Empirical Validation of Scale to Assess the Emotional Intelligence, Like a Mixed Model, in a Sample of Students in the “Bahía De Cádiz”

Abstract

The emotional intelligence (EI) issue was firstly developed in 1990 (Salovey & Mayer, 1990) but it is not until the publication and diffusion of the writings of Daniel Goleman (1995) and Bar-On (1992, 1997) that the term EI begins to be known. However, even though in a short term these works have stimulated interest in EI, in a long term these writings have brought confusion and division between two ways of considering. On the one hand, the cognitive ability model considers EI as a set of mental abilities related with an adaptive use of emotions (understanding, managing, labelling and planning). A suitable way of assessment EI could be through cognitive task as MSCEIT (Mayer, Salovey, Caruso Emotional Intelligence Test). On the other hand, the mixed models (Mayer, Salovey & Caruso, 1999) establish a wider perspective and consider that, in addition to cognitive aspects, features of an individual's personality must also be taken into account, the personality constructs, and they usually use self-reports to assess the EI (for example, EQ-i Bar-On, 1992, 1997 and ECI-emotional competence inventory, Boyatzis, Goleman and Rhee, 2000). This work, based in mixed model, did an empirical validation of the Goleman's Model. Predictive validation with measures of personality (BFQ, based in Five Factor Model, Caprara, Bararelli & Borgogni, 1995), of family warm (FES; Moos, Moos & Tricket, 1995), and metacognitive learning strategies (ACRA; Román & Gallego, 1994). Construct validity through Lisrel 8.30 program (Jöreskog & Sörbom, 1994). Like this measure of EI (named CIE) was related with others interesting variables as sex, age, numbers of brothers and sisters, and level of studies. Using a sample of 1002 students of “Bahía de Cádiz” a validity was performed a reliability measure of El (alfa of Cronbach 0,893), based in Goleman's model. The results confirm that this model is more a success personality pattern than a explicative model of EI, and this work did a critical revision about intelligence and EI literacy.

Alternate abstract:

You are viewing a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer

Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer

El tema de la inteligencia emocional (IE) se desarrolló por primera vez en 1990 (Salovey & Mayer, 1990) pero no es hasta la publicación y difusión de los escritos de Daniel Goleman (1995) y Bar-On (1992, 1997) que el término IE comienza a ser conocido. Sin embargo, si bien en un corto plazo estos trabajos han estimulado el interés por la IE, en un largo plazo estos escritos han traído confusión y división entre dos formas de considerar. Por un lado, el modelo de habilidades cognitivas considera la IE como un conjunto de habilidades mentales relacionadas con un uso adaptativo de las emociones (comprender, gestionar, etiquetar y planificar). Una forma adecuada de evaluar la IE podría ser a través de tareas cognitivas como MSCEIT (Mayer, Salovey, Caruso Emotional Intelligence Test). Por su parte, los modelos mixtos (Mayer, Salovey & Caruso, 1999) establecen una perspectiva más amplia y consideran que, además de los aspectos cognitivos, también se deben tener en cuenta rasgos de la personalidad de un individuo, los constructos de personalidad, y suelen utilizar autoinformes para evaluar la IE (por ejemplo, EQ-i Bar-On, 1992, 1997 y ECI-emotional competency Inventory, Boyatzis, Goleman and Rhee, 2000). Este trabajo, basado en un modelo mixto, hizo una validación empírica del Modelo de Goleman. Validación predictiva con medidas de personalidad (BFQ, basado en Five Factor Model, Caprara, Bararelli & Borgogni, 1995), de calidez familiar (FES; Moos, Moos & Tricket, 1995), y estrategias de aprendizaje metacognitivo (ACRA; Román & Gallego, 1994). Validez de constructo a través del programa Lisrel 8.30 (Jöreskog & Sörbom, 1994). Así esta medida de IE (denominada CIE) se relacionó con otras variables interesantes como sexo, edad, número de hermanos y nivel de estudios. Utilizando una muestra de 1002 estudiantes de la Bahía de Cádiz, se realizó una validez de una medida de confiabilidad de El (alfa de Cronbach 0,893), basada en el modelo de Goleman. Los resultados confirman que este modelo es más un patrón de personalidad de éxito que un modelo explicativo de la IE, y este trabajo hizo una revisión crítica sobre la inteligencia y la alfabetización de la IE.