Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-25T06:57:37.151Z Has data issue: false hasContentIssue false
  • English
  • Français

Validity Evidence based on Internal Structure of Scores of the Emotional Quotient-Inventory: Youth Version Short (EQ-i: YV-S) in a Spanish Sample

Published online by Cambridge University Press:  14 March 2016

Igor Esnaola ,
John Freeman ,
Marta Sarasa ,
Arantza Fernández-Zabala  and
Inge Axpe
Igor Esnaola*
Affiliation:
Universidad del País Vasco/Euskal Herriko Unibertsitatea UPV/EHU (Spain)
John Freeman
Affiliation:
Queen`s University (Canada)
Marta Sarasa
Affiliation:
Universidad del País Vasco/Euskal Herriko Unibertsitatea UPV/EHU (Spain)
Arantza Fernández-Zabala
Affiliation:
Universidad del País Vasco/Euskal Herriko Unibertsitatea UPV/EHU (Spain)
Inge Axpe
Affiliation:
Universidad del País Vasco/Euskal Herriko Unibertsitatea UPV/EHU (Spain)
*
*Correspondence concerning this article should be addressed to Igor Esnaola. Universidad del Pais Vasco. Developmental and Educational Psychology. San Sebastián (Spain). E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2/ df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling.

Keywords

emotional intelligenceEmotional Quotient Inventoryvalidationadolescence
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 19 , 2016 , E12
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Augusto-Landa, J. M., López-Zafra, E., Aguilar-Luzón, M. C., & Salguero de Ugarte, M. F. (2009). Predictive validity of Perceived Emotional Intelligence on nursing students’ self-concept. Nurse Education Today, 29, 801–808. http://dx.doi.org/10.1016/j.nedt.2009.04.004 CrossRefGoogle ScholarPubMed
Austin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being, and health correlates of trait emotional intelligence. Personality and Individual Differences, 38, 547–558. http://dx.doi.org/10.1016/j.paid.2004.05.009 CrossRefGoogle Scholar
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical manual. Toronto, Canada: Multi-Health Systems.Google Scholar
Bar-On, R. (2000). Emotional and social intelligence. Insights from the Emotional Quotient Inventory. In Bar-On, R. & Parker, J. D. A. (Eds.), The handbook of Emotional Intelligence (pp. 363–388). San Francisco, CA: Jossey-Bass.Google Scholar
Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and summary of psychometric properties. In Geher, G. (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 111–142). Hauppauge, NY: Nova Science Publishers.Google Scholar
Bar-On, R. (2005). The impact of emotional intelligence on subjective well-being. Perspectives in Education, 23, 41–61.Google Scholar
Bar-On, R., & Parker, J. D. A. (2000). The Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) Technical Manual (Translated to Spanish by Caraballo, C. M. & Villegas, O.). Toronto, Canada: Multi-Health Systems, Inc.Google Scholar
Bentler, P. M. (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.Google Scholar
Brannick, M. T., Wahi, M. M., Arce, M., Johnson, H. A., Nazian, S., & Goldin, S. B. (2009). Comparison of trait and ability measures of emotional intelligence in medical students. Medical Education, 43, 1062–1068. http://dx.doi.org/10.1111/j.1365-2923.2009.03430.x CrossRefGoogle ScholarPubMed
Ciarrochi, J., Chan, A. Y. C., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and Individual Differences, 31, 1105–1119. http://dx.doi.org/10.1016/S0191-8869(00)00207-5 Google Scholar
Ciarrochi, J. V., Chan, A. Y. C., & Caputi, P. (2000). A critical evaluation of the emotional intelligence construct. Personality and Individual Differences, 28, 539–561. http://dx.doi.org/10.1016/S0191-8869(99)00119-1 Google Scholar
Dawda, D., & Hart, S. D. (2000). Assessing emotional intelligence: Reliability and validity of the Bar-On Emotional Quotient Inventory (EQ-I) in university students. Personality and Individual Differences, 28, 797–812. http://dx.doi.org/10.1016/S0191-8869(99)00139-7 Google Scholar
Ellis, L. A., Marsh, H. W., & Richards, G. E. (2002, August). A brief version of the Self-Description Questionnaire II. Paper presented at the SELF Research Centre International Conference, Sydney, Australia.Google Scholar
Ferrándiz, C., Hernández, D., Bermejo, R., Ferrando, M., & Sáinz, M. (2012). Social and emotional intelligence in childhood and adolescence: Spanish validation of a measurement instrument. Revista de Psicodidáctica, 17, 309–339. http://dx.doi.org/10.1387/RevPsicodidact.2814 Google Scholar
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., … Fernández, M. C. (2011). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment, 29, 150–159. http://dx.doi.org/10.1177/0734282910374707 Google Scholar
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In Hancock, G. R. & Mueller, R. O. (Eds.), Structural equation modeling: A second course (pp. 269–314). Greenwich, CT: Information Age.Google Scholar
Goleman, D. (1995). Emotional Intelligence. New York, NY: Bantam.Google Scholar
Hassan, K. E., & Sader, M. E. (2005). Adapting and validating the Baron EQ-I: YV in the Lebanese context. International Journal of Testing, 5, 301–317. http://dx.doi.org/10.1207/s15327574ijt0503_7 CrossRefGoogle Scholar
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. http://dx.doi.org/10.1080/10705519909540118 Google Scholar
Inglés, C. J., Torregrosa, M. S., Hidalgo, M. D., Nuñez, J. C., Castejón, J. I., García-Fernández, J. M., & Valle, A. (2012). Validity evidence based on internal structure of scores on the Spanish version of the self-description Questionnaire-II. The Spanish Journal of Psychology, 15, 388–398. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n1.37345 Google Scholar
Kong, F., Zhao, J., & You, X. (2012). Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support. Personality and Individual Differences, 53, 1039–1043. http://dx.doi.org/10.1016/j.paid.2012.07.032 CrossRefGoogle Scholar
Kun, B., Urbán, R., Paksi, B., Csóbor, L. V., Oláh, A., & Demetrovics, Z. (2012). Psychometric characteristics of the emotional quotient inventory, youth version, short form, in Hungarian high school students. Psychological Assessment, 24, 518–523. http://dx.doi.org/10.1037/a0026013 Google Scholar
López-Zafra, E., Pulido, M., & Berrios, P. (2014). EQ-i: Versión corta. Adaptación y validación al español del EQ-i en universitarios [EQ-i: Short version. Spanish adaptation and validation of EQ-i in university students]. Boletín de Psicología, 110, 21–36.Google Scholar
Lorenzo-Seva, U., & Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavior Research Methods, 38, 88–91. http://dx.doi.org/10.3758/BF03192753 CrossRefGoogle ScholarPubMed
Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s findings. Structural Equation Modeling, 11, 320–341. http://dx.doi.org/10.1207/s15328007sem1103_2 Google Scholar
Matthews, G., Roberts, R. D., & Zeidner, M. (2004). Seven myths about emotional intelligence. Psychological Inquiry, 15, 179–196. http://dx.doi.org/10.1207/s15327965pli1503_01 Google Scholar
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In Salovey, P. & Sluyter, D. (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–34). New York, NY: Basic Books.Google Scholar
Palmer, B. R., Manocha, R., Gignac, G., & Stough, C. (2003). Examining the factor structure of the Bar-On Emotional Quotient Inventory with an Australian general population sample. Personality and Individual Differences, 35, 1191–1210. http://dx.doi.org/10.1016/S0191-8869(02)00328-8 CrossRefGoogle Scholar
Parker, J. D. A., Keefer, K. V., & Wood, L. M. (2011). Toward a brief multidimensional assessment of emotional intelligence. Psychometric properties of the Emotional Quotient Inventory-Short Form. Psychological Assessment, 23, 762–777. http://dx.doi.org/10.1037/a0023289 CrossRefGoogle Scholar
Parker, J. D. A., Saklofske, D. H., Shaughnessy, P. A., Huang, S. H. S., Wood, L. M., & Eastabrook, J. M. (2005). Generalizability of the emotional intelligence construct: A cross-cultural study of North American aboriginal youth. Personality and Individual Differences, 39, 215–227. http://dx.doi.org/10.1016/j.paid.2005.01.008 Google Scholar
Rey, L., Extremera, N., & Pena, M. (2011). Perceived emotional intelligence, self-esteem and life satisfaction in adolescents. Psychosocial Intervention, 20, 227–234. http://dx.doi.org/10.5093/in2011v20n2a10 CrossRefGoogle Scholar
Runcan, P. L., & Iovu, M. B. (2013). Emotional intelligence and life satisfaction in Romanian university students: The mediating role of self-esteem and social support. Revista de Cercetare si Interventie Sociala, 40, 137–148.Google Scholar
Saklofske, D. H., Austin, E. J., & Minski, P. S. (2003). Factor structure and validity of a trait emotional intelligence measure. Personality and Individual Differences, 34, 707–721. http://dx.doi.org/10.1016/S0191-8869(02)00056-9 CrossRefGoogle Scholar
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C. & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In Pennebaker, J. W. (Ed.), Emotion, disclosure, & health (pp. 125–154). Washington, DC: American Psychological Association.Google Scholar
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211. http://dx.doi.org/10.2190/DUGG-P24E-52WK-6CDG Google Scholar
Salvador, C. M. (2012). Influence of emotional intelligence in self-concept. International Journal of Learning & Development, 2, 232–240.Google Scholar
Timmerman, M. E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16, 209–220. http://dx.doi.org/10.1037/a0023353 Google Scholar
Ugarriza, N., & Pajares, L. (2005). La evaluación de la inteligencia emocional a través del inventario de Bar-On ICE-NA, en una muestra de niños y adolescentes [The emotional intelligence evaluation across Baron ICE-NA’s inventory in a sample of children and teenagers]. Persona, 8, 11–58.Google Scholar
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13, 243–274. http://dx.doi.org/10.1016/S1048-9843(02)00099-1 Google Scholar