Skip to main content
Multistudy Report

Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF)

Published Online:https://doi.org/10.1027/1015-5759/a000267

Abstract. This study examined the incremental validity of the adolescent short form of the Trait Emotional Questionnaire (TEIQue-ASF) in two European secondary-school samples. The TEIQue-ASF was administered as a predictor of socioemotional or academic achievement criteria, along with measures of coping strategies or cognitive ability, respectively. In Dutch high school students (N = 282), the TEIQue-ASF explained variance in all socioemotional criteria, controlling for coping strategies and demographics. In a sample of British preadolescents, the measure showed incremental contributions to academic achievement in the core areas (English, math, and science) of the English curriculum, controlling for cognitive ability subscales and gender (N = 357–491). Implications for the validity and applied utility of the TEIQue-ASF are discussed.

References

  • Andrei, F., Siegling, A. B., Aloe, A. M., Baldaro, B. & Petrides, K. V. (2015). The incremental validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A systematic review and meta-analysis. Manuscript under review. First citation in articleGoogle Scholar

  • Bar-On, R. & Parker, J. D. A. (2000). Bar-On Emotional Quotient Inventory: Youth version (BarOn EQ-I:YV) technical manual. Toronto, Canada: Multi-Health Systems. First citation in articleGoogle Scholar

  • Bijstra, J. O., Jackson, S. & Bosma, H. A. (1994). De Utrechtse Coping Lijst voor adolescenten [The Utrecht Coping List for adolescents]. Kind En Adolescent, 15, 67–74. doi: 10.1007/BF03060546 First citation in articleCrossrefGoogle Scholar

  • Billings, C. E. W., Downey, L. A., Lomas, J. E., Lloyd, J. & Stough, C. (2014). Emotional Intelligence and scholastic achievement in pre-adolescent children. Personality and Individual Differences, 65, 14–18. doi: 10.1016/j.paid.2014.01.017 First citation in articleCrossrefGoogle Scholar

  • Coie, J. D. & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815–829. doi: 10.2307/1130578 First citation in articleCrossrefGoogle Scholar

  • Coie, J. D., Dodge, K. A. & Coppotelli, H. (1983). “Dimensions and Types of Social Status: A Cross-Age Perspective”: Correction. Developmental Psychology, 19, 224. doi: 10.1037/0012-1649.19.2.224 First citation in articleCrossrefGoogle Scholar

  • Davis, S. K. & Humphrey, N. (2012a). Emotional intelligence predicts adolescent mental health beyond personality and cognitive ability. Personality and Individual Differences, 52, 144–149. doi: 10.1016/j.paid.2011.09.016 First citation in articleCrossrefGoogle Scholar

  • Davis, S. K. & Humphrey, N. (2012b). The influence of emotional intelligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI. Journal of Adolescence, 35, 1369–1379. doi: 10.1016/j.adolescence.2012.05.007 First citation in articleCrossrefGoogle Scholar

  • Derksen, J., Kramer, I. & Katzko, M. (2002). Does a self-report measure for emotional intelligence assess something different than general intelligence? Personality and Individual Differences, 32, 4–6. doi: 10.1016/S0191-8869(01)00004-6 First citation in articleCrossrefGoogle Scholar

  • Endler, N. S. & Parker, J. D. A. (1994). Assessment of multidimensional coping: Task, emotion, and avoidance strategies. Psychological Assessment, 6, 50–60. doi: 10.1037/1040-3590.6.1.50 First citation in articleCrossrefGoogle Scholar

  • Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrandiz, C., Bermejo, R., Lopez-Pina, J. A., … Fernandez, M.-C. C. (2010). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment, 29, 150–159. doi: 10.1177/0734282910374707 First citation in articleCrossrefGoogle Scholar

  • Frederickson, N. L. & Furnham, A. F. (1998). Sociometric classification methods in school peer groups: A comparative investigation. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 39, 921–933. doi: 10.1111/1469-7610.00392 First citation in articleCrossrefGoogle Scholar

  • Frederickson, N., Petrides, K. V. & Simmonds, E. (2012). Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence. Personality and Individual Differences, 52, 323–328. doi: 10.1016/j.paid.2011.10.034 First citation in articleCrossrefGoogle Scholar

  • Freudenthaler, H. H., Neubauer, A. C., Gabler, P., Scherl, W. G. & Rindermann, H. (2008). Testing and validating the Trait Emotional Intelligence Questionnaire (TEIQue) in a German-speaking sample. Personality and Individual Differences, 45, 673–678. doi: 10.1016/j.paid.2008.07.014 First citation in articleCrossrefGoogle Scholar

  • Gardner, K. J. & Qualter, P. (2010). Concurrent and incremental validity of three trait emotional intelligence measures. Australian Journal of Psychology, 62, 5–13. doi: 10.1080/00049530903312857 First citation in articleCrossrefGoogle Scholar

  • Greenaway, K. H., Louis, W. R., Parker, S. L., Kalokerinos, E. K., Smith, J. R. & Terry, D. J. (2015). Measures of coping for psychological well-being. In G. J. BoyleD. H. SaklofskeG. MatthewsEds., Measures of personality and social psychological constructs (pp. 322–351). London, US: Academic Press. doi: 10.1016/B978-0-12-386915-9.00012-7 First citation in articleCrossrefGoogle Scholar

  • Joseph, D., Jin, J., Newman, D. & O’Boyle, E. (2014). Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI. Journal of Applied Psychology, 100, 298–342. Retrieved from http://psycnet.apa.org/psycinfo/2014-39897-001/ First citation in articleCrossrefGoogle Scholar

  • Kovacs, M. (1985). The Children’s Depression Inventory (CDI). Psychopharmacology Bulletin, 21, 995–998. First citation in articleGoogle Scholar

  • Lohman, D. F., Thorndike, R. L., Hagen, E. P., Smith, P., Fernandes, C. & Strand, S. (2001). Cognitive Abilities Test (3rd ed.). Windsor, UK: NFER-Nelson. First citation in articleGoogle Scholar

  • Malouff, J. M., Schutte, N. S. & Thorsteinsson, E. B. (2014). Trait emotional intelligence and romantic relationship satisfaction: A meta-analysis. The American Journal of Family Therapy, 42, 53–66. doi: 10.1080/01926187.2012.748549 First citation in articleCrossrefGoogle Scholar

  • Martins, A., Ramalho, N. & Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49, 554–564. doi: 10.1016/j.paid.2010.05.029 First citation in articleCrossrefGoogle Scholar

  • Mavroveli, S., Petrides, K. V., Rieffe, C. & Bakker, F. (2007). Trait emotional intelligence, psychological well-being and peer-rated social competence in adolescence. British Journal of Developmental Psychology, 25, 263–275. doi: 10.1348/026151006X118577 First citation in articleCrossrefGoogle Scholar

  • Mikolajczak, M., Petrides, K. V. & Hurry, J. (2009). Adolescents choosing self-harm as an emotion regulation strategy: The protective role of trait emotional intelligence. The British Journal of Clinical Psychology, 48, 181–193. doi: 10.1348/014466508X386027 First citation in articleCrossrefGoogle Scholar

  • Parkhurst, J. T. & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28, 231–241. doi: 10.1037/0012-1649.28.2.231 First citation in articleCrossrefGoogle Scholar

  • Perera, H. N. & DiGiacomo, M. (2013). The relationship of trait emotional intelligence with academic performance: A meta-analytic review. Learning and Individual Differences, 28, 20–33. doi: 10.1016/j.lindif.2013.08.002 First citation in articleCrossrefGoogle Scholar

  • Petrides, K. V. (2009). Psychometric properties of the trait emotional intelligence questionnaire (TEIQue). In C. StoughD. H. SaklofskeJ. D. A. ParkerEds., Assessing emotional intelligence: Theory, research, and applications (pp. 85–101). New York, NY: Springer Science + Business Media. doi: 10.1007/978-0-387-88370-0 First citation in articleCrossrefGoogle Scholar

  • Petrides, K. V., Frederickson, N. & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277–293. doi: 10.1016/S0191-8869(03)00084-9 First citation in articleCrossrefGoogle Scholar

  • Petrides, K. V. & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425–448. doi: 10.1002/per.416 First citation in articleCrossrefGoogle Scholar

  • Petrides, K. V., Pérez-González, J. C. & Furnham, A. (2007). On the criterion and incremental validity of trait emotional intelligence. Cognition & Emotion, 21, 26–55. doi: 10.1080/02699930601038912 First citation in articleCrossrefGoogle Scholar

  • Petrides, K. V., Pita, R. & Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98, 273–289. doi: 10.1348/000712606X120618 First citation in articleCrossrefGoogle Scholar

  • Petrides, K. V., Sangareau, Y., Furnham, A. & Frederickson, N. (2006). Trait emotional intelligence and children’s peer relations at school. Social Development, 15, 537–547. doi: 10.1111/j.1467-9507.2006.00355.x First citation in articleCrossrefGoogle Scholar

  • Rieffe, C., Meerum Terwogt, M. & Bosch, J. (2004). Emotional awareness and somatic complaints in children. European Journal of Developmental Psychology, 1, 31–47. First citation in articleCrossrefGoogle Scholar

  • Roberts, B. W., Caspi, A. & Moffitt, T. E. (2001). The kids are alright: Growth and stability in personality development from adolescence to adulthood. Journal of Personality and Social Psychology, 81, 670–683. doi: 10.1037/0022-3514.81.4.670 First citation in articleCrossrefGoogle Scholar

  • Saklofske, D. H., Austin, E. J. & Minski, P. S. (2003). Factor structure and validity of a trait emotional intelligence measure. Personality and Individual Differences, 34, 707–721. doi: 10.1016/S0191-8869(02)00056-9 First citation in articleCrossrefGoogle Scholar

  • Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J. & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177. doi: 10.1016/S0191-8869(98)00001-4 First citation in articleCrossrefGoogle Scholar

  • Siegling, A. B., Petrides, K. V. & Martskvishvili, K. (2014). An examination of a new psychometric method for optimizing multi-faceted assessment instruments in the context of trait emotional intelligence. European Journal of Personality, 29, 42–54. doi: 10.1002/per.1976 First citation in articleCrossrefGoogle Scholar

  • Siegling, A. B., Saklofske, D. H. & Petrides, K. V. (2014). Measures of ability and trait emotional intelligence. In G. J. BoyleD. H. SaklofskeG. MatthewsEds., Measures of personality and social psychological constructs (1st ed., pp. 381–414). Oxford, UK: Academic Press. First citation in articleGoogle Scholar

  • Smith, G. T., Fischer, S. & Fister, S. M. (2003). Incremental validity principles in test construction. Psychological Assessment, 15, 467–477. doi: 10.1037/1040-3590.15.4.467 First citation in articleCrossrefGoogle Scholar

  • Strand, S. (2004). Consistency in reasoning test scores over time. The British Journal of Educational Psychology, 74, 617–631. doi: 10.1348/0007099042376445 First citation in articleCrossrefGoogle Scholar

  • Timbremont, B. & Braet, C. (2001). Psychometrische evaluatie van de Nederlandstalige Children’s Depression Inventory [Psychometric assessment of the Dutch version of the Children’s Depression Inventory]. Gedragstherapie, 34, 229–242. First citation in articleGoogle Scholar

  • Valiente, C., Swanson, J. & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6, 129–135. doi: 10.1111/j.1750-8606.2011.00192.x First citation in articleCrossrefGoogle Scholar

  • Van der Zee, K., Thijs, M. & Schakel, L. (2002). The relationship of emotional intelligence with academic intelligence and the Big Five. European Journal of Personality, 16, 103–125. doi: 10.1002/per.434 First citation in articleCrossrefGoogle Scholar

  • Warwick, J. & Nettelbeck, T. (2004). Emotional intelligence is…? Personality and Individual Differences, 37, 1091–1100. doi: 10.1016/j.paid.2003.12.003 First citation in articleCrossrefGoogle Scholar

  • Williams, C., Daley, D., Burnside, E. & Hammond-Rowley, S. (2010). Can trait Emotional Intelligence and objective measures of emotional ability predict psychopathology across the transition to secondary school? Personality and Individual Differences, 48, 161–165. doi: 10.1016/j.paid.2009.09.014 First citation in articleCrossrefGoogle Scholar