Design and validation of an instrument for assessment of emotional intelligence in educational contexts
DOI:
https://doi.org/10.55040/educa.v5i1.132Keywords:
emotional intelligence, self-report scale, emotional competence, assessment, compulsory educationAbstract
Emotional education, which has historically been addressed mainly in the family environment, constitutes a fundamental need of human beings. However, today it is essential this emotional education also be addressed in educational centers. The comprehensive development of students is a priority in education, and can’t be fully achieved without considering their emotional education. This underlines the importance of designing and implementing educational proposals and programs aimed at the development of emotional intelligence. To carry out these initiatives. It is necessary to have evaluation tools that allow identifying the emotional needs of student, with the purpose of guiding actions towards strengthening their emotional competencies. The aim of this study has been to design and validate an instrument to assess Emotional Intelligence in educational contexts. The study has been carried out with a sample of 915 students from 5th grade to 2nd ESO. A theoretical EI model composed of nine dimensions was proposed where reliability and content validity were analyzed. Content validity was supported through the theoretical foundation and expert judgment, reliability through the calculation of Cronbach's Alpha. For all these reasons, it can be affirmed that the instrument has sufficient psychometric properties to be a valid and reliable evaluation instrument for the study of EI in educational contexts.
References
Almeida, L. S., Guisande, M. A., Primi, R., Lemos, G. (2015). Contribuciones del factor general y de los factores específicos en relación entre la inteligencia y rendimiento escolar. European Journal of Education and Psychology, 1(3), 5-16. https://doi.org/10.30552/ejep.v1i3.13
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema, 18, 13-25.
Bar-On, R. (2022). The Bar-On model and multifactor measure of human performance: validation and application. Frontiers in Psychology, 13, 3528. https://doi.org/10.3389/fpsyg.2022.872360
Berrios Aguayo, B., Arazola Ruano, C., & Pantoja Vallejo, A. (2021). Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus. South African Journal of Education, 41(2),1-10. http://dx.doi.org/10.15700/saje.v41n2a1828
Bharti, N., & Ashutosh, K. (2022). Assessing job satisfaction and emotional intelligence in public school teachers. International Journal of Health Sciences (IJHS). https://doi.org/10.53730/ijhs.v6nS3.9114
Bisquerra, R. (2019). Universo de emociones. Cuadernos de Pedagogía, 499, 107-111.
Bisquerra, R. (2021). La evaluación en la educación emocional: instrumentos y recursos. Aula abierta, 50(4), 757-766. https://doi.org/10.17811/rifie.50.4.2021.757-766
Biswas, T., Ul-Huq, M., Mahmud, M.S., Ali, M.R. & Chakraborty, B. (2021). Analysis the Impact of Emotional Intelligence on University Teachers’ Academic Performance in Bangladesh: An Empirical Evaluation. International Journal of Research, 12(1), 10-23.
Cortada de Kohan, N. (1999). Teorías psicométricas y construcción de tests. Editorial Lugar.
Damian, P., Birney., Jens, F., Beckmann. (2022). Intelligence IS Cognitive Flexibility: Why Multilevel Models of Within-Individual Processes Are Needed to Realise This. Journal of Intelligence, 10(3), 49-49. https://doi.org/10.3390/jintelligence10030049
Deary, I. J., Cox, S. T., & Hill, W. D. (2021). Genetic variation, brain, and intelligence differences. Molecular Psychiatry, 1-19. https://doi.org/10.1038/s41380-021-01027-y
Frischkorn, G. T., Hilger, K., Kretzschmar, A., & Schubert, A. (2022). The future of intelligence assessment: Towards process-oriented and biologically inspired intelligence testing. University of Zurich Psychological Institute. http://dx.doi.org/10.31234/osf.io/3sf7m
Furnham, A. (2018). Dark side correlates of job reliability and stress tolerance in two large samples. Personality and Individual Differences, 117, 255-259. http://dx.doi.org/10.1016/j.paid.2017.06.020
Gardner, H. (1999). Intelligence Reframed: Intelligences for the 21st century. Basic Books.
Gillham, W. E. C. (2022). Measurement constructs and psychological structure; Psychometrics1 In A. Burton & J Radford (Eds.) Thinking in perspective: Critical essays in the study thought processes. (pp. 111-131). Psychology Revivals. http://doi.org/10.4324/9781003349679-6
Gliem, J.A. y Gliem, R.R. (2003). Calculating, interpreting and reporting Cronbach´s Alpha Realibity Coefficient for Likert Type Scales. Midwest Research to Practise Conference in Adult, Continuing and Community Education.
Goleman, D. (2022). La inteligencia emocional: por qué es más importante que el cociente intelectual. Ediciones B.
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Hair, J., Anderson, R., Tatham, R. y Black, W. (2009). Análisis multivariante. Pearson.
Huh, J., Delorme, D.E. y Reid, L.N. (2006). Perceived third-person effects and consumer attitudes on prevetting and DTC advertising. In Journal of consumer Affairs, 40(1), 90-116. https://doi.org/10.1111/j.1745-6606.2006.00047.x
Jeba, A., & Swamydhas, P. (2022). Evaluation of emotional intelligence of elementary teacher trainees. Indian Journal of Applied Research, 63-64. http://doi.org/10.36106/ijar/0413673
Lupyan, G. (2022). There is no such thing as culture-free intelligence. Behavioral and Brain Sciences, 45. http://doi.org/10.1017/S0140525X21001710
Mai, N. T. N., & Yamada, K. (2022). Examining Desirability Bias in Self-Reported Turnover Intention: A List Experiment in Vietnam. SocArxiv Papers. https://doi.org/10.31235/osf.io/3s5rd
Martín del Buey, F.A., Martín Palacio, E. y Fueyo González, E. (2009). Cuestionario de personalidad eficaz. Psicothema, 20, 224-245.
Messick, S. (1995). Validity of psychological assesment: Validation of inferences from personś respondes and perfomances as scientific inquiry into score meaning. American Psychologist, 50(9), pp. 740-749. https://doi.org/10.1037//0003-066X.50.9.741
Meszaros, A., & Szaloki, R. (2023). The need and opportunities for developing emotional intelligence in education. Opus et educatio, 9(4). http://doi.org/10.3311/ope.526
Mora, N., Martínez-Otero, V. y Santeder, S. (2022). Inteligencia emocional en la formación del profesorado de educación infantil y primaria. Perspectiva Educacional, 61, 53-77. http://dx.doi.org/10.4151/07189729-vol.61-iss.1-art.1234
Nunnally, J.C. y Bernstein, I.J. (1995). Teoría psicométrica. McGraw-Hill.
Padney, M., Sharma, D., & Kamboj, NK. (2023). Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India. F1000Research, 12, 320-320. http:/doi.org/10.12688/f1000research.131306.2
Papoutsi, C., Drigas, A., Skianis, C., & Pappas, M. A. (2023). Emotional Intelligence in the School Context: The Case of Greece for Teachers’ Attitudes and the Role of Mobiles and ICTs. International journal of interactive mobile technologies, 17(08):146-168. http://doi.org/10.3991/ijim.v17i08.37877
Petrides, V. K. y Furnham, A. (2001). Trait emotional intelligence psychometric investigation with referente to establish trait taxonomies. European Journal of Personality, 15, 425-448. http://dx.doi.org/10.1002/per.416
Salovey, P. y Mayer, J. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9, 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Salovey, P. y Mayer, J. (1993). The intelligence of emotional intelligence. Intelligence, 17(4), 443-462. https://dx.doi.org/10.1016/0160-2896(93)90010-3
Salovey, P., Mayer, J. y Caruso, D. (1997). The Emotional IQ Test. Virtual Knowledge.
Schutte, N., Malouff J. M., Hall. L. E., Haggerty, D. J., Cooper, J. T., Golden C. J., & Dorheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4
Sternberg, R. J. (1987). La inteligencia humana: cognición, personalidad e inteligencia. Grupo Planeta.
Sternberg, R. J. (2002). Practical Intelligence and work psychology. Human Permomance, 15, 143-160. https://psycnet.apa.org/doi/10.1207/S15327043HUP1501&02_09
Tan, H.C., Ho, J.A., Teoh, G.C., & N. G. S. (2021) Is social desirability bias important for effective ethics research? A review of literature. Asian J Bus Ethics, 10, 205–243. https://doi.org/10.1007/s13520-021-00128-9
Tolentino, F. (2023). Emotional Intelligence and Experiences: Their Relationship to Teaching Performance. AIDE Interdisciplinary Research Journal, 3, 1-10. http://doi.org/10.56648/aide-irj.v3i1.48
Yılmaz, S., Arslan, B., Öztürk, I., Özkan, Ö., Özkan, T., Lajunen, T. (2022). Driver social desirability scale: A Turkish adaptation and examination in the driving context. Transportation Research Part F-traffic Psychology and Behaviour, 84, 53-64. http://doi.org/10.1016/j.trf.2021.11.009
Downloads
Published
Issue
Section
License
Copyright (c) 2024 David Domínguez Pérez, Covadonga Ruiz de Miguel, Elena Alonso de Mena
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://creativecommons.org/licenses/by-nc-nd/4.0
