Assessing Emotional Intelligence within PDP: Choosing a Test

Kathryn Gardner, University of Central ancashire

What EI am I Assessing?
So you want to assess EI within PDP, but where do you start? There is an abundance of
tests out there to assess EI (ignoring those commercial tests and quizzes that hae not
been deelo!ed by academics and researchers", and one of their greatest strengths lies
in their alue as deelo!mental tools# $oweer, to be able to select a test you first need
to %now which ty!e of EI you want to assess with your students# The two ty!es of EI
(ability and trait" require different measurement techniques# &e note this information
below, along with a third ty!e of EI test that targets both EI facets and emotional
com!etencies'
(bility EI inoles actual s%ills and is therefore measured using !erformance
tests that are similar to standard I) tests# Indiiduals !erform tas%s such as
identifying the emotions in !hotogra!hs of faces or art* matching emotions to
sensations and +udging how mood states facilitate different ty!es of thought*
deciding how emotions combine to form more com!le, emotions and how
emotional reactions change oer time* and selecting the most a!!ro!riate
res!onses to manage emotions#
Trait EI is ty!ically assessed ia self-re!ort questionnaires which are iable
measures of !ersonality traits and self-!erce!tions# Indiiduals are as%ed to rate
statements using .i%ert scales such as /I am good at managing my emotions0
(e#g#, 1 2 strongly agree to 3 2 strongly disagree"# 4nli%e !erformance tests such
as the 5S6EIT, self-re!ort questionnaires assess more sub+ectie internal
emotional e,!eriences and are relatiely sim!le to administer and score#
In addition to trait EI measures, it is worth noting that some self-re!ort measures
that hae been used within the conte,t of EI claim to be assessing emotional
com!etencies# These tests ty!ically target some traditional EI facets but also
broader dimensions and com!etencies that relate directly to em!loyability (e#g#,
!roblem soling or team building"# (s discussed below, we categorise these
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instruments se!arately from trait EI measures which focus s!ecifically on
emotion-related !ersonality traits and self-!erce!tions#
The decision as to which ty!e of test to use with your students (ability EI, trait EI,
emotional com!etencies" is dictated by (i" the !ur!ose in using the measure within PDP,
and (ii" the !racticalities of administration, both of which are discussed below#
Relevance to PDP
In choosing an a!!ro!riate test you will need to consider the test7s a!!ro!riateness for
use within a PDP conte,t# 8or e,am!le, will ma%ing students aware of their own
strengths and wea%ness on the !articular EI facets of this test facilitate their self-
deelo!ment and educational as!irations? Does the test coer a broad range of EI
facets that, if well deelo!ed, are essential to increasing em!loyability? Does the test
target %ey transferable s%ills? 9r is the test fairly limited in sco!e and targets a more
focussed set of /core0 EI facets (e#g#, emotion regulation and emotion !erce!tion etc,
e,cluding other facets such as o!timism and relationshi! s%ills"? In some cases, you
may een !refer to focus on core EI facets, if the s!ecific teaching ob+ecties are to
ma%e students aware of their leel of !erformance on these core as!ects# This s!ecific
and limited focus is in fact characteristic of the leading ability EI test, the 5S6EIT# 9n
the one hand the measure assesses +ust four emotional s%ills !osited in the ability EI
model' !erceiing, using, understanding and managing emotions (5ayer : Saloey,
1;;<"# 9n the other hand, the measure is com!rehensie in the sense that it is the only
ability EI measure to coer all four of these ability EI s%ills#
5any self-re!ort based trait EI measures hae a s!ecific focus on core EI facets similar
to the 5S6EIT, albeit trait-based core EI facets# $oweer, some include a wider range of
trait-based EI dimensions such as o!timism and assertieness# It is !erha!s these ty!es
of trait EI measures that hae the most releance to PDP# The assessment of a wider
range of emotion-related !ersonality traits allows students to ealuate and reflect on
more %ey areas that are im!ortant to academic and occu!ational success# =otably, the
self-re!ort nature of assessment does not render these tests useless relatie to the
5S6EIT which assesses real emotional s%ills# Indeed, self-!erce!tions and !ersonality
traits can hae a significant im!act on academic, occu!ational, !ersonal and mental
functioning# Self-!erce!tions need not een be accurate to e,ert this influence#
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(s !reiously noted, there are also self-re!ort tests that claim to be assessing EI-ty!e
com!etencies such as !roblem soling, team building and leadershi! s%ills# These
attributes do not fit within mainstream theories of EI, but they are dimensions that many
em!loyers are loo%ing for and they hae been included within some com!eting models
and a!!roaches to EI# 9n that basis, it is our iew that such broadly>defined EI
measures may be of significant alue for use within a PDP conte,t# These tests are
useful in increasing students7 self-awareness of a wide ariety of emotion-related facets
and transferable s%ills#
Practical Issues and Resources
In addition to theoretical issues, you will want to consider the !racticalities of
administering the test within the classroom enironment# 8or e,am!le, is the test easy to
administer? 6an it be administered within the time constraints of the session?s? &ill
there be time for student7s to score their own tests or will scoring need to be !erformed
by a designated scorer outside of the classroom? Is the test user-friendly and easy to
inter!ret? Is the test a sim!le !a!er?!encil e,ercise or is com!uter or internet access
required? 9f course, the cost of the test is also im!ortant if financial resources are
limited#
&hether you decide to administer and score your chosen EI test, and gie feedbac% to
students, all within the same session de!ends on' i" the aailability and length of
lectures?seminars, and ii" the length of the EI test# Tests which are relatiely short (e#g#,
less than 1@ minutes administration and 3-1@ minutes scoring and !lotting EI scores",
could be administered and scored within a brief lecture of seminar so that students can
gain immediate feedbac% on their EI# $oweer, many EI tests are longer and it may be
more a!!ro!riate to administer them in one session, !erha!s following a brief
introductory lecture to EI and its im!ortance, and then score them outside of the session#
( second seminar or wor%sho! is then deoted entirely to feedbac%# This is currently
how the 4niersity of 6entral .ancashire staff structure their sessions that use
EI tests within PDP deelo!ment for their first students
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Reliability and Validity
&hilst you will be using your chosen EI measure as a deelo!mental rather than
research tool, it is still im!ortant to select a test that has some eidence of reliability and
alidity# (t least then you can be !retty confident that the resulting student EI !rofiles that
the test !roduces are a reasonably accurate reflection of their EI s%ills
?traits?com!etencies etc# &e will not dele too dee!ly into the issues of reliability and
alidity here, but it is useful to %now whether the measure is reliable and !roduces
consistent results and is alid by measuring what it is su!!osed to measure, in this case
EI#
Availa!le Tests
In the sections below we coer some of the EI measures, the !racticalities of
administration, their suitability for a!!lication within a PDP conte,t and briefly touch on
issues surrounding reliability and alidity# 8or each test a lin% is !roided to either an
online abstract of a +ournal article that includes the measure, or to the test !ublisher7s
website where it can be found or !urchased# &hilst the list of trait EI measures is not
e,haustie, we hae selected a range of tests that differ somewhat in content# Some
may hae more a!!licability to PDP than others# $oweer, our aim was to illustrate the
different ty!es of tests that are aailable, thus enabling you to arrie at your own
decision about which measure to select# The decision chart (8igure 1" summarises the
tests reiewed in this document#
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Figure ! EI test decision chart
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A!ility EI Tests
"#ills Traits$self%&erce&tions
Do yo' want to assess act'al EI s#ills, EI traits$self%&erce&tions or a com!ination
of EI traits and com&etencies(
Traits$com&etencies
5S6EIT 6ore EI facets (e#g#, emotion !erce!tion :
management" or additional dimensions such as
o!timism, assertieness : im!ulse control?
6ore EI facets Aroader EI dimensions
Schutte EI Test
5ultidimensional
EI (ssessment
Swinburne
4niersity EI Test
Trait EI
)uestionnaire
Emotional
)uotient
Inentory
Emotional
6om!etence
Inentory
Mayer-Salovey-Caruso EI Test Version 2.0 (MSCEIT V2.0; Mayer, Salovey &
Caruso, 2002)
(bility EI measures are s!arse, mainly because of the time and resources inoled in
deelo!ing such tests# The 5S6EIT is a !erformance test that contains 1B1 items,
measuring eight EI tas%s, four branches, two areas and global ability EI# The res!onse
format of the 5S6EIT can be seen in Table 1# =ote howeer, that because the scoring
technique does not !ermit factually correct answers, the test is !erha!s better seen as a
measure of emotion-related cognitie s%ills, as o!!osed to a ty!e of intelligence#
Practicalities of (dministration
The 5S6EIT is lengthy and ta%es a!!ro,imately C@-B3 minutes to com!lete# Scoring is
!erformed by 5$S, the test distributer, and so if you intend to use this test you will need
to factor in time for scoring in between the test administration and test feedbac% session#
The 5S6EIT isn7t the chea!est test (for !ricing order a catalogue from 5$S", which is
!roblematic if you are on a tight budget#
Deleance to PDP
The 5S6EIT has a s!ecific focus on the assessment of four emotional s%ills and so may
hae less a!!licability to PDP than tests that focus on a wider range of emotional facets#
Thus, there is less o!!ortunity for students to ealuate and reflect on emotion-related
transferable s%ills# $oweer, the 5S6EIT does hae the added benefit that it assesses
real emotional s%ills and so gies students an indication of their actual rather than
!erceied leel of emotional functioning (!erceied leels being the focus of trait EI
tests"#
Deliability and Ealidity
The four 5S6EIT branches, two area scores and total EI hae all shown good reliability
(i#e#, the items in each subscale are consistently measuring EI", but some of the eight
tas%s are only moderately reliable (5ayer, Saloey : 6aruso# F@@F"# There is some
em!irical su!!ort for the !resence of four branches (e#g#, Day and 6arroll, F@@B",
although other studies suggest that a different number of branches are !resent (e#g#,
three' Gardner : )ualter, manuscri!t submitted for !ublication* see also Heele : Aell,
F@@I* Dossen, Hranzler, : (lgina, F@@I"# Thus it seems that the 5S6EIT global score is
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the most reliable# The 5S6EIT has been associated with a range of academic,
occu!ational, !sychological and clinical ariables (e#g#, cognitie ability, academic
functioning, deiant behaiour, life satisfaction, aggression and !ersonality disorder*
Aastain, Aurns : =ettelbec%, F@@3* Gardner : )ualter, F@@;* see also )ualter, Gardner
: &hiteley, F@@<, and 5ayer, Saloey : 6aruso, F@@B, for reiews"#
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"able ! #tructure and $ontent o% the &#$EI" '#ource! ada(ted %rom the &#$EI" manual) &ayer et al*+ ,--,.
Areas )ranches * Descri&tion Tas#s +es&onse ,ormat
E,!eriential
Emotional
Intelligence' the
ability to
!erceie,
res!ond, and
mani!ulate
emotional
information
Aranch 1 - Perceiing
Emotions' the ability to
!erceie emotion in others
and stimuli
( - 8aces tas%' the ability to identify facial
e,!ression of emotion
Dating faces' 1 (no emotion" to 3 (emotion"
E - Pictures tas%' the ability to identify emotion in
images e#g#, landsca!es
Dating !ictures' 1 (no emotion" to 3 (emotion"
Aranch F - 8acilitating
Thought' the ability to
reason about emotion
A - Sensations tas%' the ability to generate then
reason with an emotion
Dating the usefulness of moods' 1 (not useful" to
3 (useful"
8 - 8acilitation tas%' %nowledge of mood
interaction to su!!ort thin%ing and reasoning
5a%ing +udgements on emotion similarity' 1 (not
ali%e" to 3 (ery much ali%e"
Strategic
Emotional
Intelligence' the
ability to
understand and
manage
emotions
Aranch C - 4nderstanding
Emotions' the ability to
label emotions and to
understand grou!s of
related emotions
6 - 6hanges tas%' understanding how emotions
transition from one to another
5ulti!le-choice questions
G - Alends tas%' the ability to understand
com!le, feelings
5ulti!le-choice questions
Aranch B > 5anaging
Emotions' the ability to
effectiely regulate
emotions
D - Emotion 5anagement tas%' the ability to rate
the effectieness of certain actions or behaiours
for managing emotions
Dating the effectieness of actions for mood
management' 1 (ery ineffectie" to 3 (ery
effectie"
$ - Emotional Delations tas%' the ability to +udge
the effectieness of actions for regulating
another7s emotions
Dating the effectieness of res!onses' 1 (ery
ineffectie" to 3 (ery effectie"
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Aecause trait EI tests are ty!ically self-re!ort questionnaires, they are easy to administer
and score within a brief seminar, wor%sho! or lecture# 8or all tests, rather than sim!ly
!roiding students with their scores on each subscale of a test (which may be iewed as
meaningless by students", we recommend that scores are !lotted on gra!hs so students
can isually identify their strengths and areas for deelo!ment (see sam!le 8igure F"#
The Schutte EI Test (SEIS; Schutte et al., !!")
The Schutte EI test is one of the most widely used trait EI scales in the literature# This is
!artly because the measure was one of the first freely aailable self-re!ort EI measures
that ma!!ed onto an e,isting EI model# The test includes CC items that assesses global
trait EI and four facets' o!timism?mood regulation, a!!raisal of emotions, social s%ills
and utilisation of emotion# Partici!ants res!ond using a 3-!oint .i%ert scale, ranging from
/strongly disagree0 to /strongly agree0#
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Trait EI Tests
Practicalities of (dministration
Gien the breity of this questionnaire, it is quic% and sim!le to both administer and
score within one seminar session or lecture if needs be# The SEIS is free to use for
research?academic !ur!oses#
Deleance to PDP
.i%e the 5S6EIT, this test has a s!ecific focus on the assessment of four emotional
facets means and so may hae less a!!licability to PDP# $oweer, being able to identify
and manage emotions (in self and others" are im!ortant attributes for successful
naigation through life# In terms of the former, if we were unable to read the facial
e,!ressions of !eers or colleagues, it will be difficult to understand their emotional
needs# This could ineitably lead to !roblems in uniersity or wor% relationshi!s since we
use the emotional cues others send us to gage how we should behae around them#
&ith regard to emotion regulation, this is ital for successful management of all %inds of
situations that inole negatie feelings such as an,iety or stress# These are im!ortant
attributes and students should be aware of their strengths and wea%nesses in these
areas to allow them to set measurable goals for self deelo!ment# Aecause the test is
free and brief, it can be re-administered multi!le times to gie students o!!ortunities to
!lan and reflect on their self-deelo!ment#
Deliability and Ealidity
The global EI score and three of the four branches hae shown acce!table leels of
reliability, but reliability of the utilisation of emotion subscale is moderate in some studies
(Gardner : )ualter, in !ress* Sa%lofs%e, (ustin : 5in%si, F@@C"# Some em!irical
research su!!orts the e,istence of the four subscales' o!timism?mood regulation,
a!!raisal of emotions, social s%ills and utilisation of emotion (e#g#, Sa%lofs%e et al#,
F@@C"# $oweer, other researchers hae failed to confirm this structure, suggesting that
the test assesses a different number of EI facets (e#g#, Gignac, Palmer, 5anocha :
Stough, F@@3"# This questions the alidity of the test, the im!lication being that we can7t
really be sure that the four subscales are truly assessing coherent EI facets each time
we administer the test# This issue also a!!lies to the 5S6EIT, and should be born in
mind if you wish to use these measures for PDP !ur!oses#
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The SEIS has been associated with arious !sychological and clinical ariables (e#g#, life
satisfaction, aggression and !ersonality disorder* Aastain et al#, F@@3* Gardner :
)ualter, F@@;* Gardner : )ualter, in !ress"# 4nli%e the 5S6EIT which is an ability-based
test that correlates with cognitie ability and academic grades, relationshi!s between the
SEIS and these ariables are often wea% or negligible (e#g#, Aastian et al#, F@@3* Schutte
et al#, F@@F"# This is generally e,!ected for all trait EI measures since they assess
!ersonality traits and not cognitie abilities* they are thus more highly related to
established !ersonality dimensions such as =euroticism and E,traersion (Aastian et al#,
F@@3* Sa%lofs%e et al#, F@@C"#
Multi#i$ensional E$otional Intelli%ence &ssess$ent (MEI&; Tett, 'o( & )an%,
200*)
The 11J-item 5EI( includes 1@ subscales and C broader EI factors, rated on a J-!oint
.i%ert scale, ranging from /strongly disagree0 to /strongly agree0'
i" self orientation' motiating emotions, recognition of emotion in the self, regulation
of emotion in the self and intuition s# reason*
ii" emotional sharing' nonerbal emotional e,!ression, em!athy and mood
redirected attention*
iii" other orientation' creatie thin%ing, recognition of emotion in others and
regulation of emotion in others#
Practicalities of (dministration
.i%e the 5S6EIT the 5EI( is costly# It can be !urchased from Sigma (ssessments# 9n
the other hand, des!ite the large number of questions it ty!ically ta%es less time to
administer than the 5S6EIT (a!!ro,# C@ minutes"# 8or scoring information contact
Sigma (ssessments#
Deleance to PDP
The inclusion of 1@ subscales to assess arying trait EI facets means that students
obtain a broader !icture of their emotion-related !ersonality traits than would be gained
with the SEIS# The core EI facets are im!ortant (as noted aboe", but additional
com!onents such as /creatie thin%ing0 are s%ills that are ital to success within
educational and occu!ational s!heres#
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Deliability and Ealidity
(ll ten subscales hae shown to be reliable and there is su!!ort for the 1@-factor
structure of the test (Gardner : )ualter, in !ress* Tett et al#, F@@3"# Desearch is currently
limited on associations between the 5EI( and e,ternal criteria# $oweer, there is some
eidence showing that the test is related to !sychological ariables such as life
satisfaction, cross-cultural ada!tability and emotional resilience (Tett et al#, F@@3", the
latter two being most releant to em!loyability# Decent research also found that the test
!erforms in a similar manner to the SEIS and TEI)ue (described below" in terms of
relating to range of !sychological and well-being ariables (e#g#, aggression, loneliness
and ha!!iness* Gardner : )ualter, in !ress"#
S+in,urne -niversity E$otional Intelli%ence Test (S-EIT; .al$er & Stou%h, 200)
The S4EIT uses JB items to assess global EI and fie EI facets' emotional control,
emotional recognition and e,!ression, emotional management, emotions direct cognition
and understanding of emotions e,ternal# Partici!ants res!ond using a 3-!oint .i%ert
scale, ranging from /neer0 to /al/ays0#
Practicalities of (dministration
The S4EIT is freely aailable for research?academic !ur!oses and ta%es a!!ro,# 1@-13
minutes to administer# It is thus an a!!ro!riate measure for being administered and
scored within one session if needs be# The test can be obtained (along with the technical
manual" by contacting Swinburne 4niersity7s 9rganisational Desearch 4nit#
Deleance to PDP
The S4EIT is similar to the SEIS in terms of assessing a small number of core EI facets,
although awareness of strengths and wea%ness on these facets is im!ortant for students
(as argued in the conte,t of the SEIS"#
Deliability and Ealidity
The S4EIT7s fie subscales and global EI hae shown good eidence of reliability
(Palmer : Stough, F@@1"# The measure is related to cognitie, !sychological and clinical
ariables (e#g#, I), life satisfaction, de!ression and leadershi! style* Gannon : Danzi+n,
12
F@@3* Downey et al#, F@@I* Gardner : Stough, F@@1"# $oweer, there is some eidence
to suggest that the S4EIT does not conform to the fie factor structure originally
outlined* rather nine dimensions are assessed by this test (Gignac, F@@3"# This suggests
e,ercising caution when using this test as scores for the fie subscales may not be
re!resentatie of the dimensions they are assumed to be assessing#
Trait E$otional Intelli%ence /uestionnaire (TEI/ue v. .*0; .etri#es, 200!)
The 13C-item TEI)ue (Petrides, F@@;" is a more broadly-defined com!rehensie
measure that coers all facets of trait EI as !ostulated by Petrides and 8urnham7s (F@@1"
trait EI framewor%# The TEI)ue includes B com!ound scales that encom!ass 13
subscales'
i" well-being' ha!!iness, o!timism and self-esteem*
ii" self-control' control?emotion regulation, stress management and im!ulsieness
(low"*
iii" emotionability' emotion e,!ression, em!athy, emotion !erce!tion (self and
others" and relationshi! s%ills*
i" sociability' social com!etence, assertieness and emotion management (others"#
Self-motiation and ada!tability are the final two subscales, but they do not belong to
any of the four broader scales# )uestions are rated using a <-!oint .i%ert scale, ranging
from /com(letely disagree0 to < /com(letely agree0#
Practicalities o% Administration
The TEI)ue is a fairly lengthy instrument and is free of charge for research !ur!oses#
.i%e the 5EI(, the TEI)ue ta%es a!!ro,# C@ minutes to com!lete and so can be easily
administered within a brief seminar or lecture# Scoring is done by the test !ublisher, free
of charge, requiring a second session to gie scores and feedbac% to students# $!weer,
you will need to contact the test !ublisher to enquire about use of the instrument for non-
research !ur!oses#
Relevance to PDP
The inclusion of a broad range of facets renders the TEI)ue an attractie measure for
use within a PDP conte,t# (n awareness of such traits such as o!timism, stress
13
management, im!ulse control and relationshi! s%ills are crucial to academic success
and deelo!ment as a life-long learner# They are also %ey com!onents of a successful
wor%-life and are qualities that em!loyer7s clearly alue# (lthough in theory the test can
be re-administered multi!le times to gie students o!!ortunities to !lan and reflect on
their self-deelo!ment, scoring is done by the test !ublisher# Kou will therefore need to
negotiate with the !ublisher whether multi!le scoring of an indiidual7s test is !ermitted,
and also consider how this would wor% in !ractice i#e#, how and when will students ta%e
the second test? It is unli%ely that you would be able to send in indiidual tests for re-
scoring based on when !articular students decide to re-ta%e the test#
Reliability and Validity
The TEI)ue7s 13 subscales and the global EI score are reliable (Gardner : )ualter, in
!ress"# There is su!!ort for the fifteen factor structure of the test (5i%ola+cza%, .uminet,
.eroy : Doy, F@@<", although there is a large degree of oerla! between some of test7s
subscales (e#g#, ha!!iness and o!timism are highly related* Gardner, F@@I* This is
theoretically e,!ected, although it does raise the question of whether these !articular
subscales are assessing unique facets of EI, or are ta!!ing into the same underlying
construct# The TEI)ue is associated with a range of academic, occu!ational,
!sychological and clinical ariables (e#g#, cognitie ability, academic !erformance,
occu!ational stress, aggression and de!ression* Gardner : )ualter, in !ress* Petrides,
8rederic%son : 8urnham, F@@B* 5i%ola+cza%, .uminet et al#, F@@<* 5i%ola+cza%, 5enil :
.uminet, F@@<* Petrides, PLrez-GonzMlez : 8urnham, F@@<"# It also more strongly
!redicts criteria such as aggression, loneliness, life satisfaction, ha!!iness than the
SEIS and 5EI(, which may be a !roduct of the test7s assessment of a wider range of
trait EI facets (Gardner : )ualter, in !ress"#
The E$otional /uotient Inventory (E/-i; 0ar-1n, !!2)
The 1CC-item Emotional )uotient Inentory (E)-I* Aar-9n, 1;;<" is a com!rehensie
measure that is somewhat similar to the TEI)ue# $oweer, the E)-I was deelo!ed as a
measure of emotional and social com!etencies that are im!ortant for dealing with
14
-ther "elf%re&orted EI$Emotional Com&etency Tests
enironmental demands and !ressures# It therefore also targets seeral non-trait EI
facets such as /!roblem soling0 and /reality testing0# The test uses a 3-!oint .i%ert scale
and includes 3 com!ound scales encom!assing 13 subscales'
i" inter!ersonal E) (Emotional )uotient"' em!athy, inter!ersonal relationshi!s and
social res!onsibility*
ii" intra!ersonal E)' assertieness, emotional self-awareness, self-regard, self-
actualization and inde!endence*
iii" stress management' im!ulse control and stress tolerance*
i" ada!tability' fle,ibility, reality testing and !roblem soling*
" general mood, consisting of o!timism and ha!!iness#
Practicalities o% Administration
The E)-I is of a similar length to the 5EI( and TEI)ue and would ta%e a!!ro,# C@
minutes to administer# The Technical 5anual !roides detailed information about the
administration and scoring of the test# 6ontact 5$S for !ricing#
Relevance to PDP
.i%e the TEI)ue the inclusion of a range of facets renders the E)-I an attractie tool for
use within a PDP conte,t# The additional assessment of com!etencies such as /!roblem
soling0 also ma%es the test a!!ealing# It is e,actly these ty!es of s%ills that are crucial
com!onents of a successful wor%-life and increasingly sought after my em!loyers in a
ariety of s!heres# 4nfortunately, because the E)-I costs money, it would be costly to
administer the test more than once as a tool for assessing continuous self-deelo!ment#
Reliability and Validity
&hile the E)-i has generally been shown to a reliable measure (e#g#, Aar-9n, 1;;<*
Dawda : $art, F@@@", Petrides and 8urnham (F@@1" found that reliabilities of some of the
E)-i subscales are low# The 13-factor structure of the test also a!!ears !roblematic, as
some studies hae re!orted that 1 global scale - or alternatiely a small number of
subscales - is !resent (e#g#, Palmer, 5anocha, Gignac : Stough, F@@C* Petrides :
8urnham, F@@1"# There is some suggestion that the E)-I is wea%ly related to cognitie
outcomes (e#g#, s!atial ability and uniersity grades"# In some, but not all studies the test
also relates to academic success (e#g#, Par%er et al#, F@@B"# The E)-I is also associated
15
with occu!ational and clinical outcomes such as managerial !erformance and eating
!athology (5ar%er : Eander &all, F@@<* Par%er et al#, F@@B* Slas%i : 6artwright, F@@F"#
E$otional an# Social Co$3etence Inventory (ESCI; 4ay%rou3, 0oyat5is &
6ole$an, 2002)
The ES6I uses <@ items to assess emotional com!etencies, defined as learned EI-
based ca!abilities that contribute to wor% !erformance# The test uses a 3-!oint li%ert
scale and assesses 1F com!etencies ia clusters'
i" self-awareness' emotional awareness
ii" self management' achieement orientation, ada!tability, emotional self-control,
!ositie outloo%*
iii" social awareness' em!athy, organizational awareness*
i" relationshi! management' ins!irational leadershi!, influence, conflict
management, teamwor%, coach and mentor#
Practicalities o% Administration
The ES6I is a mid-length questionnaire and would ta%e a!!ro,# 13-F@ minutes to
administer# The Technical 5anual !roides information about the administration and
scoring of the test# 6ontact the $aygrou! for !ricing#
Relevance to PDP
.i%e the TEI)ue and E)-I, the inclusion of a range of facets renders the ES6I an
attractie tool for use within a PDP conte,t# The additional assessment of com!etencies
such as /ins!irational leadershi!0 and /organizational awareness0 means that the test
has direct releance to em!loyability# Thus, it is a worthwhile test for use within a PDP
conte,t# The ES6I costs money though, ma%ing it costly to administer the test more than
once as a tool for assessing continuous self-deelo!ment#
Reliability and Validity
There is little !ublished !sychometric information for this measure# The !reious ersion
(the E6I" has shown low or moderate reliabilities for some of the smaller subscales or
four broader cluster scores ($ay Grou! : &olff, F@@3"# Scores on the E6I are
16
associated with managerial style and career success (see E6I technical manual by $ay
Grou! : &olff, F@@3", suggesting a!!licability to em!loyment#
+eferences
Aastian, E# (#, Aurns, =# D#, : =ettelbec%, T# (F@@3"# Emotional intelligence !redicts life
s%ills, but not as well as !ersonality and cognitie abilities# Personality and
Individual Di%%erences+ 01+ 11C3-11B3#
Aar-9n, D# (1;;<"# "he 2ar34n Emotional 5uotient Inventory 'E53i.! a test o% emotional
intelligence# Toronto, 6anada' 5ulti-$ealth Systems#
Dawda, D# : $art, S# D# (F@@@"# (ssessing emotional intelligence' reliability and alidity
of the Aar-9n Emotional )uotient Inentory (E)-i" in uniersity students#
Personality and Individual Di%%erences+ ,6+ <;<-I1F#
Day, (# .# : 6arroll, S# (# (F@@B"# 4sing an ability-based measure of emotional
intelligence to !redict indiidual !erformance, grou! !erformance, and grou!
citizenshi! behaiours# Personality and Individual Di%%erences+ 07+ 1BBC-1B3I#
Downey, .# (#, Nohnston, P# N#, $ansen, H#, Schembri, D#, Stough, 6#, Tuc%well, E#,
Schweitzer, I# (F@@I"# The relationshi! between emotional intelligence and
de!ression in a clinical sam!le# Euro!ean Nournal of Psychiatry, ,,, ;C-;I#
Gannon, =# : Danzi+n, D# (F@@3"# Does emotional intelligence !redict unique ariance in
life satisfaction beyond I) and !ersonality? Personality and Individual
Di%%erences+ 06+ 1C3C-1CJB#
Gardner, H# (F@@I"# (bility emotional intelligence, trait emotional intelligence and
borderline !ersonality disorder# 4n!ublished doctoral dissertation# 4niersity of
6entral .ancashire#
17
Gardner, H# N#, : )ualter, P# 8actor Structure, 5easurement Inariance and Structural
Inariance of the 5ayer-Saloey-6aruso Emotional Intelligence Test Eersion F#@#
&anuscri(t submitted %or (ublication*
Gardner, H# N#, : )ualter, P# (in !ress"# 6oncurrent and incremental alidity of three trait
emotional intelligence measures# #(ecial Issue on Emotional Intelligence+
Australian 8ournal o% Psychology*
Gardner, H# : )ualter, P# (F@@;"# Emotional intelligence and borderline !ersonality
disorder# Personality and Individual Di%%erences+ 9:+ ;B-;I#
Gardner, .#, : Stough, 6# (F@@F"# E,amining the relationshi! between leadershi! and
emotional intelligence in senior leel managers* ;eadershi( < 4rgani=ation
Develo(ment 8ournal+ FC, JI-<I#
Gignac, G# E# (F@@3"# Determining the dimensionality o% a sel%3re(ort emotional
intelligence inventory '#>EI". and testing its uni?ue %actorial validity*
>n(ublished doctoral dissertation# Swinburne 4niersity of Technology'
5elbourne, (ustralia#
Gignac, G# E#, Palmer, A# D#, 5anocha, D#, : Stough, 6# (F@@3"# (n e,amination of the
factor structure of the schutte self-re!ort emotional intelligence (SSDEI" scale ia
confirmatory factor analysis# Personality and Individual Di%%erences+ 01+ 1@F;-
1@BF#
$ay Grou!, Aoyatzis, D# : Goleman, D# (F@@<"# Emotional and Social 6om!etence
Inentory > 4niersity edition self-assessment questionnaire#
$ay Grou!, 5c6lelland 6enter for Desearch and Innoation, : &olff, S# A# (F@@3"#"he
emotional com(etence inventory 'E$I. technical manual* Detrieed on (ugust,
1F, F@@;' htt!'??www#eiconsortium#org?!df?E6IOFO@OTechnicalO5anualOF#!df
Heele, S# 5# : Aell, D# 6# (F@@I"# The factorial alidity of emotional intelligence' an
unresoled issue# Personality and Individual Di%%erences+ 99, BI<-3@@#
18
5ar%ey, 5# (# : Eander &al, N# S# (F@@<"# The role of emotional intelligence and
negatie affect in bulimic sym!tomatology# $om(rehensive Psychiatry+ 96+ B3I-
BJ3#
5ayer, N# D# : Saloey, P# (1;;<"# &hat is emotional intelligence? In P# Saloey and D#
Sluyter (Ed#", Emotional develo(ment and emotional intelligence! Im(lications %or
educators (!!# C-C1"# =ew Kor%' Aasic#
5ayer, N# D#, Saloey, P#, : 6aruso, D# (F@@F"# &ayer3#alovey3$aruso Emotional
Intelligence "est '&#$EI".! >ser@s manual# Toronto, 6anada' 5ulti $ealth
Systems#
5ayer, N# D#, Saloey, P#, : 6aruso, D# (F@@B"# Emotional intelligence' theory, findings,
and im!lications# Psychological In?uiry+ A+ 1;<-F13#
5i%ola+cza%, 5#, .uminet, 9#, .eroy, 6#, : Doy, 6# (F@@<"# Psychometric !ro!erties of the
Trait Emotional Intelligence )uestionnaire (TEI)ue* Petrides : 8urnham, F@@C"'
factor structure, reliability, construct, and incremental alidity in a 8rench-
s!ea%ing !o!ulation# 8ournal o% Personality Assessment+ 66+ CCI-C3C#
5i%ola+cza%, 5#, 5enil, 6#, : .uminet, 9# (F@@<"# E,!laining the !rotectie effect of trait
emotional intelligence regarding occu!ational stress' e,!loration of
challenge?threat a!!raisals and emotional labour !rocesses# 8ournal o%
Research in Personality+ 9+ 11@<-111<#
Palmer, A# D#, 5anocha, D#, Gignac, G#, : Stough, 6# (F@@C"# E,amining the factor
structure of the Aar-9n Emotional )uotient Inentory with an (ustralian general
!o!ulation sam!le# Personality and Individual Di%%erences+ 0A+ 11;1-1F1@#
Palmer, A#D#, Stough, 6#, (F@@1"# #/inburne >niversity Emotional Intelligence "est!
Interim technical manual# 5elbourne' 9rganisational Psychology Desearch 4nit,
Swinburne 4niersity of Technology (un!ublished"#
19
Par%er, N# D# (#, 6reque, S#, Aarnhart, D# .#, $arris, N# I#, 5a+es%i, S# (#, &ood, .# 5# et
al# (F@@B"# (cademic achieement in high school' does emotional intelligence
matter? Personality and Individual Di%%erences+ 0:+ 1CF1-1CC@#
Petrides, H# E# (F@@;"# "echnical manual %or the "rait Emotional Intelligence
5uestionnaires '"EI5ue.* .ondon' .ondon Psychometric .aboratory
Petrides, H#, PLrez-GonzMlez, N# 6#, : 8urnham, (# (F@@<"# 9n the criterion and
incremental alidity of trait emotional intelligence# $ognition and Emotion+ ,+ FJ-
33#
Petrides, H# E# : 8urnham, (# (F@@1"# Trait emotional intelligence' !sychometric
inestigation with reference to established trait ta,onomies# Euro(ean 8ournal o%
Personality+ A+ BF3-BBI#
Petrides, H# E#, 8rederic%son, =#, : 8urnham, (# (F@@B"# The role of trait emotional
intelligence in academic !erformance and deiant behaiour at school#
Personality and Individual Di%%erences+ 07+ F<<-F;C#
)ualter, P#, Gardner, H# N#, : &hiteley, $# E# (F@@<"# Emotional intelligence' reiew of
research and educational im!lications# Pastoral $are in Education+ ,A+ 11-F@#
Dossen, E#, Hranzler, N# $#, : (lgina, N# (F@@I"# 6onfirmatory factor analysis of the
5ayer-Saloey-6aruso Emotional Intelligence Test E F#@ (5S6EIT"# Personality
and Individual Di%%erences+ 99+ 1F3I-1FJ;#
Sa%lofs%e, D# $#, (ustin, E# N#, : 5ins%i, P# S# (F@@C"# 8actor structure and alidity of a
trait emotional intelligence measure# Personality and Individual Di%%erences+ 09,
<@<-<F1#
Schutte, =# S#, 5alouff, N# 5#, $all, .# E#, $aggerty, D# N#, 6oo!er, N# T#, Golden, 6# N# et
al# (1;;I"# Deelo!ment and alidation of a measure of emotional intelligence#
Personality and Individual Di%%erences+ ,A+ 1J<-1<<#
20
Slas%i, 5#, : 6artwright, S# (F@@F"# $ealth, !erformance, and emotional intelligence' (n
e,!loratory study of retail managers# #tress and Bealth+ 6, JC-JI#
Tett, D# P#, 8o,, H# E#, : &ang, (# (F@@3"# Deelo!ment and alidation of a self-re!ort
measure of emotional intelligence as a multidimensional trait domain# Personality
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21