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Originalarbeit

„Emotionale Intelligenz“ mit einem Fragebogen messen?

Zur inkrementellen und faktoriellen Validität des weitverbreiteten TEIQue-ASF

Published Online:June 25, 2018https://doi.org/10.1026/0012-1924/a000208

Abstract

Zusammenfassung. Die faktorielle Validität des Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) und der Beitrag der damit erfassten „Emotionalen Intelligenz“ (EI) zur Aufklärung von Schulerfolg wurden an N = 711 deutschen Schülerinnen und Schüler der 6., 7. und 8. Jahrgangsstufe überprüft. Explorative und konfirmatorische Faktorenanalysen ergaben, dass weder das zugrundeliegende theoretische Vier-Faktoren-Modell noch der für die Kurzform vorgesehene globale EI-Wert mit den Daten vereinbar waren. Stattdessen resultierte eine dreifaktorielle Lösung mit 9 Items, welche auch im Vergleich zu Alternativmodellen am besten auf die Daten passte. Jenseits von verbaler Intelligenz und klassischen Persönlichkeitsvariablen lieferte der TEIQue-ASF keinen bedeutsamen Beitrag zur Varianzaufklärung der Schulleistung (Notendurchschnitt). Die Nützlichkeit des TEIQue-ASF wird diskutiert, weitere Validitätsüberprüfungen werden dringend empfohlen.


Measuring “Emotional Intelligence” With a Questionnaire? Incremental and Factorial Validity of the Widely Used TEIQue-ASF

Abstract. Based on a sample of N = 711 German students attending the 6., 7., and 8. grade, the factorial validity of the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) and the contribution of the measured variable emotional intelligence (EI) in predicting general academic achievement were examined. Exploratory and confirmatory factor analyses indicated that neither the underlying theoretical four-factor model nor the global factor, which is the intended short form score, fitted the data. Instead, a three-factor model with 9 items resulted, which showed the best model fit compared with alternative models. Beyond verbal intelligence and conventional personality traits, the TEIQue-ASF did not account for additional variance in scholastic achievement operationalized via grades. Implications for the utility of the TEIQue-ASF are discussed and further validation studies are strongly recommended.

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