Literaturnachweis - Detailanzeige
| Autor/inn/en | Esnaola, Igor; Arias, Víctor B.; Freeman, John; Wang, Yina; Arias, Benito |
|---|---|
| Titel | Validity Evidence Based on Internal Structure of Scores of the Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S) in a Chinese Sample |
| Quelle | In: Journal of Psychoeducational Assessment, 36 (2018) 6, S.576-587 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0734-2829 |
| DOI | 10.1177/0734282916689439 |
| Schlagwörter | Foreign Countries; Test Validity; Adolescents; Emotional Intelligence; High School Students; Self Concept Measures; Social Desirability; Test Reliability; China |
| Abstract | Given the lack of any Chinese instrument validated for emotional intelligence (EI) among adolescents, the purpose of this study was to explore new sources of validity evidence drawn from scores on the Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S) in a sample of Chinese adolescents. The sample was composed of 406 adolescents (236 girls). Results support the multidimensionality of the EQ-i: YV-S, but its hierarchical structure did not receive empirical support. Three of the four main subscales (all but "interpersonal") had acceptable reliability indices. In addition, although the impact of the Positive Impression subscale on responses to the main scales was generally low, the effect is not ignorable, and its impact should be modeled in further investigations of the EQ-i: YV-S. Finally, four main subscales of EQ-i: YV-S showed significant power in the prediction of general self-concept and moderate temporal stability. The findings provide overall support for the reliability and validity of the Chinese version of EQ-i: YV-S. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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