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INTRODUCTION TABLE 1.2 THE ADULT SAMPLING DOMAIN OF TRAIT EMOTIONAL INTELLIGENCE Facets High scorers perceive themselves as . . . Adaptability ... flexible and willing to adapt to new conditions. Assertiveness ... forthright, frank, and willing to stand up for their rights. Emotion perception (self and others) Emotion expression Emotion management (others) Emotion regulation Impulsiveness (low) Relationship skills Self-esteem Self-motivation Social competence Stress management Trait empathy Trait happiness Trait optimism . . . clear about their own and other people’s feelings. . . . capable of communicating their feelings to others. ... capable of influencing other people’s feelings. . . . capable of controlling their emotions. ... reflective and less likely to give in to their urges. ... capable of maintaining fulfilling personal relationships. ... successful and self-confident. .. . driven and unlikely to give up in the face of adversity. ... accomplished networkers with superior social skills. ... capable of withstanding pressure and regulating stress. ... capable of taking someone else’s perspective. ... cheerful and satisfied with their lives. ... confident and likely to “look on the bright side” of life. Challenges in Conceptualization and Measurement We have seen the glimmerings of a path toward measurement of EI. First, we set out a working conceptualization of the various 13 Matthews_PTR_Ch 01_12-10-11_1-42.indd 13 10/12/2011 10:46:53 AM
CHAPTER 1 qualities that contribute to being emotionally intelligent. Then, we use that model as a guide for either constructing problems for an ability test, or for self-report questions. Next, we consider what could go wrong. There are some general criteria for test development that are standard in psychological measurement (also known as psychometrics), discussed at greater length by Zeidner and Matthews (2011). A test must be reliable, in the sense of being an accurate, consistent measuring instrument. We can calculate a statistic, Cronbach’s alpha (i.e., α), that indicates, loosely, the extent to which the different test items are measuring a common, underlying quality. Because EI is supposed to be a stable, core quality of the person, we can also verify that tests have reasonably high test-retest reliability, that is, the extent to which the person’s score remains similar across repeated measurement. The scores from tests must also be valid, meaning that they do indeed assess the quality that they claim to. We need to be sure that a test for EI is truly measuring some set of emotional abilities, competencies, or skills, and not other, distinct qualities, such as being well-educated, or being motivated to please the researcher. One important form of validity is criterion validity, meaning that test scores correlate with some external criterion. Tests for EI might correlate with performance on an objective emotion perception task, for example. Testing criterion validity is part of the larger process of establishing construct validity, which allows correlations between the test and the criterion to be understood in terms of psychological theory. Collecting data to evaluate reliability and validity is routine in developing psychological tests of all kinds. However, tests for EI pose some rather special problems that we will list next. Is There Really Any Such Thing as EI? We cannot take it as a given that EI actually exists at all. From time to time, even knowledgeable individuals can come to believe in the existence of false realities, such as the lost continent of Atlantis, the canals of Mars, or that alien bodies are housed in Area 51. The human 14 Matthews_PTR_Ch 01_12-10-11_1-42.indd 14 10/12/2011 10:46:53 AM
Page 2 and 3: The Psych 101 series James C. Kaufm
Page 4 and 5: Emotional Intelligence 101 Gerald M
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Page 30 and 31: INTRODUCTION Emotional intelligence
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Page 38 and 39: INTRODUCTION TABLE 1.3 CAPSULE DESC
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Page 46 and 47: INTRODUCTION Basic Processes in EI.
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Page 52 and 53: INTRODUCTION More recently, this me
Page 54 and 55: INTRODUCTION challenges that arise.
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