Naslov
On the convergence of ability-based and rating measures of emotional intelligence

Autori
Mujagić, Amela ; Buško, Vesna ; Babić Čikeš, Ana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Review of Psychology / Buško, Vesna - Zagreb : Naklada Slap, 2016, 61-61

Skup
12th Alps Adria Psychology Conference

Mjesto i datum
Rijeka, Hrvatska, 29.09.2016. - 30.09.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Domaća recenzija

Ključne riječi
emotional intelligence ; performance-based measures ; rating measures ; convergent and discriminant validity

Sažetak
The paper presents the data on empirical validation of the three ability-based measures of emotional intelligence (EI) intended for early adolescents. The data derive from the longitudinal study of EI development conducted on the sample of 517 primary school students aged 10 to 15 years. Performance based EI measures administered in the study included: Perception of affective content in art test (TAES ; Takšić et al., 2004), adapted version of the Emotional analysis test (TAE: Kulenović, 2003) and Emotion management test (TUE, Babić & Buško, 2013). Along with the objective measures of EI abilities, peer ratings and teacher ratings of the emotion-related reasoning abilities pertaining to the same branches of the Mayer and Salovey’s (1997) model, that is, perception, understanding, and management of emotions, were also collected. The EI data from all three sources were analysed within the SEM methodology including separate and joint analyses of latent structures of EI abilities measured by performance-based and other-rating measures. Confirmatory factor analyses performed under multitrait-multimethod framework did not prove theoretically expected structure of relationships among latent EI measures showing a weak structure of loading parameters, which appeared to be largely due to strong method effects on observed variability in EI measures. However, joint analyses of latent EI dimensions based on test- and rating- multiple indicator data produced reasonable and well-fitting solution. Results point to low discriminant validity of EI other-report measures, which particularly applies to teacher ratings. Furthermore, a moderate level of convergence was found between latent dimensions of the same EI abilities specified by the data from different sources. The findings are interesting as from the measurement and methodological standpoint so from the theoretical and interpretational view.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA