Emotional intelligence; is that all there is? New proposals for the EI assessment

Edgar Bresó Esteve Ph.D.

Associate Professor Emotionally Intelligent Organization Research Group

LOGO Model/Hypothesis

LOGO Emotional Intelligence (Mayer & Salovey, 1997)

E I 2

3 4

1 PERCEIVING ABILITIES USING

UNDERSTANDING MANAGING

LOGO EI Assessment

Emotional Quotient Inventory (EQ-i) Trait Emotional Intelligence Questionnaire (TEIQue) Genos Emotional Intelligence Inventory Trait Meta-Mood Scale (TMMS-24)

Emotion Recognition Emotional Skills and Competence Questionnaire (ESCQ)

LOGO EI Assessment

LOGO Which one seems to be better…

LOGO Output…

LOGO Assesment #1 (n=152) Correlations

Note: All α ≥ .70

1 2 3 4 5 6 7

1. Emotional Intelligence

-

2. VIGOR -.06 -

3. DEDICATION .10 .58** -

4. EXHAUSTION -.28** .31** -.20** -

5. DEPERSON. -.10 -.56** -.38** .21** -

6. PER. ACOMP. -.14 .63** .51** -.23** -.51** -

7. PERFORMANCE .18 .38** .19** -.31** -.19** .31** -

LOGO Assesment #2 (n=116) Correlations

Note: All α ≥ .70

1 2 3 4 5 6 7

1. Emotional Intelligence

-

2. VIGOR .13 -

3. DEDICATION .09 .58** -

4. EXHAUSTION -.12** .31** -.20** -

5. DEPERSON. -.10 -.56** -.38** .21** -

6. PER. ACOMP. .12 .63** .51** -.23** -.51** -

7. PERFORMANCE .10 .38** .19** -.31** -.19** .31** -

LOGO 4th. Branch (n=116)

Correlations

1 2 3 4 5 6 7

1. EI (4th.) -

2. VIGOR .21* -

3. DEDICATION .15** .58** -

4. EXHAUSTION -.27** .31** -.20** -

5. DEPERSON. -.19** -.56** -.38** .21** -

6. PERSONAL AC. .14 .63** .51** -.23** -.51** -

7. PERFORMANCE .16* .38** .19** -.31** -.19** .31**

-

LOGO 1st. vs 4th. Branch (n=116)

Correlations

1 2 3

1. EI (1st.) -

2. EI (4th.) .39* -

*Empathy Quotient (Baron & Wheelwright, 2003)

3. Empathy* 21+ 57** -

LOGO EI Assessment (Other surveys)

v POFA (Pictures of Facial Affect) Ekman & Fresen, 1976. v JACBART (Japanese and Caucasian Brief Affect Recognition

Test) Matsumoto et. al, 2000.

v METT (Micro-expressions Training Tool) Ekman, 2004. Roberts, 2006: Do not correlate* with the 1st scale of MSCEIT

… The MSCEIT method of rating the extend of emotions in a still photo of a face seems to capture a different skill from multiple-choice assessment of facial expression presented for only a fraction of second (as in the JACBART)…

*Correlation ≅ .07

LOGO

LOGO Interviews… (n=97)

v  This is the “best” assessment method I have ever used.

v  Is not very boring, not long, useful, etc.

BUT… (Respondents told me…) 1.- Pictures were not enough to make me feel… 2.- I was not very “involved” in the task (less than into the other three) 3.- Probably in the next time I would answer differently 4.- Honestly, I do not believe on its reliability

LOGO Time Flows… Very quick!

LOGO Speculations…

v Faces are NOT SPANISH… so the Spanish population do not understand their emotions

1.- This survey has been already tested by

Extremera & Berrocal, 2009. 2.- Facial expression of emotions is

universal (Ekman, 1970). 3.- The real problem was not about faces…

LOGO Speculations…

v In the 21st. Century, pictures are not enough. People don’t feel anything by pictures. We are used to other technologies… it seems artificial…

-  But, in other contexts pictures work… Or

not? -  Have you had similar problems?

LOGO Speculations…

v An Emotionally Intelligent person is not (only) a person who is able to give the “right” answer…

-  He/She must be able to find the answer at

the first attempt, and quickly.

LOGO Conclusions…

v On the other hand, if the ‘perception’ is actually an important branch, and it needs to be assessed, maybe I could design a new assessment method for this branch.

LOGO Conclusions… v If I want to develop and implement an

intervention based on the four branches model, I need to be sure that each branch is assessed properly.

v  An alternative could be forgetting the four branches and focus just on the management of emotions (the fourth branch).

v Thus, we should speak about the Management of Emotions instead of the Emotional Intelligence and the intervention should be developed for increasing just this competence.

LOGO Proposals…

v  The importance of TIME Control.

v  Possibility for correcting/changing answers

v  Less “artificial”, more

“dynamic”.

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Edgar Breso breso@uji.es