Emotional intelligence as a standard intelligence.

The authors have claimed that emotional intelligence (EI) meets traditional standards for an intelligence (J. D. Mayer, D. R. Caruso, & P. Salovey, 1999). R. D. Roberts, M. Zeidner, and G. Matthews (see record 2001-10055-001) questioned whether that claim was warranted. The central issue raised by Roberts et al. concerning Mayer et al. (1999) is whether there are correct answers to questions on tests purporting to measure EI as a set of abilities. To address this issue (and others), the present authors briefly restate their view of intelligence, emotion, and EI. They then present arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence as an aspect of general intelligence: What would David Wechsler say?

R. D. Roberts, M. Zeidner, and G. Matthews (see record 2001-10055-001) have carefully examined the controversial issue of whether emotional intelligence (EI) should be classified as an intelligence and whether EI's constructs meet the same psychometric standards as general intelligence's constructs. This article casts their efforts into the framework of both historical and modern IQ-testing theory and research. It details David Wechsler's attempts to integrate EI into his tests and how his conception of a good clinician would be that of an emotionally intelligent clinician. Current theories and research on IQ also have a role in EI beyond what Roberts et al. described, including J. L. Horn's (1989) expanded model and A. R. Luria's (1966) neuropsychological research, and better criteria than the Armed Services Vocational Aptitude Battery should be used in future EI studies. The authors look forward to more research being conducted on EI, particularly in future performance-based assessments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence or adaptive emotions?

R. D. Roberts, A Zeidner, and G. Matthews (see record 2001-10055-001) challenged the adequacy of the psychometric properties of the principal performance measure of emotional intelligence (EI). They raised doubt about the existence of emotion-related abilities that influence behavioral outcomes and social competence after controlling for general intelligence and personality. I agree with Roberts et al. that demonstrating the discriminant and predictive validity of a measure of EI in the context of rival predictors will require more research. I agree with the proponents of EI that emotion-related abilities do exist and show that such abilities in children account for unique variance in measures of adaptive behavior and social competence. However, evidence from developmental and clinical research suggest that these emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence: Psychometric status and developmental characteristics--Comment on Roberts, Zeidner, and Matthews (2001).

States, in this comment on the article by R. D. Roberts, M. Zeidner and G. Matthews (see record 2001-10055-001) that there is now sufficient work in the literature on emotional intelligence to suggest that this construct or series of constructs deserves serious attention, but several questions remain as to adequate construct validation as well as to the emergence and development of these constructs. There is a need to conduct convergent and divergent validity studies on a midlife sample that is likely to show the optimal level of differentiation of the new constructs. The reference domain of cognitive intelligence should be constructed in a multiple-construct manner, and the validation procedure should use confirmatory factor analysis and P. S. Dwyer's (1937) extension method. Once properly validated, there is a need to study the emergence, age differences, and age changes in the level and structure of emotional intelligence. A paradigm that investigates the invariance of factor structure across age and uses the model of differentiation-dedifferentiation would be useful for this purpose. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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 El. These findings help clarify issues raised in earlier articles published in Emotion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

New paradigms for assessing emotional intelligence: Theory and data.

This article describes the development and validation of 2 measures of emotional intelligence (EI): the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Study 1 (N = 207 psychology students) examines multiple sources of validity evidence: relationships with EI, vocabulary, personality, and emotion-related criteria. Study 2 (N = 149 white-collar volunteers) relates STEU and STEM scores to clinical symptoms, finding relationships to anxiety and stress for both tests, and to depression for the STEM. It is concluded that new performance-based approaches to test development, such as the present ones, might be useful in distinguishing between test and construct effects. Implications for expanding theory and for developing EI interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence: in search of an elusive construct

The view that emotional intelligence should be included within the traditional cognitive abilities framework was explored in 3 studies (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is narrower than that postulated within current models of emotional intelligence.     

Emotional intelligence: An integrative meta-analysis and cascading model.

Research and valid practice in emotional intelligence (EI) have been impeded by lack of theoretical clarity regarding (a) the relative roles of emotion perception, emotion understanding, and emotion regulation facets in explaining job performance; (b) conceptual redundancy of EI with cognitive intelligence and Big Five personality; and (c) application of the EI label to 2 distinct sets of constructs (i.e., ability-based EI and mixed-based EI). In the current article, the authors propose and then test a theoretical model that integrates these factors. They specify a progressive (cascading) pattern among ability-based EI facets, in which emotion perception must causally precede emotion understanding, which in turn precedes conscious emotion regulation and job performance. The sequential elements in this progressive model are believed to selectively reflect Conscientiousness, cognitive ability, and Neuroticism, respectively. “Mixed-based” measures of EI are expected to explain variance in job performance beyond cognitive ability and personality. The cascading model of EI is empirically confirmed via meta-analytic data, although relationships between ability-based EI and job performance are shown to be inconsistent (i.e., EI positively predicts performance for high emotional labor jobs and negatively predicts performance for low emotional labor jobs). Gender and race differences in EI are also meta-analyzed. Implications for linking the EI fad in personnel selection to established psychological theory are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A behavioral genetic study of trait emotional intelligence.

Numerous models of emotional intelligence (EI) have proposed the existence of hitherto undiscovered mental abilities, competencies, and skills. The theory of trait emotional intelligence suggests that the content domains of these models invariably contain permutations of personality traits. The two studies in this article examine the heritability of trait EI scores with a view to demonstrating empirically that the construct has a similar level of genetic influence as other personality traits. Study 1 was a family design of 133 high-school students and their parents. Regressions of offspring on midparent scores suggested median upper-limit heritability estimates of .18 at facet level, .25 at factor level, and .32 at the global trait EI level. Study 2 was a twin design (213 pairs of monozygotic [MZ] twins and 103 pairs of dizygotic [DZ] twins). It yielded median heritabilities of .42 for the facets, .44 for the factors, and .42 for global trait EI. Overall, our findings are in accordance with studies of the major personality dimensions and provide further empirical support for the conceptualization of EI as a personality trait. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Animals have minds": Reply to Blumberg and Wasserman.

Responds to a rejoinder by M. S. Blumberg and E. A. Wasserman (see record 83:25924) on Dreger's (see record 83:25925) comments decrying the anthropocentric stance of Blumberg and Wasserman's (see record 1995-20777-001) arguments against mind in creatures lower in the evolutionary scale than human beings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence in the National Hockey League.

The purpose of the present study was threefold: a) to evaluate the standing on emotional intelligence of National Hockey League players, relative to the general population, b) to evaluate the relationship of draft rank and emotional intelligence (EI) measures to hockey performance, and c) to evaluate the relative predictive value of these measures to performance indices: total NHL points and NHL games played. During the 2003-04 hockey season, 79 players across 24 NHL teams completed the Bar-On EQ-i. The findings indicated that years-since-draft was the strongest predictor of performance and draft rank was the weakest predictor of performance. With respect to EI, both intrapersonal competency and general mood added significant variance to predictions of number of NHL points and games played. Implications for predicting performance in the NHL, amongst draft prospects, is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing the child psychopathology beast: A reply to Achenbach and Dumenci's (2001) commentary.

This article is a response to T. M. Achenbach and L. Dumenci's (2001) commentary (see record 2001-18163-011) concerning L. J. Lengua, C. A. Sadowski, W. N. Friedrich, and J. Fisher's (2001) article (see record 2001-18163-010) proposing an alternative scoring approach for the Child Behavior Checklist. The authors note that T. M. Achenbach and L. Dumenci do not comment on the stated goals of the alternative scoring approach and focus on a limited set of the results to make their argument. Although the original and proposed scoring approaches operate similarly, important differences suggest that the proposed scoring approach is promising for use in specific instances, including identifying distinct etiologies, developmental course, and co-occurrence of specific syndromes. The importance of combining rational and empirical approaches in articulating conceptual definitions and developing measures of child psychopathology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In search of an evaluative factor: Comments on de Broeck.

Argues that P. de Boeck's (see record 1979-22559-001) analysis of the author's (see record 1968-03876-001) analysis of trait scales is related to 2 contexts: the traditional methods of factor analysis and the substantive history of an evaluative factor. Three issues are considered: (a) Because de Boeck's procedure differs from the one that is traditional for ability tests, features of the trait inference data that make his analysis possible are examined. (b) Since de Boeck's evaluative factor differs from the historical one that was clearly the largest, the relative importance of evaluation is determined. (c) When de Boeck discards the traditional policy of rotation to simple structure, a justification for a more explicit general argument is considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive profile analysis: A shared professional myth.

Comments on articles by S. I. Pfeiffer et al (see record 2001-16379-001), C. A. Riccio and G. W. Hynd (see record 2001-16379-002), D. A. Pritchard et al (see record 2001-16379-003), J. A. Naglieri (see record 2001-16379-004), and H. C. Stanton and C. R. Reynolds (see record 2001-16379-005) on profile analysis in IQ tests. Consistent with the largely negative research literature, detailed analysis found the cognitive profile reports presented in these studies to be lacking reliability, validity, or diagnostic utility; even cognitive profiles composed of composites were psychometrically weak. These results were not surprising because ipsative methods are inferior to normative methods in cognitive assessment. Given this consistent failure of empirical validation, belief in the utility of cognitive test profile interpretations was likened to a shared professional myth and it was recommended that psychologists eschew the application of cognitive test profiles for differential diagnosis and remediation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence, personality, and task-induced stress.

Emotional intelligence (EI) may predict stress responses and coping strategies in a variety of applied settings. This study compares EI and the personality factors of the Five Factor Model (FFM) as predictors of task-induced stress responses. Participants (N = 200) were randomly assigned to 1 of 4 task conditions, 3 of which were designed to be stressful. Results confirmed that low EI was related to worry states and avoidance coping, even with the FFM statistically controlled. However, EI was not specifically related to task-induced changes in stress state. Results also confirmed that Neuroticism related to distress, worry, and emotion-focused coping, and Conscientiousness predicted use of task-focused coping. The applied utility of EI and personality measures is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profile patterns: Research and professional interpretation.

Comments on articles by S. I. Pfeiffer et al (see record 2001-16379-001), C. A. Riccio and G. W. Hynd (see record 2001-16379-002), D. A. Pritchard et al (see record 2001-16379-003), J. A. Naglieri (see record 2001-16379-004), and H. C. Stanton and C. R. Reynolds (see record 2001-16379-005) on profile analysis in IQ tests. The articles include 2 methods for identifying profile patterns: configural frequency analysis and modal profile analysis. These methods are briefly compared with each other and additional methods. Although the remaining articles provide some support for the validity and reliability of patterns, they do not fundamentally challenge the conclusion that in research to date, subtest profile patterns on the existing generation of intelligence tests have modest reliability and weak relationships with achievement and diagnostic categorizations. When subtest interpretations are made, they are heavily based on professional judgment, they should be made with caution, and they should be made only in the context of other information about the student. Future research and test development should be concerned about the reliability of patterns and their association with more meaningful, homogeneous diagnostic categories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subgroup norming: Legitimate testing practice or reverse discrimination?

The issue of subgroup norming in employment testing has been controversial since it arose in the 1980s. This controversy reached a new peak with the passage of the Civil Rights Act of 1991, which escalated the issue from a controversy over the use of subgroup scoring by race-ethnicity on tests of cognitive abilities to a prohibition of any form of score adjustment for any kind of employment-related test and for more demographic categories. The controversy is documented by P. R. Sackett and S. L. Wilk (see record 1995-04154-001) and L. S. Gottfredson (see record 1995-04146-001). Sackett and Wilk review the literature and examine all forms of score adjustment for all forms of testing. They discuss social and policy perspectives, as well as the scientific and social underpinnings of various methods of score adjustment. Gottfredson focuses on score adjustment only for cognitive ability tests by racial-ethnic group and provides a contrasting account of the original controversy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a brief multidimensional assessment of emotional intelligence: Psychometric properties of the Emotional Quotient Inventory—Short Form.

Although several brief instruments are available for the emotional intelligence (EI) construct, their conceptual coverage tends to be quite limited. One notable exception is the short form of the Emotional Quotient Inventory (EQ-i:S), which measures multiple EI dimensions in addition to a global EI index. Despite the unique advantage offered by the inventory, psychometric properties of the EQ-i:S scores have not yet been systematically evaluated. Such an evaluation was the main goal of the present investigation. Using data from 2,508 undergraduates, the authors conducted 2 studies involving factor structure, internal reliability, 6-month temporal stability, and construct validity of the EQ-i:S responses, both for the total EQ scale and for each constituent dimension. The results supported the multidimensional measurement structure of the EQ-i:S, with each dimension producing internally consistent, temporally stable, and theoretically meaningful responses. Scores on the EQ-i:S were associated more strongly with performance on an ability test of EI and with a conceptually similar construct of alexithymia than with the broader dimensions of basic personality and explained nontrivial amounts of incremental variance in the criterion symptoms of attention deficit/hyperactivity disorder. Moreover, scores on each EQ-i:S dimension exhibited unique patterns of associations with the validation variables. The discussion highlights the advantages of the multidimensional approach in the assessment and study of EI. (PsycINFO Database Record (c) 2011 APA, all rights reserved)