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DOI: 10.1177/0829573508329822 2009 24: 76Canadian Journal of School Psychology

Christine Peters, John H. Kranzler and Eric RossenResearch EditionYouth Version

Caruso Emotional Intelligence Test: SaloveyValidity of the Mayer

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Canadian Journal of School Psychology

Volume 24 Number 1March 2009 76-81

2009 SaGe Publications10.1177/0829573508329822

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Validity of the MayerSalovey Caruso Emotional Intelligence Test: Youth VersionResearch EditionChristine PetersJohn H. KranzlerUniversity of Floridaeric RossenPrince Georges County Public Schools

Abstract: This study examines the criterion-related validity evidence of scores on the MayerSaloveyCaruso emotional Intelligence Test: Youth VersionResearch Version. The authors also investigate the relationship between scores on the MSCeIT-YV and chronological age. Results provide initial support for the construct validity of the MSCeIT-YV but also raise questions for future research.

Rsum: Cette recherche porte sur l'vidence de la validit lie au critre des scores sur le Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version-Research Version (MSCeIT-YV). Les auteurs se penchent galement sur la relation entre les scores sur cet instrument et l'ge chronologique. Les rsultats viennent appuyer la validit de concept du MSCeIT-YV, mais soulvent galement des questions qui pourraient faire l'objet de recherches ultrieures.

Keywords: emotional intelligence; MSCEIT-YV; EQ-i:YV; CISS; WJ-III; SAT-10

In Mayer and Saloveys (1997) ability model, emotional intelligence (eI) is defined as an individuals capacity to process emotional information in order to enhance cognitive activities and facilitate social functioning (Rivers, Brackett, Salovey, & Mayer, 2007, p. 230). The ability model consists of overall eI and four underlying second-order dimensions: the ability to perceive emotions, use emotions to facilitate thought, understand emotions, and manage emotions. The MayerSaloveyCaruso emotional Intelligence Test Version 2.0 (MSCeIT) was developed to measure individual differences in these cognitive processes (Mayer, Salovey, & Caruso, 2002). Research

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Peters et al. / MSCeIT-YV Validity 77

indicates that the MSCeIT can be objectively scored and reliably measured, and the pattern of relationships (convergent, discriminant, and predictive) between eI and established psychological constructs are consistent with construct theory (Mayer, Salovey, & Caruso, 2008).

at present, research on the ability model of eI has focused on adults. Because of the unavailability of instruments for children and adolescents, very little is known about ability eI and its role in the social, emotional, and academic functioning of school-aged students. To address this need, Mayer, Salovey, and Caruso (in press) recently developed the MSCeITYouth VersionResearch Version (MSCeIT-YV).

This study examined the criterion-related evidence of validity of the MSCeIT-YV scores. Specifically, we examined relationships between scores on the MSCeIT-YV and coping ability, general cognitive ability (g), academic achievement, deviant behavior, and a self-report measure of eI for children and adolescents (viz., BarOn emotional Quotient Inventory: Youth Version [eQ-i:YV]; Bar-On & Parker, 2000). To examine incremental predictive ability, we compared relationships between scores on the MSCeIT-YV and the eQ-i:YV with the external criteria before and after controlling for g. Scores on the MSCeIT-YV were correlated with chronologi-cal age to examine the developmental progression of eI.

Method

ParticipantsParticipants were recruited through public schools and after-school child care

centers in North Central Florida. The sample consisted of 50 students (boys = 23, girls = 27) in Grades 4 to 12 (M = 8.1). Chronological age of participants ranged from 10 to 18 years (M = 14.3, SD = 2.5). Participants identified themselves as White or Caucasian (n = 37), african american (n = 9), Hispanic (n = 2), asian (n = 1), and Other (n = 1). Information on their socioeconomic status was not available.

InstrumentsMayerSaloveyCaruso Emotional Intelligence Test: Youth VersionResearch

Version (MSCEIT-YV: Mayer et al., in press). The MSCeIT-YV was designed to meas-ure the four-branch ability model of eI for children and youth aged 10 to 18 years.

BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV). The eQ-i:YV is a self-report measure for individuals aged 7 to18 years (Bar-On & Parker, 2000). Internal consistency of the eQ-i:YV scales range from .65 to .90. Stability coeffi-cients for a 3-week period are .89 for total eI and range from .77 to .89 for the various scales.

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78 Canadian Journal of School Psychologists

WoodcockJohnson Tests of Cognitive Abilities and Achievement3rd Edition (WJ-III; McGrew & Woodcock, 2001). The seven standard subtests of the WJ-III Tests of Cognitive abilities (WJ-III Cog) were administered. The General Intellectual ability (GIa) score was used to assess psychometric g. Only the Broad Math and Reading subtests of the WJ-III Tests of achievement (WJ-III ach) were adminis-tered. Internal consistency reliability () is .97 for the GIa and in the .90s for Broad Math and Reading. Testretest reliabilities for the various WJ-III tests range from .69 to .96 for a period of up to 1 year.

Stanford Achievement Test Series, Tenth Edition (SAT 10). The SaT 10 is a nation-ally normed and standardized test of academic skills (Harcourt Brace, 2003). Split-half reliability coefficients (KR20) for the SaT 10 scales are in the .80s to .90s. although testretest reliability was not reported, alternate forms reliability is in the .80s.

Coping Inventory for Stressful Situations (CISS; Endler & Parker, 1990). The CISS measures three kinds of coping styles: task-oriented coping, emotion-oriented coping, and avoidance coping. Internal consistency () is .75 to .90 for the various scales. Testretest reliability is in the .50 to .70 range across scales over a 6-week period. The adolescent version of the CISS was administered to all participants aged 13 years or older (n = 29).

Discipline referrals. Information on the number of discipline referrals was obtained from student records for the most recent academic year. Discipline referrals ranged from minor behavior problems to incidents that required intervention.

ProcedureParticipants completed the self-report measures and the MSCeIT-YV in small

groups or independently. They were administered the MSCeIT-YV first, followed by the eQi:YV and the CISS. Trained research assistants then individually adminis-tered the WJ-III. Results of the SaT 10 and number of discipline referrals were obtained from students records.

Results

Descriptive statistics for the overall and subtest scores for all measures were within the average range and not restricted in range. Mean scores for the MSCeIT-YV were significantly higher than those on the eQ-i:YV, t (48) = 4.13, p < .05. Mean number of discipline referrals was 0.67 (SD = 1.6). Internal consistency reliability (Cronbachs ) for overall eI on the MSCeIT-YV was .84.

The Pearson productmoment correlation (r) between overall scores on the MSCeIT-YV and the eQ-i:YV was .42 (p < .05). except for the Facilitating

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emotions scale, the branches of the MSCeIT-YV correlated moderately (p < .05) with theoretically related scores on the eQ-i:YV. Correlations between scale scores on both eI measures ranged from .10 to .50, with a mean r of .27.

Table 1 displays the rs between scores on the MSCeIT-YV and external criteria. The r between the overall eI score and the GIa was .35 (p < .05). apart from the Managing emotions subscale, overall eI and the subscales correlated moderately with Broad Reading on the WJ-III. None of the MSCeIT-YV scores correlated significantly with Broad Math. Correlations between the MSCeIT-YV and the SaT 10 yielded a somewhat similar pattern of results, with higher correlations observed between the MSCeIT-YV and reading than math. Overall eI correlated .46 (p < .05) with the emotion scale of the CISS. Significant correlations were also observed between number of discipline referrals and overall eI and the Perceiving, Facilitating, and Understanding emotions subscales. Correlations between the overall scores on the MSCeIT-YV and eQ-i:YV with external criteria were conducted before and after controlling for g. Overall score of the eQi:YV did not correlate significantly with SaT 10 reading performance before (r = .24, p > .05) or after controlling for g (r = .38, p > .05). Overall score on the MSCeIT-YV, however, correlated significantly

Table 1Correlations Between the MSCEIT-YV and External Criteria

MSCEIT-YV

Perceiving Facilitating Understanding Managing Overall emotions emotions emotions emotions eI

WJ-III GIa .40* .12 .41* .22 .35*Reading .44* .31* .40* .07 .35*Math .22 .15 .25 .03 .17

SaT 10 Reading .39* .42* .53* .29 .53*Math .30 .23 .52* .08 .36*

CISS Task .08 .30 .02 .06 .14emotion .50* .15 .48* .33 .46*avoidance .18 .19 .09 .26 .11Distraction .13 .17 .14 .11 .07Social diversion .21 .01 .10 .32 .07

Discipline referral .60* .47* .33* .18 .47*

Note: MSCeIT-YV = MayerSaloveyCaruso emotional Intelligence Test: Youth VersionResearch Version; eI = emotional intelligence; WJ-III = WoodcockJohnson Tests of Cognitive abilities and achievement3rd edition; GIa = General Intellectual ability; SaT 10 = Stanford achievement Test Series, Tenth edition; CISS = Coping Inventory for Stressful Situations.*p < .05.

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80 Canadian Journal of School Psychologists

with SaT 10 Reading after correction (r = .62, p < .05). a significant correlation was observed between the overall eI score on the MSCeIT-YV and number of discipline referrals after controlling for g (r = .45, p < .05).

Last, the rs between raw scores on the MSCeIT-YV and chronological age (in months) were significant for Overall eI (rxy = 0.46, p < .05) and all subscales, excepting the Perceiving subscale (r = .02, p > .05).

Discussion

The MSCeIT-YV (Mayer et al., in press) is a new instrument developed to assess the constructs of the ability model of eI for children and youth between the ages of 10 to 18 years. Validation of scores on this measure is an important first step toward understanding the growth and development of eI as well as any practical application this instrument may have for school-aged children. Results of this research provide preliminary support for the construct validity of scores on the MSCeIT-YV. Overall scores on MSCeIT-YV and the eQ-i:YV correlated only moderately, indicating that these two instruments largely measure different constructs. The MSCeIT-YV also cor-related moderately with general cognitive ability and reading achievement, but not with mathematics. The fact that higher correlations were observed between the MSCeIT-YV and the high-stakes achievement test, the SaT 10, suggests that eI is more strongly related to academic performance when there is need for managing emo-tions under stressful conditions. This is the first study to objectively measure academic achievement and its relationship to the ability model of eI. Prior research among adults relied on self-reported grades for college students (e.g., Rossen & Kranzler, 2009).

The relationship between eI and managing emotions is further shown in the relationship between scores on the MSCeIT-YV and the CISS. Overall eI cor-related negatively with the emotion scale of the CISS, which reflects the ten-dency to respond to stressful situations with emotional outbursts. Overall eI also correlated negatively with number of discipline referrals. These findings suggest that students with lower eI may be at greater risk for behavioral difficulties in schools. In addition, overall eI and all but one of the subscales on the MSCeIT-YV correlated positively with chronological age, indicating that eI develops with age in school-aged populations.

In conclusion, results of this study generally support the construct validity of scores on the MSCeIT-YV as a measure of eI in the ability model. Furthermore, the MSCeIT-YV generally outperformed the eQ-I:YV in terms of predicting external criteria. This is consistent with the claim that the evidence tends to favor the ability-based approach of eI over mixed models (Mayer et al., 2008, p. 510). although more research is certainly needed, results of this study suggest that the MSCeIT-VY is a promising instrument that is worthy of further research and development.

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References

Bar-On, R., & Parker, J. D. a. (2000). The BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV) technical manual. Toronto: Multi-Health Systems.

endler, N. S. & Parker, J. D. a. (1990). Coping Inventory for Stressful Situations (CISS): Adolescent version. Manual (2nd ed.). Toronto: Multi-Health Systems.

Mayer, J. D., Salovey, P., & Caruso, D. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Toronto: Multi-Health Systems.

Mayer, J. D., Salovey, P., & Caruso, D. (2008). emotional intelligence: New ability or eclectic traits? American Psychologist, 63, 503-517.

Mayer, J. D., Salovey, P., & Caruso, D. (in press). Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version-Research Edition (MSCEIT-YV). Toronto: Multi-Health Systems.

McGrew, K. S., & Woodcock, R. W. (2001). Technical manual of the Woodcock-Johnson III. Ithaca, IL: Riverside.

Rivers, S. e., Brackett, M. a., Salovey, P., & Mayer, J. D. (2007). Measuring emotional intelligence as a set of mental abilities. In G. Matthews, M. Zeidner, & R. D. Roberts (eds.), The science of emotional intelligence: Knowns and unknowns (pp. 230-257). Oxford, UK: Oxford University Press.

Rossen, e., & Kranzler, J. H. (2009). Incremental validity of the Mayer-Salovey-Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence. Manuscript submitted for publication. Journal of Research in Personality, 43, 60-65.