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Igor Esnaola, Lorea Azpiazu, Iratxe Antonio-Agirre, Marta Sarasa & Eloisa
Ballina
To cite this article: Igor Esnaola, Lorea Azpiazu, Iratxe Antonio-Agirre, Marta Sarasa & Eloisa
Ballina (2018) Validity evidence of Emotional Quotient Inventory: Youth Version (Short) in a sample
of Mexican adolescents / Evidencias de validez del Emotional Quotient Inventory: Youth Version
(Short) en una muestra de adolescentes mexicanos, Estudios de Psicología, 39:1, 127-153, DOI:
10.1080/02109395.2017.1407905
Article views: 9
Abstract: The aim of this study was to obtain evidence on the validity of the
Emotional Quotient Inventory Youth Version-Short Form (EQ-i:YV-S) with a
sample of Mexican adolescent participants. The sample comprised 375 ado-
lescents, 183 males (48.8%), from years seven to 12 (Mage = 14.80,
SD = 1.72). Different tests were carried out to provide evidence of the
questionnaire’s validity: (1) reliability and internal consistency analyses; (2)
exploratory and confirmatory analyses; and (3) correlational and predictive
validity analyses through structural equation modelling. The four EQ-i:YV-S
subscales (interpersonal, intrapersonal, stress management and adaptability)
provided acceptable indexes of reliability. Exploratory factor analysis sup-
ported the multidimensionality of the questionnaire. The results of the con-
firmatory factor analysis showed that the hierarchical model that hypothesized
four first-order factors and one second-order factor (social-emotional intelli-
gence) had the best fit for the data. Finally, the positive correlations found
between the four specific EQ-i:YV-S subscales, general self-concept and
satisfaction with life, supported the convergent validity of the questionnaire;
in addition, the questionnaire’s capacity to predict satisfaction with life corro-
borated its predictive validity. It can therefore be affirmed that the EQ-i:YV-S
is a brief questionnaire that is suitable for measuring the emotional intelli-
gence of Mexican adolescents.
Keywords: emotional intelligence; EQ-i:YV-S; validation; adolescence
Since Salovey and Mayer published the first scientific article in 1990 and
Goleman published his best-selling book in 1995 on Emotional Intelligence
(EI), two different models of the construct have developed: the capacity model
and trait models. The capacity model defines EI as the ability to: perceive, value
and express emotion appropriately and adaptively; understand emotion and emo-
tional awareness; access and/or generate feelings that facilitate cognitive activities;
and be adaptive and regulate emotions in oneself and others (Mayer & Salovey,
1997). Objective measures are used with this model to evaluate a person’s
capacity to perform a series of emotional tasks, where there are correct and
incorrect answers. Meanwhile, trait models define EI as a set of stable personality
traits, socio-emotional competencies, motivational aspects and various cognitive
abilities (Bar-On, 2000; Goleman, 1995). In these models, self-report question-
naires are used to measure attributes of people’s ordinary behaviour and subjective
perceptions, in order to calculate how emotionally intelligent they are. One of the
most important trait models, created by Bar-On (2000), defines Emotional-Social
Intelligence (ESI) as an interrelated set of emotional and social competencies,
skills and facilitators that determine how we effectively understand and express
ourselves, understand others to relate to them, and face daily demands.
EI trait, measured through self-report questionnaires such as the Emotional
Quotient Inventory (EQ-i; Bar-On, 1997) (Bar-On, 2003, 2004, 2005; Krivoy, Weyl
Ben-Arush, & Bar-On, 2000) or the Trait Meta-Mood Scale (TMMS; Salovey,
Mayer, Goldman, Turvey, & Palfai, 1995) (Extremera, Salguero, & Fernández-
Berrocal, 2011), have been associated with certain aspects such as physical health,
psychological health and well-being. That is, a high EI trait score measured through
various self-report questionnaires such as the TMMS (Extremera, Durán, & Rey,
2009; Palmer, Donaldson, & Stough, 2002; Rey, Extremera, & Pena, 2011) or the
Wong & Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002) is asso-
ciated with positive indicators of well-being and psychological adjustment, and
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 129
greater satisfaction with life. Brackett, Rivers, Shiffman, Lerner, and Salovey (2006)
also found a positive association between EI capacity, measured through the Mayer-
Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso,
2002) and satisfaction with life.
In addition, a significant relationship has been found between EI capacity
measured through the Multifactor Emotional Intelligence Scale (MEIS; Mayer,
Caruso, & Salovey, 1999) (Ciarrochi, Chan, & Caputi, 2000) and EI trait mea-
sured through various self-report questionnaires such as the EQ-i:YV-S (Esnaola,
Arias, Freeman, Wang, & Arias, 2017; Esnaola, Freeman, Sarasa, Fernández-
Zabala, & Axpe, 2016), the Self-report measure of Emotional Intelligence (SEI;
Schutte et al., 1998) (Ciarrochi, Chan, & Bajgar, 2001), the WLEIS (Kong, Zhao,
& You, 2012) and the TMMS-24 (Extremera et al., 2009; Rey et al., 2011;
Salvador, 2012) with high self-esteem and/or self-concept.
Bar-On developed the Emotional Quotient Inventory (EQ-i; Bar-On, 1997) as
a tool to use with adolescents aged over 17; it comprises 133 items and 15
subscales which are arranged into five major dimensions or subscales: (1) intra-
personal, ability to understand one’s own emotions and communicate them to
others; (2) interpersonal, ability to understand and appreciate the emotions of
others; (3) managing emotions, ability to direct and control one’s emotions; (4)
adaptability, flexibility and effectiveness in resolving conflicts; and (5) general
mood scale, ability to have a positive attitude towards life.
Studies analysing the psychometric properties of the questionnaire have shown
adequate reliability (Bar-On, 2004; Matthews, Roberts, & Zeidner, 2004; Petrides
& Furnham, 2001). However, the penta-factorial theoretical structure has given
conflicting conclusions, since some allude to the unidimensionality of the scale
(Dawda & Hart, 2000; Palmer, Manocha, Gignac, & Stough, 2003) while others
emphasize their multidimensionality (Austin, Saklofske, & Egan, 2005; Bar-On,
1997; Ugarriza, 2001).
The EQ-i has a short version comprising 35 items that has been analysed in
several studies with groups of adolescents (López-Zafra, Pulido, & Berrios, 2014;
Parker, Keefer, & Wood, 2011). A study carried out by López-Zafra et al. (2014)
with a sample of Spanish adolescents found that the EQ-i short version showed
adequate internal consistency indexes and a good convergent validity, although
modifications had to be made on some of the scale items in order to obtain a
model with a good fit.
Likewise, Bar-On and Parker (2000) developed the Inventory of Emotional
Quotient for children and adolescents (EQ-i:YV) aged between seven and 18,
comprising 60 items. The studies that have analysed this version of the instrument
for children and adolescents have shown adequate psychometric characteristics,
replicating the factor structure proposed by the author in samples of different
nationalities: American (Parker et al., 2005), Lebanese (Hassan & Sader, 2005),
Peruvian (Ugarriza & Pajares, 2005) and Spanish (Ferrándiz, Hernández,
Bermejo, Ferrando, & Sáinz, 2012), as well as in gifted and talented students
(Sáinz, Ferrándiz, Fernández, & Ferrando, 2014).
130 I. Esnaola et al.
Parker et al. (2005) analysed the factorial structure of the EQ-i:YV in two
samples (aboriginal and non-aboriginal Canadians) using a confirmatory factor
analysis, finding that in both samples the data fit the model. Meanwhile, Hassan
and Sader (2005) confirmed that both internal and temporal reliability presented
moderate to high scores (between .51 and .80), except for the stress management
subscale. Likewise, the factor analysis generally supported the factorial structure
of the EQ-i:YV. Ugarriza and Pajares (2005) confirmed the factorial structure,
internal consistency (although some indices were low) and divergent validity
through an exploratory factor analysis. Finally, through a Spanish sample,
Ferrándiz et al. (2012) demonstrated the reliability of the instrument (.63–.80)
and the validity of the factorial structure through an exploratory factor analysis.
Regarding the concurrent validity, the authors found that general EI and the
subscales intrapersonal, stress management and mood were related in a statisti-
cally significant and positive way with general self-concept.
However, it is necessary to have brief instruments that allow greater use when
there are limitations in time and/or signs of participant fatigue. In this sense, Bar-
On and Parker (2000) developed the Bar-On Emotional Quotient Inventory: Youth
Version (Short) (EQ-i:YV-S), that is, a short version of the questionnaire for
adolescents, comprising 30 items with reliability indexes between .77 and .88;
this version was validated with a Peruvian sample (Ugarriza & Pajares, 2005), a
Hungarian sample (Kun et al., 2012), a Spanish sample (Esnaola et al., 2017) and
a Chinese sample (Esnaola et al., 2017), although in the Chinese sample the
hierarchy did not obtain empirical evidence.
This study aims to demonstrate evidence of the validity of this questionnaire in a
sample of Mexican adolescents, and it has three specific objectives. To: (1) analyse
the reliability and internal consistency of the questionnaire; (2) analyse the factorial
structure through exploratory and confirmatory factor analysis; and (3) analyse its
convergent and predictive validity.
Method
Participants
375 adolescents participated in this study, 183 males (48.8%) and 192 females
(51.2%), from years seven to 12 (Mage = 14.80, SD = 1.72), from a school in
Xalapa (Veracruz), from middle or upper-middle socio-economic families. The
incidental sample was collected in two stages: at the beginning of the course,
n1 = 185 (91 males, 49.2%, and 94 females, 50.8%; Mage = 14.64, SD = 1.77) and
at the end of the course, n2 = 190 (92 males, 48.4%, and 98 females, 51.6%;
Mage = 14.97, SD = 1.67).
Instruments
The following questionnaires were administered:
Emotional intelligence was assessed through the Emotional Quotient
Inventory: Youth Version Short (EQ-i:YV-S, Bar-On and Parker (2000),
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 131
Procedure
This study requested and was granted ethical permission by the Research and
Teaching Ethics Commission (CEID) of the University of the Basque Country/
Euskal Herriko Unibertsitatea. First, permission was requested from the partici-
pating educational centre through a telephone call and a letter of introduction.
After obtaining permission, the families of the adolescents in the sample were sent
a letter of consent to sign so their children could participate in the study.
Subsequently, the battery of questionnaires was administered during class time
and in group form. During the process, the anonymity of the responses was
ensured, as well as voluntary participation.
132 I. Esnaola et al.
Data analysis
To study the evidence of validity of the questionnaire, five analyses were
performed:
(1) Three indexes were used for the reliability and internal consistency ana-
lyses: Cronbach’s alpha (α), composite reliability (CR) and McDonald’s
Omega coefficient (Ω), a less biased indicator than Cronbach’s alpha for
scales of categorical response (Elosua & Zumbo, 2008).
(2) The exploratory factorial analysis (EFA) was carried out through a parallel
analysis (PA), using the FACTOR program (Lorenzo-Seva & Ferrando,
2006), which has a powerful variation of the PA, the Minimum Rank
Factor Analysis (MRFA) extraction method and polychoric correlations.
Some authors (Timmerman & Lorenzo-Seva, 2011) recommend the use of
the polychoric correlation matrix when analysing categorical variables
and/or when the response options are four or less (Finney & DiStefano,
2006). A PA based on MRFA (Timmerman & Lorenzo-Seva, 2011) is the
recommended method for factorial retention and is claimed to be superior
to conventional methods for correct identification of dimensions. The
FACTOR program can use one of two criteria to decide how many factors
to retain: one method is based on the mean of random eigenvalues of the
variance, and the other the 95th percentile of the variance. Simulation
studies suggest that the 95th percentile criterion is more accurate
(Timmerman & Lorenzo-Seva, 2011). After deciding the number of fac-
tors to retain and the method of extraction, the subsequent decision is
which method of rotation to use. Considering that in the social sciences
the tendency is for factors to correlate with each other, oblique rotation,
which allows a relationship between factors, is the most preferred in the
majority of situations, unless it is argued that factors should not be
correlated (Izquierdo, Olea, & Abad, 2014). The sample from the first
administration (n1) was used for the EFA.
(3) As the data did not obtain multivariate normality, the confirmatory factor
analysis (CFA) was performed using the EQS6 program based on the
Satorra-Bentler chi-square statistic (S-Bχ2), rather than the MLχ2 statistic,
because it serves as correction of the χ2 when the multivariate distribution
is not satisfied. In order to analyse three models, different criteria were
used: the comparative fit index (*CFI), the root mean square error of
approximation (*RMSEA) and the standard mean of the standardized error
(SRMR). The *CFI represents the robust version of the CFI, since it is
based on the S-Bχ2 statistic. Although Hu and Bentler (1999) recommend
a value of .95 as a good fit index, others argue that this value is too
restrictive, particularly for multifactorial scales (Marsh, Hau, & Wen,
2004), with values of > .90 indicating reasonable fits. The *RMSEA is
the robust version of the RMSEA, with values lower than .05 indicating a
good fit and values between .05 and .08 an acceptable fit (Browne &
Cudeck, 1993). To complete these measures, the 90% confidence interval
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 133
Results
Reliability and internal consistency
The results of the analyses of the four EQ-i:YV-S subscales were the following:
(α = .71, CR = .76 and Ω = .76); intrapersonal (α = .80, CR = .85 and Ω = .84);
stress management (α = .81, CR = .85 and Ω = .84); and adaptability (α = .82,
CR = .86 and Ω = .85).
Convergent validity
Considering the previous research, the relationship between the four main EQ-i:
YV-S subscales was analysed for the convergent validity using the scores from
general self-concept and satisfaction with life. The correlations of the general self-
concept with the EQ-i:YV-S subscales were as follows: intrapersonal (r = .310,
p = .001), interpersonal (r = .219, p = .003), stress management (r = .179,
p = .015) and adaptability (r = .402, p = .001); and for satisfaction with life,
the results were: intrapersonal (r = .335, p = .000), interpersonal (r = .206,
p = .005), stress management (r = .227, p = .002) and adaptability (r = .248,
p = .001). As can be seen, there were positive correlations between all variables
analysed, giving empirical support to the convergent validity of the questionnaire.
Predictive validity
To analyse the predictive capacity of the EQ-i:YV-S on satisfaction with life, a
structural equations model was used. The results are shown in Figure 2.
The model presented appropriate indices: S-Bχ2/df = 1.70, *CFI = .96,
SRMR = .071, *RMSA = .062 (.026–.093), where ESI significantly predicted
(β = .70) satisfaction with life.
Discussion
The objective of this study was to demonstrate the validity of the EQ-i:YV-S
questionnaire in a sample of Mexican adolescents. Regarding the first objective,
the results demonstrated a good reliability and internal consistency of the ques-
tionnaire, since Cronbach’s alpha and Omega McDonald exceeded .70 and the
composite reliability exceeded .60, coinciding with previous studies (Esnaola
et al., 2016; Ferrándiz et al., 2012; Hassan & Sader, 2005; Kun et al., 2012;
Parker et al., 2005; Ugarriza & Pajares, 2005) and improving them, as in some
studies (Esnaola et al., 2017, 2016) reliability of the interpersonal subscale did
not obtain the minimum acceptable value (> .70).
The second objective was to study the factorial structure of the questionnaire
through exploratory and confirmatory factor analysis. The results of the
136 I. Esnaola et al.
0.35*
0.72*
0.87*
0.90*
EQIYV12 0.84 E70*
0.54*
Intrapersonal
0.73*
EQIYV14 0.68 E72*
0.71*
0.44*
0.48* EQIYV21 0.70 E79*
0.06*
0.96*
0.50*
0.44* EQIYV27 0.29 E85*
0.87* 0.76*
EQIYV16 0.72 E74*
0.70*
Adaptability
0.68*
EQIYV19 0.73 E77*
0.95*
Figure 2. Structural equation modelling for EQ-i:YV-S (ESI) and satisfaction with life (SL).
exploratory factor analysis carried out through the parallel analysis (PA) indicate a
factorial structure in line with previous studies (Austin et al., 2005; Bar-On &
Parker, 2000; Esnaola et al., 2017, 2016; Ferrándiz et al., 2012; Hassan & Sader,
2005; Kun et al., 2012; Parker et al., 2005; Ugarriza & Pajares, 2005). Our
conclusions suggest, as Bar-On (2004) states, that emotional-social intelligence
is a multifactorial series of interrelated emotional and social capacities that
influence one’s ability to recognize, understand and manage emotions; relate to
others; adapt to change and solve personal and interpersonal problems; and deal
efficiently with daily demands, challenges and pressures.
Meanwhile, in the confirmatory factor analysis (CFA), three models were
compared, and it was the third model (hierarchical), composed of four first-
order factors (interpersonal, intrapersonal, stress management and adaptability)
and a second-order factor (emotional-social intelligence), that best fit the data.
However, for the model to have a good fit we had to correlate the errors of items 8
and 9. The hierarchical structure of the questionnaire was consistent with the
model proposed by Bar-On and Parker (2000), which states that the sum of the
specific factors can provide a general score of emotional-social intelligence, and
thus corroborates other previous studies (e.g., Esnaola et al., 2016), although it
does not coincide with others (e.g., Esnaola et al., 2017) which were not able to
evidence the hierarchical structure.
The third objective was to analyse the convergent and predictive validity of the
questionnaire. Coinciding with previous studies, positive correlations were found
between the four EQ-i:YV-S subscales and general self-concept (Brackett et al.,
2006; Ciarrochi et al., 2001, 2000; Ferrándiz et al., 2012; Kong et al., 2012; Rey
et al., 2011; Salvador, 2012) and satisfaction with life (Extremera et al., 2009,
2011; Palmer et al., 2002; Rey et al., 2011; Wong & Law, 2002). Regarding
predictive validity, ESI significantly predicted satisfaction with life, coinciding
with previous studies (Extremera et al., 2009; Rey et al., 2011).
138 I. Esnaola et al.
This study has some limitations to note. Firstly, the sample was not large and
was chosen incidentally. And secondly, future studies could analyse factorial
invariance through multigroup analysis based on sex, age, culture, etc.
Conclusion
Despite these limitations, the results found in this study support the reliability,
multidimensional and hierarchical structure of the questionnaire, as well as its
convergent and predictive validity. It can thus be stated that the EQ-i:YV-S
questionnaire is a brief and adequate questionnaire to measure the emotional
intelligence of Mexican adolescents, an aspect that has not been addressed until
today.
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 139
Desde que en 1990 Salovey y Mayer publicaran el primer artículo científico sobre
la Inteligencia Emocional (IE) y Goleman (1995) su bestseller, se han desarrollado
básicamente dos modelos diferenciados del constructo: el modelo de capacidad y
los modelos de rasgo. El modelo de capacidad define la IE como la habilidad
para percibir, valorar y expresar la emoción adecuadamente y adaptativamente; la
habilidad para comprender la emoción y el conocimiento emocional; la habilidad
para acceder y/o generar sentimientos que faciliten las actividades cognitivas y la
acción adaptativa, y la habilidad para regular las emociones en uno mismo y en
otros (Mayer & Salovey, 1997); desde este modelo se emplean medidas objetivas
que evalúan la capacidad óptima de ejecución de una persona ante una serie de
tareas emocionales donde existen respuestas correctas e incorrectas. Por su parte,
los modelos de rasgo definen la IE como un conjunto de rasgos estables de
personalidad, competencias socio-emocionales, aspectos motivacionales y diver-
sas habilidades cognitivas (Bar-On, 2000; Goleman, 1995) y se utilizan autoin-
formes que miden atributos del comportamiento ordinario de las personas, como
sus percepciones subjetivas acerca de cómo de inteligentes se consideran emo-
cionalmente. Uno de los modelos de rasgo más importantes, el de Bar-On (2000),
define la Inteligencia Emocional-Social (IES) como un conjunto interrelacionado
de competencias, habilidades y facilitadores emocionales y sociales que determi-
nan cómo de efectivamente nos entendemos y nos expresamos, cómo entendemos
a los demás y nos relacionamos con ellos, y nos enfrentamos a las demandas del
día a día.
La IE rasgo, medida a través de autoinformes como el Emotional Quotient
Inventory (EQ-i; Bar-On, 1997) (Bar-On, 2003, 2004, 2005; Krivoy, Weyl Ben-
Arush, & Bar-On, 2000), o el Trait Meta-Mood Scale (TMMS; Salovey, Mayer,
Goldman, Turvey, & Palfai, 1995) (Extremera, Salguero, & Fernández-Berrocal,
2011) se ha relacionado con algunos aspectos como la salud física, la salud
psicológica y el bienestar. Es decir, una elevada IE rasgo medida a través de
diversos autoinformes como el TMMS (Extremera, Durán, & Rey, 2009; Palmer,
Donaldson, & Stough, 2002; Rey, Extremera, & Pena, 2011) o el Wong & Law
Emotional Intelligence Scale (WLEIS; Wong & Law, 2002) está asociada con
indicadores positivos de bienestar y ajuste psicológico, y mayor satisfacción vital.
Brackett, Rivers, Shiffman, Lerner, y Salovey (2006) también encontraron una
asociación positiva entre la IE capacidad medida a través del Mayer-Salovey-
Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso, 2002) y
la satisfacción con la vida.
140 I. Esnaola et al.
Método
Participantes
En este estudio participaron 375 adolescentes, 183 chicos (48.8%) y 192 chicas
(51.2%), desde 1º de secundaria hasta 3º de preparatoria (Medad = 14.80,
DT = 1.72) de un colegio de Xalapa (Veracruz) de clase socioeconómica media
o media-alta. La muestra, de tipo incidental, se recogió en dos tiempos; al
principio del curso, n1 = 185 (91 chicos, 49.2% y 94 chicas, 50.8%;
Medad = 14.64, DT = 1.77) y al final del curso, n2 = 190 (92 chicos, 48.4% y
98 chicas, 51.6%; Medad = 14.97, DT = 1.67).
Instrumentos
En este estudio se administraron los siguientes cuestionarios:
La inteligencia emocional se evaluó a través del Emotional Quotient
Inventory: Youth Version Short [EQ-i:YV-S, (Bar-On & Parker 2000), traducido
por Caraballo & Villegas, 2001]. Se trata de un autoinforme diseñado para medir
la IE de niños y adolescentes entre los siete y 18 años. Está compuesto por 30
ítems que miden las dimensiones intrapersonal, interpersonal, manejo del estrés
142 I. Esnaola et al.
Procedimiento
Este estudio posee el permiso ético de la Comisión de Ética de la Investigación y
la Docencia (CEID) de la Universidad del País Vasco/Euskal Herriko
Unibertsitatea. En primer lugar se pidió el permiso al centro educativo participante
a través del teléfono y una carta de presentación. Tras la obtención del permiso, se
mandaron a todas las familias una carta de consentimiento para participar en el
estudio. Posteriormente, se administraron la batería de cuestionarios dentro del
horario lectivo y de forma grupal. Durante el proceso se aseguró el anonimato de
las respuestas, así como la participación voluntaria.
Análisis de datos
Para el estudio del las evidencias de validez del cuestionario se realizaron cinco
análisis:
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 143
Resultados
Fiabilidad y consistencia interna
Los resultados de los análisis de las cuatro subescalas del EQ-i: YV-S fueron los
siguientes: interpersonal (α = .71, CR = .76, y Ω = .76); intrapersonal (α = .80,
CR = .85, y Ω = .84); manejo del estrés (α = .81, CR = .85, y Ω = .84); y
adaptabilidad (α = .82, CR = .86, y Ω = .85).
contenido de los ítems relacionados es similar, cosa que ocurre con frecuencia
cuando se evalúan constructos complejos de la personalidad (Reise, Waller, &
Comrey, 2000). Con esta modificación, el modelo presentaba los siguientes
índices: S-Bχ2/gl = 1.22, *CFI = .96, SRMR = .076, *RMSA = .035 (.018–.048).
Por tanto, se puede afirmar que este nuevo modelo ofreció índices de ajuste
apropiados.
Validez convergente
Teniendo en cuenta la investigación previa, para la validez convergente se analizó
la relación entre las cuatro subescalas principales del EQ-i: YV-S con las puntua-
ciones del autoconcepto general y la satisfacción con la vida. Las correlaciones
del autoconcepto general con las subescalas del EQ-i: YV-S fueron las siguientes:
intrapersonal (r = .310, p = .001), interpersonal (r = .219, p = .003), manejo del
estrés (r = .179, p = .015) y adaptabilidad (r = .402, p = .001); en cuanto a la
satisfacción con la vida los resultados fueron: intrapersonal (r = .335, p = .000),
interpersonal (r = .206, p = .005), manejo del estrés (r = .227, p = .002) y
adaptabilidad (r = .248, p = .001). Como se puede observar, existieron correla-
ciones positivas entre todas las variables analizadas, dando apoyo empírico a la
validez convergente del cuestionario.
Validez predictiva
Para analizar la capacidad predictiva del EQ-i: YV-S sobre la satisfacción con la
vida, se sometió a prueba un modelo de ecuaciones estructurales. Los resultados
se presentan en la Figura 2.
El modelo presentó índices apropiados: S-Bχ2/gl = 1.70, *CFI = .96,
SRMR = .071, *RMSA = .062 (.026–.093), donde la IES predijo significativa-
mente (β = .70) la satisfacción con la vida.
Discusión
El objetivo de este estudio era demostrar evidencias de validez del cuestionario
EQ-i: YV-S en una muestra de adolescentes mexicanos. En cuanto al primer
objetivo, los resultados demostraron los buenos índices de fiabilidad y consis-
tencia interna del cuestionario, ya que el alfa de Cronbach y el Omega McDonald
superaron el .70 y la fiabilidad compuesta el .60, coincidiendo con estudios
previos (Esnaola et al., 2016; Ferrándiz et al., 2012; Hassan & Sader, 2005;
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 147
0.35*
0.72*
0.87*
0.90*
EQIYV12 0.84 E70*
0.54*
Intrapersonal
0.73*
EQIYV14 0.68 E72*
0.71*
0.44*
0.48* EQIYV21 0.70 E79*
0.06*
0.96*
0.50*
0.44* EQIYV27 0.29 E85*
0.87* 0.76*
EQIYV16 0.72 E74*
0.70*
Adaptabilidad
0.68*
EQIYV19 0.73 E77*
0.95*
Figura 1. Modelo final del EQ-i: YV-S en una muestra de adolescentes mexicanos.
148 I. Esnaola et al.
Figura 2. Modelo de ecuaciones estructurales del EQ-i: YV-S (IES) y la satisfacción con
la vida (SV).
Kun et al., 2012; Parker et al., 2005; Ugarriza & Pajares, 2005) y mejorándolos,
ya que en algunos estudios (Esnaola et al., 2017, 2016) la fiabilidad de la
subescala interpersonal no obtuvo el valor mínimo aceptable (> .70).
El segundo objetivo proponía estudiar la estructura factorial del cuestionario a
través del análisis factorial exploratorio y confirmatorio. Los resultados del
análisis factorial exploratorio a través del análisis paralelo propusieron la estruc-
tura factorial del cuestionario, coincidiendo con la mayoría de los estudios previos
(Austin et al., 2005; Bar-On & Parker, 2000; Esnaola et al., 2017, 2016; Ferrándiz
et al., 2012; Hassan & Sader, 2005; Kun et al., 2012; Parker et al., 2005; Ugarriza
& Pajares, 2005). Nuestras conclusiones sugieren, como afirma Bar-On (2004),
que la inteligencia emocional-social es una serie multifactorial de capacidades
emocionales y sociales interrelacionadas que influyen en la capacidad de alguien
de reconocer, entender, y manejar emociones; de relacionarse con otros; de
adaptarse para cambiar y solucionar los problemas de una naturaleza personal e
interpersonal; y enfrentarse diariamente de manera eficiente con demandas,
desafíos, y presiones.
Por otro lado, en el análisis factorial confirmatorio se compararon tres mo-
delos, siendo el tercer modelo (jerárquico), compuesto por cuatro factores de
primer orden (interpersonal, intrapersonal, manejo del estrés y adaptabilidad) y
un factor de segundo orden (inteligencia emocional-social), el que se ajustó mejor
a los datos. Sin embargo, para que el modelo tuviera un buen ajuste se tuvieron
que correlacionar los errores de los ítems 8 y 9. La estructura jerárquica del
cuestionario fue consistente con el modelo propuesto por Bar-On y Parker (2000)
en la que se señala que con la suma de los factores específicos se puede conseguir
una puntuación general de la inteligencia emocional-social y corrobora algunos
estudios previos (Esnaola et al., 2016), aunque no coincide con otros (Esnaola
et al., 2017) que no han podido evidenciar la estructura jerárquica.
El tercer objetivo pretendía analizar la validez convergente y predictiva del
cuestionario. Coincidiendo con estudios previos se encontraron correlaciones
Validity evidence of EQ-i: YV-S / Evidencias de validez del EQ-i: YV-S 149
positivas entre las cuatro subescalas del EQ-i: YV-S con el autoconcepto general
(Brackett et al., 2006; Ciarrochi et al., 2001, 2000; Ferrándiz et al., 2012; Kong
et al., 2012; Rey et al., 2011; Salvador, 2012) y con la satisfacción con la vida
(Extremera et al., 2009, 2011; Palmer et al., 2002; Rey et al., 2011; Wong & Law,
2002). En cuanto a la validez predictiva, coincidiendo con estudios previos
(Extremera et al., 2009; Rey et al., 2011), la IES predijo significativamente la
satisfacción con la vida.
Este estudio tiene algunas limitaciones que hay que señalar. Por un lado, la
muestra no era excesivamente grande y fue escogida de manera incidental. Por
otro lado, futuros estudios podrían analizar la invarianza factorial a través de
análisis multigrupo en función del sexo, la edad, la cultura, etc.
Conclusión
A pesar de estas limitaciones, los resultados encontrados en este estudio apoyan la
fiabilidad, la estructura multidimensional y jerárquica del cuestionario, así como la
validez convergente y predictiva. Por tanto, se puede afirmar que el cuestionario EQ-
i: YV-S es un cuestionario breve y adecuado para medir la inteligencia emocional de
los adolescentes mexicanos, aspecto que no se había atendido hasta la actualidad.
Acknowledgements / Agradecimientos
This research is part of work carried out within the Consolidated Research Group of the
Basque University System IT934-16, within the project PPV-17/61 of the UPV/EHU. It
presents results of the research project EHUA15/15 of the University of the Basque
Country (Euskal Herriko Unibertsitatea; UPV/EHU). / Esta investigación es parte del
trabajo llevado a cabo dentro del Grupo Consolidado de Investigación del Sistema
Universitario Vasco IT934-16, dentro del proyecto PPV-17/61 de la UPV/EHU.
Presenta los resultados del proyecto de investigación EHUA15/15 de la Universidad
del País Vasco País (Euskal Herriko Unibertsitatea; UPV/EHU).
Disclosure statement
No potential conflict of interest was reported by the authors. / Los autores no han referido
ningún potencial conflicto de interés en relación con este artículo.
ORCID
Igor Esnaola http://orcid.org/0000-0002-4159-3565
Lorea Azpiazu http://orcid.org/0000-0002-9354-5805
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