Avances en el estudio de la Inteligencia Emocional

Avances en el estudio de la Inteligencia Emocional
parts: Part 1 (Vocabulary), part 2 (Stories) and part
3 (Experiential). The scores used in the analysis include
the Part 2 Total (other focused), Part 3 Total
(self focused) and an overall Total score that was based
on these two component parts. The Part 1 Vocabulary
Total was not used in these comparisons
but will be included in future analyses. The CEIA
used a norm referenced criteria similar to the
MSCEIT where an individual score was weighted
based on the percentage of similar responses in the
norm group. Thus a higher score for an individual
means that it was more common in the group.
In addition to the Total score and Part scores,
several subcomponent scores were generated by
combining responses from parts 2 and 3 that were
similar in nature (i.e., both parts required the child
to identify primary and secondary emotions). The
subcomponent scores of part 2 (P2) and part 3
(P3) represent both “other focused” and “self focused”
abilities respectively. The four subcomponent
scores include: (1) Identification of emotion - labeling
primary and secondary emotions, (2) Dynamics
– ratings of emotional intensity and duration, (3)
Regulation –identification of strategies that can alter
emotions, and (4) Embodiment – categories of
where emotional experiences are located (based on
part 3 responses only).
Diagnostic Analysis of NonVerbal Accuracy 2 nd
Ed (DANVA-2). This measure was developed by
Nowicki and Duke (1994) and assesses the perception
of emotion through visual and auditory
channels. Participants were required to choose one
of four major emotions (happy, sad, angry, fearful)
in response to a series of photos depicting children’s
and adult’s faces and then to a series of audio recording
statements that exhibit various intonations
and affective inflections. Higher scores on the
DANVA reflect more accurate emotional perception
compared to the norm group.
Personal Attribute Inventory for Children
(PAIC). This measure yields an estimate of self concept
through the selection of various descriptive
words. Participants choose 15 out of a potential 40
words that reflect negative (i.e. clumsy) or positive
(i.e. smart) attributes. The ratio of negative to positive
attributes indicates the degree to which the
child’s self concept is negative or positive.
Teacher & Peer Sociometric Questionnaires.
These measures developed by the CEIA test authors
assess the degree of emotion-related behaviors in the
participants. Teachers rated each child on a 5-point
Likert scale with regard to various descriptive statements
such as: “Understands and is sensitive to
other children’s feelings,” “Is friendly to others,” and
“Gets angry or upset a lot.” The Peer Sociometric
questionnaire contained the same format and descriptive
statements about the students’ emotion related
behaviors. Higher scores represent more adaptive,
prosocial behaviors. Together the two
questionnaires create a profile of the target student
in the classroom setting.
Procedures
Each child in the study was administered the CEIA
and validity check measures (DANVA, PAIC, and
Peer Sociometric Questionnaire). The Peer ratings
were only for classmates who were research study
participants. The teachers of the respective classrooms
completed the Teacher Questionnaire for study
participants. Preliminary analysis included correlational
relationships between the CEIA Total score,
Part 2 & 3 Total scores, and the four subcomponent
scores (Identification, Dynamics, Regulation, and
Embodiment) with the four validity measures.
Results
The preliminary analyses yielded promising relationships
between the CEIA, the Teacher –Peer
Questionnaires and the PAIC. The correlations
with the DANVA were not significant. The CEIA
Total score correlated with Peer Ratings (.60, p <
.05) and Teacher Ratings (.61, p < .05). Subsequently
the Part 2 Total (Other Focused abilities)
correlated with Peer Ratings (.56, p < .05) and Part
3 (Self Focused abilities) correlated with Teacher
Ratings (.77, p < .05).
The Teacher ratings and self concept measure
also correlated with the subcomponents of the
CEIA. Teacher ratings were related to the Part 3
Dynamics subcomponent (.49, p < .05), Part 3
Regulation subcomponent (.52, p < .05) and the
Part 3 Embodiment subcomponent (.62, p < .05).
The PAIC results included correlations between
negative self concept and Part 2 Identification (.61,
p < .05), Part 3 Identification (.48, p < .05) and Part
3 Dynamics (.48, p < .05).
Discussion
The preliminary results suggest that there is, initially,
support for the validity of the CEIA. Caution
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