Assessing the predictive validity of cultural intelligence over time

The study examines four core components of cultural intelligence (CQ) - Behavioral, Motivational, Cognitive and Meta-cognitive - as predictors of cross-cultural adaptation problems in a longitudinal study of international students in New Zealand and tests the hypothesis that Motivational CQ predicts better psychological and sociocultural outcomes over time. One hundred and four students completed measures of CQ during a pre-term orientation program and assessments of adaptation problems approximately three months later. In line with the hypothesis, bi-variate correlations indicated that Motivational CQ was related to fewer psychological symptoms (r = −.30, p < .01) and sociocultural adaptation problems (r = −.27, p < .01). However, hierarchical regression analysis, controlling for age, gender, length of residence abroad and region of origin, revealed that while Motivational CQ was a significant (negative) predictor (ß = −.36, p < .01) of psychological symptoms, the overall amount of variance explained (14.6%) in the model was not significant. In contrast, region of origin (ß = .37, p < .01) was the only significant predictor of sociocultural adaptation problems with international students from Western countries reporting fewer difficulties than those from other regions. The results are discussed in relation to contemporary theories of motivation along with recommendations for future research.     

Revisiting the predictive validity of emotional intelligence: self-report versus ability-based measures

In response to general press assertions that training emotionally intelligent children will lead to great rewards, this study examined the relationship between emotional intelligence (EI) and academic achievement in college students, using both self-report and ability-based measures of EI. Specifically, the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT, an ability-based measure) and the Bar-On Emotional Quotient Inventory (EQ-i, a self-report measure) were used to predict academic achievement. Achievement was operationalized as the respondents’ cumulative GPA. Results indicated that EI is not a strong predictor of academic achievement regardless of the type of instrument used to measure it. However, a construct validity examination revealed that the MSCEIT correlated highly with indices of cognitive ability but minimally with personality dimensions. In contrast, the EQ-i failed to correlate with indices of cognitive ability but correlated substantially with numerous personality dimensions.     

Incremental validity of a measure of emotional intelligence

After the Schutte Self-Report Inventory of Emotional Intelligence (SSRI; Schutte et al., 1998) was found to predict college grade point average, subsequent emotional intelligence (EI)-college adjustment research has used inconsistent measures and widely varying criteria, resulting in confusion about the construct's predictive validity. In this study, we assessed the SSRI's incremental validity for a wide range of adjustment criteria, pitting it against a competing trait measure, the NEO Five-Factor Inventory (NEO-FFI; Costa & McCrae, 1992), and tests of fluid and crystallized intelligence. At a broad bandwidth, the SSRI total score significantly and uniquely predicted variance beyond NEO-FFI domain scores in the UCLA Loneliness Scale, Revised (Russell, Peplau, & Cutrono, 1980) scores. Higher fidelity analyses using previously identified SSRI factors and NEO-FFI item clusters revealed that the SSRI's Optimism/Mood Regulation and Emotion Appraisal factors contributed unique variance to self-reported study habits and social stress, respectively. The potential moderation of incremental validity by gender did not reach significance due to loss of power from splitting the sample, and mediational analyses revealed the SSRI Optimism/Mood Regulation factor was both directly and indirectly related to various criteria. We discuss the small magnitude of incremental validity coefficients and the differential incremental validity of SSRI factor and total scores.     

On the criterion and incremental validity of trait emotional intelligence

This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 2001 Petrides, K. V. and Furnham, A. 2001. Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15: 425–448. [Crossref], [Web of Science ®] , [Google Scholar]). In Studies 1 and 2 (N=166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N=212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.     

Concurrent and incremental validity of three trait emotional intelligence measures

This study explored concurrent and incremental validity of three trait emotional intelligence measures: the Schutte Emotional Intelligence Scale, Multidimensional Emotional Intelligence Assessment, and Trait Emotional Intelligence Questionnaire. A total of 307 participants were drawn predominantly from community and student populations. Concurrent criterion validity of the measures varied depending on whether emotional intelligence (EI) was assessed as a lower, middle or higher level construct, with validity coefficients being larger for the former. In all cases, the Trait Emotional Intelligence Questionnaire was the superior predictor of multiple psychological criteria. At the higher level of assessment, incremental validity beyond (a) age, gender and the Big Five, and (b) the remaining two EI measures, was also superior.     

Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net

This study used meta-analytic techniques to examine the relationship between emotional intelligence (EI) and performance outcomes. A total of 69 independent studies were located that reported correlations between EI and performance or other variables such as general mental ability (GMA) and the Big Five factors of personality. Results indicated that, across criteria, EI had an operational validity of .23 (k=59, N=9522). Various moderating influences such as the EI measure used, dimensions of EI, scoring method and criterion were evaluated. EI correlated .22 with general mental ability (k=19, N=4158) and .23 (Agreeableness and Openness to Experience; k=14, N=3306) to .34 (Extraversion; k=19, N=3718) with the Big Five factors of personality. Results of various subgroup analyses are presented and implications and future directions are provided.     

Convergent, discriminant, and incremental validity of competing measures of emotional intelligence

This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)--the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)--and two self-report measures of EI--the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.     

Reliability and validity of a measure of emotional intelligence in an Iranian sample

The purpose of this study was to investigate the reliability and validity of the Mayer-Salovey-Caruso Emotional Intelligence Test, Version 2.0, in the Iranian culture. The sample included 353 students (168 male, 185 female) from senior high schools in Shiraz, ranging in age between 16 and 18 years (M=17.1), SD=.5), and 394 students (113 male, 281 female) from Shiraz University, ranging in age between 19 and 25 years (M=21.3, SD= 1.7). The subscale-total score correlations were in the upper fifties. Cronbach coefficient alpha was .86 for the full score and ranged from .58 to .86 for the 4 subscales of the test. The factor analysis supported 1- and 2-factor solutions of the emotional intelligence domain. The results generally supported the reliability of the test at the total score level for research in the Iranian culture.     

Self-reported emotional intelligence and life satisfaction: Testing incremental predictive validity hypotheses via structural equation modeling (SEM) in a small sample

In a previous investigation, Palmer, Donaldson, and Stough (2002) examined the incremental predictive validity of the subscales from the TMMS and TAS-20 in predicting life satisfaction. To this effect, Palmer et al. (2002) used multiple regression and reported that only the Clarity (β = .20) subscale from the TMMS was uniquely related to SWLS. In this investigation, structural equation modeling was used for the purposes of modeling a general EI factor as a potential incrementally predictive predictor of life satisfaction. The results demonstrated that a general EI factor was associated with SWLS at β = .61 and that this effect was only partially mediated by PA and NA, such that the validity coefficient was reduced to β = .49. The results are discussed in light of the advantages of using structural equation modeling, even in cases where the sample size may not be considered particularly large (i.e., N = 100).     

Measuring emotional intelligence

The purposes of this study were (a) to develop a measure of emotional intelligence, the Emotional Intelligence Inventory and (b) to find the underlying dimensions of the inventory by testing 111 high school students at a bilingual college preparatory school. The inventory has 45 items. After excluding the four weakest items, the reliability coefficient alpha was .83. Subsequently, 319 junior and senior high school students at the same school were administered the 41 items. The reliability coefficient was .81. A maximum likelihood factor analysis with a varimax rotation yielded four factors of empathy, utilization of feelings, handling relationships, and self-control. Psychometric properties were sound, and the revised Emotional Intelligence Inventory can be recommended for use in the investigation of emotional intelligence.     

Adult age differences in inhibitory processes and their predictive validity for fluid intelligence

According to the inhibition-deficit hypothesis age differences in working memory capacity and fluid intelligence have been attributed to a decline in inhibitory efficiency. Conceptualizing inhibition as multifaceted, 88 participants (49 younger and 39 elderly) completed two versions of the negative priming paradigm (identification and localization), and two variants of the directed forgetting paradigm (listwise and itemwise). Two tasks of the Wechsler Intelligence Test with high loadings on general fluid intelligence (Gf) served as validation criteria. Results revealed task-specific and speed-independent inhibitory deficits in the elderly (lower negative priming in both paradigms; more intrusions in the directed forgetting tasks), as well as higher levels of repetition priming. Significant correlations between measures of inhibition and the Wechsler scores were found in both age groups. Results support the view of multiple inhibitory-like capabilities that play a central role in the decline of higher-order cognitive functions in old age.     

Characteristic emotional intelligence and emotional well-being

Both theory and previous research suggest a link between emotional intelligence and emotional well-being. Emotional intelligence includes the ability to understand and regulate emotions; emotional well-being includes positive mood and high self-esteem. Two studies investigated the relationship between emotional intelligence and mood, and between emotional intelligence and self-esteem. The results of these studies indicated that higher emotional intelligence was associated with characteristically positive mood and higher self-esteem. The results of a third study indicated that higher emotional intelligence was associated with a higher positive mood state and greater state self-esteem. The third study also investigated the role of emotional intelligence in mood and self-esteem regulation and found that individuals with higher emotional intelligence showed less of a decrease in positive mood and self-esteem after a negative state induction using the Velten method, and showed more of an increase in positive mood, but not in self-esteem, after a positive state induction. The findings were discussed in the light of previous work on emotional intelligence, and recommendations were made for further study.     

The construct and criterion validity of emotional intelligence and its potential utility for management studies

In this study, the authors reviewed the definition of emotional intelligence (EI) and argued that El is conceptually distinct from personality. In Study 1, the authors showed that EI was related to yet distinct from personality dimensions and that it had incremental predictive power on life satisfaction. The authors examined the construct validity of self-reports and others' ratings of EI using two samples in Study 2. In a student sample, parents' ratings explained additional variance in the students' life satisfaction and feelings of powerlessness after controlling for the Big Five personality dimensions. In the work sample, peer ratings were found to be significant predictors of job performance ratings provided by supervisors after controlling for the Big Five personality dimensions. Other implications for future research on EI are discussed.     

Speed of emotional information processing and emotional intelligence

The present study aimed to investigate the relationship between the speed of emotional information processing and emotional intelligence (EI). To evaluate individual differences in the speed of emotional information processing, a recognition memory task consisted of two subtests similar in design but differing in the emotionality of the stimuli. The first subtest required judgment about whether an emotional facial expression in the test face was identical to one of the four emotional expressions of the same individual previously presented. The second subtest required deciding whether the test face with a neutral emotional expression was identical to one of the four neutral faces of different individuals previously presented. Mean response latencies were calculated for “Yes” and “No” responses. All latencies were correlated with other measures of processing speed such as discrimination time and time of figure recognition. However, the emotional expression recognition subtest was hypothesized to require the processing of emotional information in addition to that of facial identity. Latencies in this subtest were longer than those in the face recognition subtest. To obtain a measure of the additional processing that was called for by the emotionality of the stimuli, a subtraction method and regression analysis were employed. In both cases, measures calculated for “No” responses were related to ability EI, as assessed via a self‐report questionnaire. According to structural equation modeling, there was a moderately negative association between latent EI and the latency of “No” responses in the subtest with emotional stimuli. These relationships were not observed for “Yes” responses in the same subtest or for responses in the subtest with neutral face stimuli. Although the differences between “Yes” and “No” responses in their associations with EI require further investigation, the results suggest that, in general, individuals with higher EI are also more efficient in the processing of emotional information.     

Loneliness and emotional intelligence

The possible associations of loneliness with Emotional Intelligence (EI), 2 of its correlates (life satisfaction and a sense of meaning), and several background variables were tested on a sample of 134 young adults attending college in northern Israel. Structural Equation Modeling (SEM) analysis provided support for the model, suggesting that the presence of meaning, EI, and size and availability of an individual's social network are the strongest correlates of loneliness. EI therefore emerges as a potentially important factor in our understanding of loneliness, and the model provides a framework for future studies. The results are discussed vis-à-vis existing findings in the literature and possible directions for approaching loneliness as a theoretical concept and a social phenomenon.     

The validity of the Bender-Gestalt emotional indicators

We evaluated the concurrent validity of the revised Bender-Gestalt emotional indicators (Koppitz, 1975) among three groups of children in the 7- to 10-year age range: adjustment disorder, behavior disorder, and normal control. The concurrent validity of the emotional indicators total score was demonstrated. Notably, with the developmental level controlled, both clinical groups produced significantly more emotional indicators than the control group, although the two clinical groups could not be differentiated. Nominal-data analyses of the 13 individual emotional indicators indicated that three specific indicators (confused order, large size, boxed figures) possessed validity as pathognomonic signs. We discuss issues concerning the use of the emotional indicators in clinical practice.     

Emotional intelligence and emotional creativity

Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities. Intercorrelations and confirmatory factor analyses supported the hypothesis. Furthermore, it was hypothesized that EC, but not EI, would correlate with behavioral creativity. Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior.     

Family size and intelligence revisited: the role of emotional intelligence.

Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size. The results, based upon a sample of graduate students, support the hypothesized relationship. Implications for the study of family size and intelligence, for refining the conceptualizations and measures of nonverbal intelligence, and for leadership theory, are discussed.     

The relationship of emotional intelligence with academic intelligence and the Big Five

The present study examines the relationship of self‐ and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample of 116 students filled in measures for emotional and academic intelligence, the Big Five, and indicators of social and academic success. Moreover, other ratings were obtained from four different raters on emotional intelligence and social success. Factor analysis revealed three emotional intelligence dimensions that were labelled as ‘Empathy’, ‘Autonomy’, and ‘Emotional Control’. Little evidence was found for a relationship between emotional and academic intelligence. Academic intelligence was low and inconsistently related to emotional intelligence, revealing both negative and positive interrelations. Strong relationships were found of the emotional intelligence dimensions with the Big Five, particularly with Extraversion and Emotional Stability. Interestingly, the emotional intelligence dimensions were able to predict both academic and social success above traditional indicators of academic intelligence and personality. Copyright © 2002 John Wiley & Sons, Ltd.