical approaches to leadership development and training.

A short-form measure for assessment of emotional intelligence for tour guides: Development and evaluation

Emotional intelligence (EI) is being recognized as a correlate of success in various domains of personal and professional life. The aim of this study is to generate and evaluate a shortened Chinese version of the Emotional Skills Assessment Process-Condensed Version (ESAP-CV) instrument for tour guides. Two stages with a total sample of 660 tour guides were conducted. The first sample ( N = 260) was to develop the brief version through various deletion criteria, and the second sample ( N = 400) was to examine factor structure, reliability, and validity of the short form through confirmatory factor analysis (CFA). The results indicate that the reliable and valid 35-item version (ESAP-CV-35), reduced from 104 items, captures the multidimensional nature of EI in six subscales. It offers tourism researchers a promising tool for conducting further EI-related research in a timely, effective and easily-administered manner.

Assessing the Social-Emotional Skills in Romanian Teenagers

The social-emotional skills are recognized as facilitators both for the personal and professional success. The nowadays research states that these skills could be developed. Also they could be measured. There are instruments developed to measure the social and emotional competence considered as a treat (Petrides &Furnham, 2001), as an emotional quotient (Mayer & Salovey) or as a set of learned competences which allowed the adjustment and could be measured through its results (Reuven Bar-On).The main goal of the study is developing an instrument for measuring the social and emotional skills and the verifying its validity and fidelity. We developed the Social - Emotional Skills Assessment Scale (SESAS) questionnaire for measuring the social-emotional skills. The participants were 274 students (age from 11 to 18). For validating study we used two questionnaires: FFPI and ZKPQ. Significantly correlations obtained between the SESAS scales and the FFPI and ZKPQ scales, as well as gender related differences, supported the validity of the scale.