Structural and Predictive Properties of the Emotional Quotient Inventory Youth Version-Short Form (EQ-i:YV[S])

The location of emotional intelligence measured by EQ-i in the personality and cognitive space: Are there gender differences?

Introduction

Emotional Intelligence (EI) is first described by Salovey and Mayer as the ability to perceive and understand emotions and the ability to use them as supports for thoughts. Despite the great notoriety of EI, its definition remains not completely clear. An operative definition of EI can be achieved by studying its connection with other individual characteristics such as gender, personality traits, and fluid intelligence.

Methods

The sample was composed of 1,063 Italian subjects. A total of 330 participants were employed (31.0%; 57.9% men) and 702 were university students (66.0%; 38.7% men). The Emotional Quotient Inventory (EQ-i), one of the most used questionnaires in literature, was used to measure EI. The exploratory structural equation modeling (ESEM) was used to assess the role of personality traits (five-factor model of personality) and fluid intelligence in EI. Statistical analyses on differences between men and women means of total and subscale EQ-i scores were estimated to evaluate whether EI, measured by EQ-i, is influenced by gender. Furthermore, a Multigroup Confirmatory Factor Analysis was conducted to assess measurement invariance in relation to gender groups.

Results

Emotional Intelligence, measured by EQ-i, is prevalently connected with personality traits rather than fluid intelligence. Furthermore, men outperformed women in the Intrapersonal and Stress Management EI factors, and women outperformed men in the Interpersonal EI factor. No difference in the means of the EI total score and EI latent general factor did not differ between gender groups.

Conclusion

Emotional Intelligence, measured by EQ-i, can be conceptually considered as a Trait EI. Furthermore, men are more capable to cope with negative events and to control impulses, while women are more able to distinguish, recognize, and comprehend others' emotions.

Validity and reliability of Spanish version of the EQ-i: YV[S] in Colombian children and youth

Introduction

Validity and reliability evaluations of the Emotional Quotient Inventory: Youth Version (EQ-i: YV[S]) with children and adolescents from different countries have shown variations in the structural model proposed by Bar-On.

Objective

To examine the psychometric properties of EQ-i: YV[S] with a Colombian' sample.

Method

We randomly selected a sample of 1355 children and adolescents between 8 and 14 years old (Mage = 10.80; SD = 1.41). We conducted exploratory (n1 = 416) and confirmatory (n2 = 939) factor analyses (EFA, CFA), reliability, internal consistency, and predictive validity.

Results

The EFA explained 27.6% of the variance. The AFC indicated a multidimensional structure with four factors and 21 items obtained the best fit (χ2 = 334.358; df = 183; RMSEA=0.030; CFI=.951; TLI=944; NFI=.899) with acceptable internal consistency (ω = .57,.75). EQ-i: YV[S] factors explain 18.5% of the observed variance in problem-centered coping scores.

Conclusions

The psychometric fit of the inventory supports evidence of its usefulness for screening processes in clinical or educational assessment.

Percentage of importance indice-production unknown: loss and solution sources identification on system

Abstract Indices are used to help on decision-making. This study aims to develop and test an index, which can determine the loss (e.g., herbivorous insects) and solution (e.g., natural enemies) sources. They will be classified according to their importance regarding the ability to damage or to reduce the source of damage to the system when the final production is unknown. Acacia auriculiformis (Fabales: Fabaceae), a non-native pioneer species in Brazil with fast growth and rusticity, is used in restoration programs, and it is adequate to evaluate a new index. The formula was: Percentage of the Importance Indice-Production Unknown (% I.I.-PU) = [(ks1 x c1 x ds1)/Σ (ks1 x c1 x ds1) + (ks2 x c2 x ds2) + (ksn x cn x dsn)] x 100. The loss sources Aethalion reticulatum L., 1767 (Hemiptera: Aethalionidae), Aleyrodidae (Hemiptera), Stereoma anchoralis Lacordaire, 1848 (Coleoptera: Chrysomelidae), and Tettigoniidae, and solution sources Uspachus sp. (Araneae: Salticidae), Salticidae (Araneae), and Pseudomyrmex termitarius (Smith, 1877) (Hymenoptera: Formicidae) showed the highest % I.I.-PU on leaves of A. auriculiformis saplings. The number of Diabrotica speciosa Germar, 1824 (Coleoptera: Chrysomelidae) was reduced per number of Salticidae; that of A. reticulatum that of Uspachus sp.; and that of Cephalocoema sp. (Orthoptera: Proscopiidae) that of P. termitarius on A. auriculiformis saplings. However, the number of Aleyrodidae was increased per number of Cephalotes sp. (Hymenoptera: Formicidae) and that of A. reticulatum that of Brachymyrmex sp. (Hymenoptera: Formicidae) on A. auriculiformis saplings. The A. reticulatum damage was reduced per number of Uspachus sp., but the Aleyrodidae damage was increased per number of Cephalotes sp., totaling 23.81% of increase by insect damages on A. auriculiformis saplings. Here I show and test the % I.I.-PU. It is an new index that can detect the loss or solution sources on a system when production is unknown. It can be applied in some knowledge areas.

Effectiveness of Scene-Based Psychodramatic Family Therapy (SB-PFT) in adolescents with behavioural problems

Scene-Based Psychodramatic Family Therapy (SB-PFT) is a multiple-family intervention for adolescents with behavioural problems implemented by Child Welfare Services in Spain. This intervention is aimed at promoting adolescent well-being. The aim of this study was to evaluate the effectiveness of SB-PFT in 17 trials, measuring its impact on the emotional intelligence, parental attachment, peer attachment and antisocial behaviour of 216 adolescents (109 participating in the intervention and 107 in the control group). Repeated measures ANOVAs for pretest/posttest differences and long-term growth models were estimated. In the short term, the intervention had a positive impact on emotional intelligence and had a stabilising effect on parental attachment, whereas the long-term results showed significant logarithmic growth in emotional intelligence and exponential growth in parental attachment and a decrease in antisocial behaviour. However, no changes in peer attachment were shown. This study demonstrates SB-PFT to be a potentially effective intervention for adolescents with behavioural problems and emphasises the importance of fostering emotional intelligence.

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.