Donald H. Saklofske

Factor structure and validity of a trait emotional intelligence measure

Abstract A short self-report emotional intelligence (EI) measure was completed by a sample of 354 students, who also completed a range of affective and personality measures. A subset of the group also completed an intelligence measure. Exploratory and confirmatory factor analysis of the EI scale suggested a hierarchical factor structure with a super-ordinate EI factor and four lower-level factors. EI was found to be negatively and significantly correlated with Neuroticism, and positively and significantly correlated with Extraversion, Openness, Agreeableness and Conscientiousness. Correlations of EI with the other measures were in accordance with theoretical expectations; for example, positive with life satisfaction and negative with depression-proneness. Most of these correlations remained significant when the effects of personality were controlled for. These results and regression modelling show that EI accounts for variance in these measures not accounted for by personality. EI was found not to be significantly correlated with cognitive ability. The relationship between EI and alexithymia was investigated using structural equation modelling and factor analysis. The results indicated that the two constructs are distinct, although strongly correlated.

International handbook of personality and intelligence

Basic and Theoretical Issues in the Study of Intelligence and Personality: History of Personality and Intelligence Theory and Research: The Challenge E.S. Barratt. Models and Paradigms in Personality and Intelligence Research L. Stankov, et al. Personality and Intelligence at the Crossroads: Intelligence and Personality in Social Behavior M. Ford. Intellective and Personality Factors in Literacy R.C. Calfee. Empirical Links between Personality and Intelligence: Personality Trait Correlates of Intelligence M. Zeidner. Theoretical and Empirical Relationships between Personality and Intelligence J. Brebner, C. Stough. Measurement and Assessment of Personality and Intelligence: Measurement and Statistical Models in the Study of Personality and Intelligence G.J. Boyle, et al. Current Issues in the Assessment of Intelligence and Personality D.F. Lohman, T. Rocklin. Applications and Clinical Parameters: Personality in Industrial and Organizational Psychology R. Kanfer, et al. Counseling and the Role of Personality and Intelligence N.E. Amundson, et al. 24 additional articles. Index.

Toward an Integration of Subjective Well-Being and Psychopathology

The validity and utility of a dual-factor system (DFS) of mentalhealth was explored. Factors were the traditional perspective onmental health, psychopathology (PTH), and the more recentperspective, subjective well-being (SWB). Research has shown thatPTH and SWB are not simply opposite poles of a single continuum,however, the constructs have yet to be integrated.The sample consisted of 407 children in Grades 3–6. Subjects wereclassified as high or low on each construct, offering fourresearch groups, two challenging the unidimensional perspective.Group membership was the classification variable in a series ofdiscriminant function analyses. Predictors assessed the domainsof temperament, personality, self-concept, locus of control, andinterpersonal relations.Results offered strong initial evidence for the validity andpotential utility of a DFS. Results are discussed, as areimplications for mental illness prevention/intervention.

Measurement of trait emotional intelligence: testing and cross-validating a modified version of Schutte et al.'s (1998) measure

The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is widely used in EI research. There have been criticisms of this scale, mainly related to its preponderance of forward-keyed items; differing results on its factor structure also exist. We investigated the effect on the scales psychometric properties of reversing some items and adding some new items. The short form of the Bar-On EQ-i was completed by the same group of participants, comprising 500 Canadian undergraduates. The use of item reversals and additional items was found not to improve the EI scales internal reliability. In contrast to previous studies, only three factors could be identified for the new 41-item scale: Optimism/Mood Regulation, Utilisation of Emotions and Appraisal of Emotions. Overall EI measured using the 41-item scale and the short EQ-i were highly correlated, whilst correlations between the subscales of the two tests were theoretically interpretable.

The WISC-III in Context

Publisher Summary This chapter describes the Wechsler intelligence scale for children-third edition (WISC-III). It highlights the several critical elements that may be of advantage in the interpretation of the scale. The topics addressed are selectively based on the primary issues that are often not understood or neglected when using and interpreting the test. This chapter discusses the selected topics that help the practitioners while interpreting the results of the scale, and role in diagnosis as well as the approaches to subtest, and scale interpretation. The process approach to the investigation of WISC-–III scores and performance renders an analysis of the different component processes that contribute to performance on selected critical subtests. This approach allows the identification of profiles to recognize spared and impaired cognitive functions. Focusing on the particular bases of success and failure, this method lends itself directly to the development of individualized interventions.

TEACHERS' EFFICACY AND TEACHING BEHAVIORS

This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors.

Neuroticism, depression, and depression proneness

Abstract The relationship between EPQ dimensions, proneness to depression and severity of depressive symptoms was examined in a sample of university students. The results suggest that Neuroticism is related to mood variation reflecting current depressive symptoms and depression vulnerability within nonclinical groups.

Emotional intelligence, coping and exam-related stress in Canadian undergraduate students

The associations among emotional intelligence (EI), coping, personality and exam-related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre-exam period. Higher levels of stress were associated with lower scores on EI components, and higher scores on emotion-focused coping and neuroticism. A scale-level factor analysis of the EI and coping subscales produced three composite factors, which each had high loadings from at least one EI and one coping subscale. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion-focused coping) and the Task Focus factor (high loadings of Adaptability EI and task-focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modelling. The results showed that these factors mediated the effect of personality on stress and SWB.

Personality, emotional intelligence and exercise

The associations of personality and self-report emotional intelligence (EI) with attitudes to exercise and self-reported exercise behaviour were investigated in a sample of 497 Canadian undergraduates. A positive attitude to exercise was negatively associated with Neuroticism and uncorrelated with other personality traits and EI. Exercise behaviour was positively associated with Extraversion and EI and negatively associated with Neuroticism. Structural equation modelling indicated that EI mediated the relationship between personality and exercise behaviour. The interpretation of this result in terms of EI having some properties of a coping style is discussed.

Confirmatory factor analysis of the multidimensional Students’ Life Satisfaction Scale

Abstract The assessment of children’s life satisfaction (LS) is a relatively new area of research. To date, one of the most comprehensive investigations in this area has culminated in the development of the Multidimensional Students’ Life Satisfaction Scale [MSLSS; Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149–158]. The first multidimensional scale of its kind, the MSLSS assesses children’s subjective perceptions of LS in five conceptually relevant domains: Family, Friends, School, Self, and Living Environment. Initial investigations of its psychometric properties and relationships to theoretically related variables have supported the validity and reliability of the MSLSS. The present study builds upon this past research by assessing the relative goodness-of-fit of the MSLSS using confirmatory factor analytic procedures by means of the SPSS LISREL statistical package. Subjects were 314 children in Grades 3–8. Results of the analyses and their implications for the reliability and validity of the MSLSS are discussed.