Measuring Emotional Intelligence

The original UNH webpage about emotional intelligence was among the first online and publicly available sources of responsible information about emotional intelligence. Here, in revised form, is a central document regarding topics about emotional intelligence and focused in particular on the issues surrounding the measurement of emotional intelligence. The following document represents a reconstruction and update of the earlier UNH Emotional Intelligence site and information that was available on it. The reconstruction includes all the major essays and e-mail exchanges with colleagues about the theory that were relevant to emotional intelligence. As we transferred the material to the present website, it was lightly edited. The edits were limited to: Ensure all links were properly updated or proplerly referenced in APA style Correct typographical and orthographical mistakes in the earlier texts. Replace tables that had been formatted originally in HTML with formatting in MS Word (from which PDFs were made). During those edits, some tables were clarified or, if overly long, shortened to focus on what was important. For example, the tables reflecting types of data in the Measuring Emotional Intelligence section were updated and, in some instances, revised into bulleted lists; also, the table that included examples of hypothetical individuals who were low in personal intelligence was shortened to include fewer examples. The multiple individual posts on the original website were combined into the PDFs below. The first-level headings in the documents generally correspond to the names of the individual pages on the original website, with small exceptions

Controversies in Emotional Intelligence

The original UNH webpage about emotional intelligence was among the first online and publicly available sources of responsible information about emotional intelligence. Here, in revised form, are edited e-mail exchanges and posts about controversies concerning emotional intelligence. Although the exchanges took place in 2004, many of the controversies are still relevant to the field of EI today. The following document represents a reconstruction and update of the earlier UNH Emotional Intelligence site and information that was available on it. The reconstruction includes all the major essays and e-mail exchanges with colleagues about the theory that were relevant to emotional intelligence. As we transferred the material to the present website, it was lightly edited. The edits were limited to: Ensure all links were properly updated or proplerly referenced in APA style Correct typographical and orthographical mistakes in the earlier texts. Replace tables that had been formatted originally in HTML with formatting in MS Word (from which PDFs were made). During those edits, some tables were clarified or, if overly long, shortened to focus on what was important. For example, the tables reflecting types of data in the Measuring Emotional Intelligence section were updated and, in some instances, revised into bulleted lists; also, the table that included examples of hypothetical individuals who were low in personal intelligence was shortened to include fewer examples. The multiple individual posts on the original website were combined into the PDFs below. The first-level headings in the documents generally correspond to the names of the individual pages on the original website, with small exceptions

What is Emotional Intelligence?

The original UNH webpage about emotional intelligence was among the first online and publicly available sources of responsible information about emotional intelligence. Here, in revised form, is an introduction to the theory of emotional intelligence with additional commentary on its measurement. The following document represents a reconstruction and update of the earlier UNH Emotional Intelligence site and information that was available on it. The reconstruction includes all the major essays and e-mail exchanges with colleagues about the theory that were relevant to emotional intelligence. As we transferred the material to the present website, it was lightly edited. The edits were limited to: Ensure all links were properly updated or proplerly referenced in APA style Correct typographical and orthographical mistakes in the earlier texts. Replace tables that had been formatted originally in HTML with formatting in MS Word (from which PDFs were made). During those edits, some tables were clarified or, if overly long, shortened to focus on what was important. For example, the tables reflecting types of data in the Measuring Emotional Intelligence section were updated and, in some instances, revised into bulleted lists; also, the table that included examples of hypothetical individuals who were low in personal intelligence was shortened to include fewer examples. The multiple individual posts on the original website were combined into the PDFs below. The first-level headings in the documents generally correspond to the names of the individual pages on the original website, with small exceptions

Brief Mood Introspection Scale (BMIS): Scoring Instructions

The BMIS scale is an open-source mood scale consisting of 16 mood-adjectives to which a person responds (e.g., Are you happy ?). The scale can yield measures of overall pleasant-unpleasant mood, arousal-calm mood, and it also can be scored according to positive-tired and negative-calm mood

The personality systems framework: Current theory and development

The personality systems framework is a fieldwide outline for organizing the contemporary science of personality. I examine the theoretical impact of systems thinking on the discipline and, drawing on ideas from general systems theory, argue that personality psychologists understand individuals’ personalities by studying four topics: (a) personality’s definition, (b) personality’s parts (e.g., traits, schemas, etc.), (c) its organization and (d) development. This framework draws on theories from the field to create a global view of personality including its position and major areas of function. The global view gives rise to new theories such as personal intelligence—the idea that people guide themselves with a broad intelligence they use to reason about personalities

Personality attributes that predict cadet performance at West Point

Using data from the United States Military Academy at West Point (N = 1102 and N = 1049) from two successive years, we examined psychological measures of cadets and the correlations of those measures with consequential outcomes such as cadet performance and leadership potential. We examined four broad intelligences, two of which were thing-focused (spatial and mathematical) and two people-focused (verbal and personal intelligences) and their predictions to thing- and people-centered courses (e.g., chemistry versus psychology). We found support for a thing-people differential in reasoning. The broad intelligences and the Big Five personality traits also predicted academic and other performance criteria at consequential levels

A Measure of Emotional Empathy for Adolescents and Adults

A new, multi-dimensional scale of emotional empathy is described. The scale consists of 30 items and was administered to 793 adolescents and adults. A principal components analysis yielded six meaningful factors. Alpha reliabilities for all scale scores were moderate to high, and the scales demonstrate significant relationships to a number of behavioral criteria. The new empathy scale measures emotional aspects of empathy and can be used by researchers interested in a general measure of emotional empathy as well as providing detailed sub-scales

Laboratory Technical Supplement for the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User’s Manual (Mayer, Salovey & Caruso, 2002), published by MHS, provides a great deal of information about using the MSCEIT test. Since the publication of the MHS manual, additional issues have arisen within the test-user and research communities associated with the test. This brief technical document addresses two of those concerns. This laboratory technical supplement covers two topics that arise regarding the Mayer-Salovey-Caruso Emotional Intelligence Test: how to calculate a split half reliability for the test, and how to develop and score the test using local norms (i.e., national or regional norms, or norms for special populations). The use of the split-half reliability estimate is important with the MSCEIT because our research indicates that coefficient alpha reliabilities underestimate the reliability of the test. An in-depth discussion of this issue will appear in a forthcoming set of papers in the journal Emotion. The development of national and specialized norms are important to interpreting test scores outside of general populations in North America, i.e., for translated versions of the scale and for English-language versions of the scale administered outside of North America, England, Australia, and South Africa (areas that are part of the original standardization sample