MSCEIT V2 Research Articles

Problems of the development of emotional intelligence and emotional-volitional self-regulation of police officers at the initial stage of professional training

The relevance of the study of the problem of the development of emotional intelligence and emotional-volitional self-regulation is determined by the increasing level of requirements for professionally significant personality traits of police officers. The ability for self-regulation and a high level of emotional skills presented in the structure of emotional intelligence allows a person to integrately process the information received and use environmental stimuli for cognitive assessment, making conscious decisions in a situation associated with emotional response. Mastering the skills of emotional-volitional self-regulation contributes to the achievement of significant results in professional activity, socio-psychological adaptation and self-realization. The aim of the study was to analyze the psychological factors of the development of the emotional intelligence of police officers, the ability to emotional-volitional self-regulation and to establish the nature of the relationship between the indicators of emotional intelligence and the indicators of self-regulation. The empirical study was conducted on the basis of a sample of male police officers enrolled in the primary vocational training program as a police officer. The psychodiagnostic procedure involved 150 respondents, of which there were experimental and control groups, 40 people each. The study used techniques aimed at identifying the level of development of emotional intelligence and the ability to self-regulation: Emotional Intelligence Research Methods Russian-language version of the MSCEIT V2.0 test by J. Mayer, P. Salovey, and D. Caruso as adapted by E.A. Sergienko, I.I. Wind; R. Cattell's 16-factor personality questionnaire - form C; questionnaire V.I. Morosanova Style of self-regulation of behavior. The results of the study show that changing the tasks and technology of teaching aimed at the development of emotional intelligence ensures the development of significant abilities. As a result of the formative experiment, shifts in the values of indicators of the use of emotions in problem solving (t = 2.03; p ≤ 0.05), understanding and analysis of emotions, the general level of emotional intelligence (t = 3.55; p ≤ 0.001), emotional volitional self-regulation (t = 2.74; p ≤ 0.01). An increased number of positive correlations between the values of indicators of the emotional, communicative and intellectual spheres of a person was revealed. The statistically significant dynamics of indicators of emotional intelligence and self-regulation, reliable relationships with the signs of personality traits, allow predicting the further formation of competencies in the field of emotional-volitional self-regulation.

Features and results of the diagnosis of disorders of social and emotional intelligence of patients with schizophrenia at an early stage of the disease

Aim. The aim of the paper was to study the specifics of diagnosing disorders of social and emotional intelligence of patients with schizophrenia at an early stage of the disease (mainly by projective methods) and to determine, thanks to the diagnosis, the targets of psychocorrectional effects.
 Methods. 64 people were studied (40 men and 24 women, average age 28 years). The experimental group included patients with a verified diagnosis of schizophrenia (F20) at an early stage of the disease (33 people, 21 men and 12 women) aged 16 to 37 years (average age 29 years), the control group of a similar age and gender structure mentally healthy persons (31 people, 19 men and 12 women, average age 28 years). As research methods the following tests were used: (1) Methodology G. Rorschachs Ink Spot Test (The Rorschach Inkblot Test, 1921); (2) Test Understanding the mental state of the eyes Reading the mind in the Eyes (Baron-Cohen et al., 2001) a modified version of E.E. Rumyantseva (2016); (3) Test Social Intelligence by J. Guildford, M. Sulliven (adaptation by E.S. Mikhailova, 1996); (4) Methodology Emotional Intelligence by J. Mayer, P. Salovei and D. Caruso (MSCEIT V2.0, 2014); (5) Test of emotional intelligence of Lucin (EmIn); (6) Hall emotional intelligence test. Data Processing Methods: John Exner Integrative System (Exner, 1997, 2003).
 Results. It was found that patients with schizophrenia, even at an early stage of the course of the disease, are worse at solving problems to assess the success of social functioning.
 Conclusions. The most significant and reliable differences (reliable by the U-criterion, at p 0.001) are found when schizophrenic patients perform tasks related to the characteristics of perception and analysis not so much of the social stimuli themselves, as by their nuancing. The structure of violations of social functioning is also dominated by difficulties in predicting both their further actions and the interlocutor. Determined by the decrease in general social incompetence is the practically reduced possibility of using emotions and their manifestations in solving social problems.

Does Emotional Intelligence at medical school admission predict future licensing examination performance?

BackgroundMedical school admissions committees are seeking alternatives to traditional academic measures when selecting students; one potential measure being emotional intelligence (EI). If EI is to be used as an admissions criterion, it should predict future performance. The purpose of this study is to determine if EI scores at admissions predicts performance on a medical licensure examinationMethodsAll medical school applicants to the University of Ottawa in 2006 and 2007 were invited to complete the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT v2.0) after their interview. Students were tracked through medical school into licensure and EI scores were correlated to their scores on the Medical Council of Canada Qualifying Examination (MCCQE) attempted between 2010 and 2014.ResultsThe correlation between the MSCEIT and the MCCQE Part I was r (200) = .01 p =. 90 The covariates of age and gender accounted for a significant amount of variance in MCCQE Part I scores (R2 = .10, p<.001, n=202) but the addition of the MSCEIT scores was not statistically significant (R2 change = .002, p=.56). The correlation between the MSCEIT and the MCCQE Part II was r(197) = .06, p = .41. The covariates of age and gender accounted for some variance in MCCQE Part II scores (R2 = .05, p = .007, n=199) but the addition of the MSCEIT did not (R2 change = .002 p =.55).ConclusionThe low correlations between EI and licensure scores replicates other studies that have found weak correlations between EI scores and tests administered at admissions and during medical school. These results suggest caution if one were to use EI as part of their admissions process.

Моральные дилеммы и особенности личности

The study examines the relationship of moral choice and emotional intelligence, personal characteristics, implicit preferences, the ability to rely on emotional experience. The study involved 74 subjects: 40 healthy subjects and 34 patients of the MHRC. All subjects performed the following tests: "Moral dilemmas", Iowa Gambling Task (IGT), The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0), Ich-Struktur-Test nach Ammon (ISTA), Implicit Association Test (IAT). It is demonstrated that the number of utilitarian choices in "personality" dilemmas increases with a deterioration in the ability to recognize the emotions of other people as well as with a decrease in ambivalence in assessing one's own state and reducing the ability to control emotions. When making decisions, people who make utilitarian choices rely on the experience of delayed negative consequences, their immediate emotional effect is reduced. Utilitarian personality choices increased with the reduction of capability to attack in a constructive way, to perceive personal fear and the fear of others with pathological narcissism, destructive internal and external restrictions. The preference of practical decisions is related to the implicit preference of "depth".

Is ability-based emotional intelligence impervious to the Flynn effect? A cross-temporal meta-analysis (2001–2015)

Generational IQ test score changes (i.e., the Flynn effect) have been shown to affect most measures of cognitive ability, although certain domains appear to be impervious. Because IQ test score changes have been found to differ between domains, evidence for specific domains is warranted to explain the nature, meaning, and causes of the Flynn effect. In the present cross-temporal meta-analysis, we investigated potential test score changes over time for ability emotional intelligence as assessed with a widely-used measure (i.e., the MSCEIT V2.0) based on data from 160 samples (N=16,738) from English-speaking countries over a time-span of 15years (2001–2015). We found no evidence for substantial generational test score changes in overall or branch (i.e., subscale) ability emotional IQ scores. Consistent with our expectations, test performance was substantially higher for women in most measures. Contrary to our expectations though, average performance of our participants was considerably lower than the performance of normative samples on all scales, thus raising concerns about the appropriateness of the current norms. In all, we argue that ability emotional IQ as measured with the MSCEIT V2.0 is largely unaffected by typical causes that have been proposed as responsible for the Flynn effect. This may be due to the close association of this construct with psychometric g (associations of MSCEIT V2.0 scores with cognitive task performance were modest in our data) on one hand and personality traits on the other hand, both of which have been shown not to be associated with test score gains.

Predicting stress from the ability to eavesdrop on feelings: Emotional intelligence and testosterone jointly predict cortisol reactivity.

While emotional intelligence (EI) is recognized as a resource in social interactions, we hypothesized a positive association with stress in socially evaluative contexts. In particular, we expected emotion recognition, the core component of EI, to inflict stress on individuals in negatively valenced interactions. We expected this association to be stronger for status-driven individuals, that is, for individuals scoring high on basal testosterone. In a laboratory experiment, N = 166 male participants underwent the Trier Social Stress Test (Kirschbaum, Pirke, & Hellhammer, 1993). As expected, EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0; Mayer et al., 2003) predicted higher cortisol reactivity, including slower recovery from stress. The effect was moderated by basal testosterone, such that the association was positive when basal testosterone was high but not when it was low. On the component level of EI, the interaction was replicated for negative emotion recognition. These findings lend support to the hypothesis that EI is associated with higher activity of the hypothalamic-pituitary-adrenal axis in contexts where social status is at stake, particularly for those individuals who are more status-driven. Thus, the effects of EI are not unequivocally positive: While EI may positively affect the course of social interactions, it also inflicts stress on the emotionally intelligent individuals themselves. (PsycINFO Database Record

A cross sectional exploration of emotional intelligence in US baccalaureate nursing students

Objective : New nurses may be vulnerable to bullying as they often lack confidence or do not have the skills or maturity to communicate their needs or those of their patients. Increasing emotional intelligence particularly in at-risk nursing students may be one way to foster resiliency. This exploratory cross sectional study aimed to exam the overall level and specific components of emotional intelligence as well as associations with age, ethnicity, gender, or academic standing in baccalaureate nursing students. Methods : A cross sectional analytical study was conducted using a paper demographic survey and an online emotional intelligence (EI) instrument, the MSCEIT V2.0. A convenience sample of lower division nursing students attending a professional nursing course was recruited. Statistical analyses include demographic descriptives, EI total and sub score means and standard deviations, paired t-tests to compare within group differences, and simple and linear regression on seven different EI scores to examine predictive qualities of demographic variables. Results : Overall total and many component EI scores were high average with variations noted within groups. Multiple linear regressions demonstrated that after controlling for all variables, a higher GPA and being Asian compared to White were associated with higher scores in mostly all components of EI. Four-year students scored higher than transfer students in understanding emotions. Being male was predictive of the branch, facilitating thought, and Latinos were associated with a higher score in perceiving emotions. Conclusions : This study provides an in-depth exploration of not only total EI in a lower division nursing student sample, but a comprehensive examination of the components of emotional intelligence. EI measurements can be used to identify strengths and weaknesses in abilities that can be either gleaned, or developed as needed to faciliate creative problem solving, effective patient interactions, and to develop resiliency to incivility in the workplace.

A magnetic resonance spectroscopy (1H MRS) investigation into brain metabolite correlates of ability emotional intelligence

The neurobiological basis of Emotional Intelligence (EI), which relates to our cognitive capacity to deal with emotions, is yet to be firmly established; although the amygdala and the dlPFC have been identified as two key brain regions required for emotional understanding and management. While proton magnetic resonance spectroscopy (1H MRS) has previously been used to examine the in vivo neurochemical processes associated with psychiatric disorders, personality and general intelligence, this technique is yet to be applied to the construct of EI. In the current study, associations between the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT V2.0), the Wechsler Abbreviated Scale of Intelligence (WASI) and N-acetylaspartate (NAA) and Choline (Cho) concentrations in the amygdala and dlPFC were investigated in thirty healthy participants (15 males with a mean age of 24.9±2.7years; 15 females with a mean age of 25.2±4.5years). A significant association between left dlPFC Cho concentrations and MSCEIT Managing Emotions was found, together with a significant association between left Amygdala Cho concentration and MSCEIT Understanding Emotions. In contrast, NAA resonance was found to be unrelated to ability EI in these regions. Possible interpretations of increased Cho resonance in association with ability EI are discussed, including increased myelin turnover in the amygdala and dlPFC which contributes to enhanced emotional processing.

Emotional intelligence assessment in a graduate entry medical school curriculum

BackgroundThe management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum.MethodsFifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time.ResultsAnalysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments.ConclusionsThis report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.

Psychometrics of Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Scores

A sample of 183 medical students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0). Scores on the test were examined for evidence of reliability and factorial validity. Although Cronbach's alpha for the total scores was adequate (.79), many of the scales had low internal consistency (scale alphas ranged from .34 to .77; median = .48). Previous factor analyses of the MSCEIT are critiqued and the rationale for the current analysis is presented. Both confirmatory and exploratory factor analyses of the MSCEIT item parcels are reported. Pictures and faces items formed separate factors rather than loading on a Perception factor. Emotional Management appeared as a factor, but items from Blends and Facilitation failed to load consistently on any factor, rendering factors for Emotional Understanding and Emotional Facilitation problematic.

Factor structure, measurement invariance and structural invariance of the MSCEIT V2.0

This study explored factor structure and measurement and structural invariance of the MSCEIT V2.0 across two age groups: 258 young (18–31 years) and 262 older adults (32–79 years). Results supported a three-factor solution reflecting the Experiential Emotional Intelligence area, and Understanding Emotions and Managing Emotions branches. There was evidence of measurement invariance of factor structure and factor loadings, and partial support for invariance of the intercepts. Comparisons of latent factor means suggested that older adults have significantly higher mean scores on two of the three factors: Understanding and Managing Emotions. Implications of the invariance tests and latent means analyses are discussed.

Consensus scoring, correct responses and reliability of the MSCEIT V2

The scoring protocol adopted by the MSCEIT V2 has been criticised since its development. The present study raises questions regarding the value of consensus scoring by analysing responses within the categorical subscales of Changes and Blends using the Optimal Scaling technique within the Categorical Principal Components Analysis (CATPCA) via Statistical Package for the Social Sciences (SPSS), ( n = 206). On a number of occasions, there was no clear agreement as to the “correct” response to items within these categorical subscales. Such an issue seems integral to the application of the MSCEIT V2 and one which deserves more attention. On a more positive note, improvements were made to the reliabilities of the subscales of Changes and Blends, using Optimal Scaling, but less so for Changes. Nevertheless, this raises the possibility of improving the reliabilities of other subscales in the MSCEIT V2 and in turn improving the power of subsequent statistical tests.

A psychometric evaluation of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0

There has been some debate recently over the scoring, reliability and factor structure of ability measures of emotional intelligence (EI). This study examined these three psychometric properties with the most recent ability test of EI, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT V2.0; Mayer, Salovey, & Caruso, [Mayer, J. D., Salovey, & P., Caruso, (2000). Models of emotional intelligence. In R. J., Sternberg (Ed.). Handbook of intelligence (pp. 396–420). New York: Cambridge; Mayer, J. D., Salovey, P., & Caruso, D. R., (2000). The Mayer, Salovey, and Caruso emotional intelligence test: Technical manual. Toronto, ON: MHS]), with a sample ( n=431) drawn from the general population. The reliability of the MSCEIT at the total scale, area and branch levels was found to be good, although the reliability of most of the subscales was relatively low. Consistent with previous findings, there was a high level of convergence between the alternative scoring methods (consensus and expert). However, unlike Mayer et al.'s [Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2. 0. Emotion, 3, 97–105.] contentions, there was only partial support for their four-factor model of EI. A model with a general first-order factor of EI and a three first-order branch level factors was determined to be the best fitting model. There was no support for the Experiential Area level factor, nor was there support for the Facilitating Branch level factor. These results were replicated closely using the Mayer et al. [Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G., (2003). Measuring emotional intelligence with the MSCEIT V2. 0. Emotion, 3, 97–105.] data. The results are discussed in light of the close comparability of the two scoring methods. Furthermore, the fundamental limitations of the MSCEIT V2.0, with respect to the inadequate number of subscales theorized to measure each branch level factor are identified and discussed.

Attachment and emotional intelligence abilities across the life course

The study tested hypotheses about the relationship between attachment orientations and emotional intelligence, measured as a set of abilities (perception, facilitation, understanding and management of emotion). The sample consisted of 239 adults aged between 19 and 66 years who completed the Mayer, Salovey, and Caruso emotional intelligence test (MSCEIT V2.0) and the relationship questionnaire. Secure attachment was positively related to all sub-scales (except perception of emotion) and total EI score. Contrary to expectations, dismissing attachment was positively associated with the ability to understand emotion. The results also found differences in emotional intelligence abilities between age and gender groups. Older participants scored higher on three out of four branches of EI (facilitation, understanding and management) and females scored higher than males on emotion perception and the experiential area. The study highlights the importance of distinguishing fearful and dismissing avoidance and the associated cognitive and affective processes and provides a validation for the recent emotional intelligence abilities test.

Measuring emotional intelligence with the MSCEIT V2.0.

Does a recently introduced ability scale adequately measure emotional intelligence (EI) skills? Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; J. D. Mayer, P. Salovey, & D. R. Caruso, 2002b), the authors examined (a) whether members of a general standardization sample and emotions experts identified the same test answers as correct, (b) the test's reliability, and (c) the possible factor structures of EI. Twenty-one emotions experts endorsed many of the same answers, as did 2,112 members of the standardization sample, and exhibited superior agreement, particularly when research provides clearer answers to test questions (e.g., emotional perception in faces). The MSCEIT achieved reasonable reliability, and confirmatory factor analysis supported theoretical models of EI. These findings help clarify issues raised in earlier articles published in Emotion.