The cross-cutting edge: Medical selection and education viewed through the lens of emotional intelligence.

CONTEXT: Evidence suggesting the benefits of compassionate, person-centred care, for both patients and physicians is accruing. Medical selection, for example, aims to choose future health professionals that possess the correct attitudes, beliefs and personal attributes to deliver such care. Moreover, once in training, these desirable personal qualities should be developed and maintained, sometimes in the face of adverse health care service conditions. However, advances in selecting for, and developing, these abilities and attributes in health care have been hindered by a lack of clarity regarding how the relevant skills and traits should be defined, measured, developed and maintained in clinicians. METHODS: In this article, we demonstrate how developments in the emotional intelligence (EI) field can be applied to the challenge of selecting for, and developing, relevant interpersonal care skills in medical students and physicians. The concept of EI itself has been somewhat controversial. However, a more nuanced understanding of EI has evolved in the light of research findings that can be applied to medical selection and education. Specifically, we propose modifications to the existing 'cascading' model of EI. This model identifies, and relates, several key socioemotional skills and traits that could be considered as 'the elementary particles' of EI required to deliver compassionate, person-centred care. CONCLUSIONS: Our model of EI, which is relevant to care delivery, identifies putative targets for both medical selection and training. Selection for medical school and subsequent clinical education should focus on screening out those with low levels of the traits and abilities less amenable to training. Conversely, medical education should be concerned with developing and maintaining the socioemotional skills, attitudes and behaviours critical to the delivery of compassionate, person-centred care. This is especially important for specialties characterised by high levels of emotional labour and possible resultant compassion fatigue.

Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA).

People process emotional information using visual, vocal, and verbal cues. However, emotion management is typically assessed with text based rather than multimedia stimuli. This study (N = 427) presents the new multimedia emotion management assessment (MEMA) and compares it to the text-based assessment of emotion management used in the MSCEIT. The text-based and multimedia assessment showed similar levels of cognitive saturation and similar prediction of relevant criteria. Results demonstrate that the MEMA scores have equivalent evidence of validity to the text-based MSCEIT test scores, demonstrating that multimedia assessment of emotion management is viable. Furthermore, our results inform the debate as to whether cognitive saturation in emotional intelligence (EI) measures represents "noise" or "substance". We find that cognitive ability associations with EI represent substantive variance rather than construct-irrelevant shared variance due to reading comprehension ability required for text-based items.

Can personality close the intention-behavior gap for healthy eating? An examination with the HEXACO personality traits.

The aim of this study was to investigate the predictive and moderating effects of HEXACO personality factors, in addition to theory of planned behavior (TPB) variables, on fruit and vegetable consumption. American college students (N = 1036) from 24 institutions were administered the TPB, HEXACO and a self-reported fruit and vegetable consumption measure. The TPB predicted 11-17% of variance in fruit and vegetable consumption, with greater variance accounted for in healthy weight compared to overweight individuals. Personality did not significantly improve the prediction of behavior above TPB constructs; however, conscientiousness was a significant incremental predictor of intention in both healthy weight and overweight/obese groups. While support was found for the TPB as an important predictor of fruit and vegetable consumption in students, little support was found for personality factors. Such findings have implications for interventions designed to target students at risk of chronic disease.

Self- versus parent-ratings of industriousness, affect, and life satisfaction in relation to academic outcomes.

BACKGROUND: Parents consult with schools on how to help their children succeed, but schools rarely consult with parents, even though most parents have considerable expertise concerning their children's thoughts, feelings, and abilities. AIMS: This study compares the prediction of academic achievement from self- and parent-ratings of feelings towards school (both positive and negative), life satisfaction, and the conscientiousness facet of industriousness for 357 adolescents. SAMPLE: The student sample consisted of 383 participants (194 boys) mostly aged between 12 and 14. The parent sample consisted of 374 participants, 83% of whom were mothers. METHOD: Self-report and other-report scales measuring the above-mentioned constructs were administered to students and parents. Hierarchical regression analysis was used to test hypotheses concerning the incremental validity of parent-ratings. RESULTS: Self-ratings explained 28.6% of the variance in grade point average (GPA) with parent-ratings explaining an additional 12.1%. The incremental effect was strongest for industriousness. CONCLUSION: These results suggest that parent-reports are often more accurate than adolescent self-reports, but that both methods of assessment make unique contributions to the explanation of variance in school grades. Parental understanding constitutes a relatively untapped reservoir of knowledge available to teachers, school counsellors and administrators, education policy makers, and beyond. It makes sense to ask parents about their children when assessing those individual differences that contribute to better educational outcomes.

Morningness-eveningness and educational outcomes: the lark has an advantage over the owl at high school.

BACKGROUND: Chronotype refers to individuals' preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes. AIMS: The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark-Owl Chronotype Indicator. SAMPLE: The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students. METHOD: Students were assessed in class via self-report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype. RESULTS: Eveningness was a significant (negative) predictor of overall grade point average (GPA), math-science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent-ratings and behavioural data. CONCLUSIONS: Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.

Traffic light to vehicle visible light communication channel characterization.

Outdoor visible light communication (VLC) between an LED traffic light and an automobile has been proposed for intelligent transportation system development. An unobstructed line-of-sight (LOS) channel has to be guaranteed for this communication system. In this paper, an analytical LOS path loss model is proposed and validated by the measurement results. Commercial-off-the-shelf (COTS) LED traffic lights are characterized for use as transmitters and possible interference sources are studied, such as background solar radiation and artificial lighting. Accordingly, the performance of an outdoor VLC system is evaluated using different modulation schemes.

A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT® Social Emotional Learning Assessment.

A focus on implementing social and emotional (SE) learning into curricula continues to gain popularity in K-12 educational contexts at the policy and practitioner levels. As it continues to be elevated in educational discourse, it becomes increasingly clear that it is important to have reliable, validated measures of students' SE skills. Here we argue that framework and design are additional important considerations for the development and selection of SE skill assessments. We report the reliability and validity evidence for The Mosaic™ by ACT® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). Here, we provide the results from data collected from more than 33,000 students who completed the assessment and for whom we have data on various outcome measures. We examined the validity evidence for the individual item types and the aggregate scores based on those three. Our findings support the contribution of multi-method assessment and an aggregate score. We discuss the ways the field can benefit from this or similarly designed assessments and discuss how the assessment results can be used by practitioners to promote programs aimed at stimulating students' personal growth.

Assessing Emotional Intelligence Abilities, Acquiescent and Extreme Responding in Situational Judgment Tests Using Principal Component Metrics.

Principal Component Metrics is a novel theoretically-based and data-driven methodology that enables the evaluation of the internal structure at item level of maximum emotional intelligence tests. This method disentangles interindividual differences in emotional ability from acquiescent and extreme responding. Principal Component Metrics are applied to existing (Mayer-Salovey-Caruso Emotional Intelligence Test) and assembled (specifically, the Situational Test of Emotion Understanding, the Situational Test of Emotion Management, and the Geneva Emotion Recognition Test) emotional intelligence test batteries in an analysis of three samples (total N = 2,303 participants). In undertaking these analyses important aspects of the nomological network of emotional intelligence, acquiescent, and extreme responding are investigated. The current study adds a central piece of empirical validity evidence to the emotional intelligence domain. In the three different samples, theoretically predicted internal structures at item level were found using raw item scores. The validity of the indicators for emotional intelligence, acquiescent, and extreme responding was confirmed by their relationships across emotional intelligence tests and by their nomological networks. The current findings contribute to evaluating the efficacy of the emotional intelligence construct as well as the validity evidence surrounding the instruments that are currently designed for its assessment, in the process opening new perspectives for analyzing existing and constructing new emotional intelligence tests.

A new approach to assessing emotional understanding.

This article describes (a) the origins of, (b) rationale underlying, and (c) preliminary validity evidence for, a new ability measure of emotional understanding (EU), a major component of emotional intelligence. A novel conceptual approach-the empathic agent paradigm (EAP)-provided the theoretical foundation. The EAP results in a veridical, logically defensible scoring key, a major development for the assessment of EI, which otherwise has relied on less defensible approaches. Validity evidence for test score interpretations of the Empathic Agent Paradigm Test (EAPT) was subsequently obtained in two studies. In Study 1, participants (N = 321) completed the EAPT (α = .72 at testlet level), along with measures of classical intelligence, the Big Five personality traits, and a situational judgment measure of EU. This study provides factorial, convergent, and discriminant validity evidence for EAPT test score interpretations. In Study 2 (N = 158), an important assumption about the response processes in the EAPT was verified experimentally, in the process providing further validity evidence for test score interpretations. In sum, findings suggest that the EAPT is a promising new maximum performance measure for the assessment of EU. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

On the Validity of Forced Choice Scores Derived From the Thurstonian Item Response Theory Model.

Forced choice (FC) measures may be a desirable alternative to single stimulus (SS) Likert items, which are easier to fake and can have associated response biases. However, classical methods of scoring FC measures lead to ipsative data, which have a number of psychometric problems. A Thurstonian item response theory (TIRT) model has been introduced as a way to overcome these issues, but few empirical validity studies have been conducted to ensure its effectiveness. This was the goal of the current three studies, which used FC measures of domains from popular personality frameworks including the Big Five and HEXACO, and both statement and adjective item stems. We computed TIRT and ipsative scores and compared their validity estimates. Convergent and discriminant validity of the scores were evaluated by correlating them with SS scores, and test-criterion validity evidence was evaluated by examining their relationships with meaningful outcomes. In all three studies, there was evidence for the convergent and test-criterion validity of the TIRT scores, though at times this was on par with the validity of the ipsative scores. The discriminant validity of the TIRT scores was problematic and was often worse than the ipsative scores.

Situational Judgment Tests as a method for measuring personality: Development and validity evidence for a test of Dependability.

Situational Judgment Tests (SJTs) are criterion valid low fidelity measures that have gained much popularity as predictors of job performance. A broad variety of SJTs have been studied, but SJTs measuring personality are still rare. Personality traits such as Conscientiousness are valid predictors of many educational, work and life-related outcomes and SJTs are less prone to faking than classical self-report measurements. We developed an SJT measure of Dependability, a core facet of Conscientiousness, by gathering critical incidents in semi-structured interviews using the construct definition of Dependability as a prompt. We examined the psychometric properties of the newly developed SJTs across two studies (N = 546 general population; N = 440 sales professionals). The internal validity of the SJTs was examined by correlating the SJT scores with related self-report measures of Dependability and Conscientiousness, as well as testing the unidimensionality of the measure with CFA. Additionally, we specified a bi-factor model of SJT, self-report and behavioral checklist measures of Dependability accounting for common and specific measurement variance. External validity was examined by correlating the SJT scale and specific factor with work-related outcomes. The results show that the Dependability SJTs with an expert based scoring procedure were psychometrically sound and correlated moderately to highly with traditional self-report measures of Dependability and Conscientiousness. However, a large proportion of SJT variance cannot be accounted for by personality alone. This supports the notion that SJTs measure general domain knowledge about the effectiveness of personality-related behaviors. We conclude that SJT measures of personality can be a promising addition to classical self-report assessments and can be used in a wide variety of applications beyond measurement and selection, for instance as formative assessments of personality.

New paradigms for assessing emotional intelligence: theory and data.

This article describes the development and validation of 2 measures of emotional intelligence (EI): the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Study 1 (N=207 psychology students) examines multiple sources of validity evidence: relationships with EI, vocabulary, personality, and emotion-related criteria. Study 2 (N=149 white-collar volunteers) relates STEU and STEM scores to clinical symptoms, finding relationships to anxiety and stress for both tests, and to depression for the STEM. It is concluded that new performance-based approaches to test development, such as the present ones, might be useful in distinguishing between test and construct effects. Implications for expanding theory and for developing EI interventions are discussed.

Using Anchoring Vignettes to Adjust Self-Reported Personality: A Comparison Between Countries.

Data from self-report tools cannot be readily compared between cultures due to culturally specific ways of using a response scale. As such, anchoring vignettes have been proposed as a suitable methodology for correcting against this difference. We developed anchoring vignettes for the Big Five Inventory-44 (BFI-44) to supplement its Likert-type response options. Based on two samples (Rwanda: n = 423; Philippines: n = 143), we evaluated the psychometric properties of the measure both before and after applying the anchoring vignette adjustment. Results show that adjusted scores had better measurement properties, including improved reliability and a more orthogonal correlational structure, relative to scores based on the original Likert scale. Correlations of the Big Five Personality Factors with life satisfaction were essentially unchanged after the vignette-adjustment while correlations with counterproductive were noticeably lower. Overall, these changed findings suggest that the use of anchoring vignette methodology improves the cross-cultural comparability of self-reported personality, a finding of potential interest to the field of global workforce research and development as well as educational policymakers.

How distinctive are morningness and eveningness from the Big Five factors of personality? A meta-analytic investigation.

This study explores relations between measures of individuals' circadian preferences and the Big Five. To this end, we compared a model of circadian preferences that acknowledges morningness (M) and eveningness (E) as separate dimensions to that of a model that places M and E on a single continuum (M-E). Analyses of 620 correlations from 44 independent samples (N = 16,647) revealed weak to modest relations between both dimensions of circadian preferences and the Big Five personality traits. The strongest observed relation was found between Conscientiousness and M (ρ = .37). In the next step, regression analyses revealed that personality traits accounted for between 10.9% and 16.4% of the variance in circadian preferences. Of all the Big Five dimensions, Conscientiousness exhibited the strongest unique relation with M (ß = .32), E (ß = -.26), and M-E (ß = .32). Extraversion and Openness exhibited moderate unique relations with E (ß = .23 and ß = .17, respectively), whereas relations with M (ß = .00 and ß = .04), and M-E (ß = -.05 and ß = -.06) were relatively weak. Neuroticism exhibited a modest unique and negative relation with M (ß = -.16), and Agreeableness was largely unrelated to all circadian preference variables. To determine whether these findings translated into anything of applied significance, we explored relations between circadian preference and academic performance. M and E incremented slightly over the Big Five factors in predicting grade-point average. Theoretical and practical implications of these findings are discussed. (PsycINFO Database Record

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal.

Emotional intelligence, personality, and task-induced stress.

Emotional intelligence (EI) may predict stress responses and coping strategies in a variety of applied settings. This study compares EI and the personality factors of the Five Factor Model (FFM) as predictors of task-induced stress responses. Participants (N = 200) were randomly assigned to 1 of 4 task conditions, 3 of which were designed to be stressful. Results confirmed that low EI was related to worry states and avoidance coping, even with the FFM statistically controlled. However, EI was not specifically related to task-induced changes in stress state. Results also confirmed that Neuroticism related to distress, worry, and emotion-focused coping, and Conscientiousness predicted use of task-focused coping. The applied utility of EI and personality measures is discussed.

Can personality bridge the intention-behavior gap to predict who will exercise?

OBJECTIVES: To explore whether HEXACO personality domains could incrementally increase the prediction of exercise behavior above Theory of Planned Behavior (TPB) variables, and whether personality moderated the intention-behavior gap. METHODS: US College students (N = 1017) completed demographic, TPB, HEXACO domain and exercise behavior measures. RESULTS: The TPB predicted physical activity, accounting for 45% and 39% of variance in intention and behavior, respectively. Regarding personality domains, lower emotionality significantly predicted intention, and lower honesty-humility significantly predicted behavior, but these were small effects. Personality did not moderate the intention-behavior gap. CONCLUSIONS: Personality has a limited direct role in predicting exercise intention and behavior beyond the TPB. The prediction of exercise behavior from honesty-humility highlights the importance of considering the HEXACO personality model.

A psychometric analysis of the reading the mind in the eyes test: toward a brief form for research and applied settings.

The Reading the Mind in the Eyes Test is a popular measure of individual differences in Theory of Mind that is often applied in the assessment of particular clinical populations (primarily, individuals on the autism spectrum). However, little is known about the test's psychometric properties, including factor structure, internal consistency, and convergent validity evidence. We present a psychometric analysis of the test followed by an evaluation of other empirically proposed and statistically identified structures. We identified, and cross-validated in a second sample, an adequate short-form solution that is homogeneous with adequate internal consistency, and is moderately related to Cognitive Empathy, Emotion Perception, and strongly related to Vocabulary. We recommend the use of this short-form solution in normal adults as a more precise measure over the original version. Future revisions of the test should seek to reduce the test's reliance on one's vocabulary and evaluate the short-form structure in clinical populations.

The role of individual differences in the accuracy of confidence judgments.

Generally, self-assessment of accuracy in the cognitive domain produces overconfidence, whereas self-assessment of visual perceptual judgments results in underconfidence. Despite contrary empirical evidence, in models attempting to explain those phenomena, individual differences have often been disregarded. The authors report on 2 studies in which that shortcoming was addressed. In Experiment 1, participants (N= 520) completed a large number of cognitive-ability tests. Results indicated that individual differences provide a meaningful source of overconfidence and that a metacognitive trait might mediate that effect. In further analysis, there was only a relatively small correlation between test accuracy and confidence bias. In Experiment 2 (N = 107 participants), both perceptual and cognitive ability tests were included, along with measures of personality. Results again indicated the presence of a confidence factor that transcended the nature of the testing vehicle. Furthermore, a small relationship was found between that factor and some self-reported personality measures. Thus, personality traits and cognitive ability appeared to play only a small role in determining the accuracy of self-assessment. Collectively, the present results suggest that there are multiple causes of miscalibration, which current models of over- and underconfidence fail to encompass.

Emotional intelligence is a second-stratum factor of intelligence: evidence from hierarchical and bifactor models.

This article examines the status of emotional intelligence (EI) within the structure of human cognitive abilities. To evaluate whether EI is a 2nd-stratum factor of intelligence, data were fit to a series of structural models involving 3 indicators each for fluid intelligence, crystallized intelligence, quantitative reasoning, visual processing, and broad retrieval ability, as well as 2 indicators each for emotion perception, emotion understanding, and emotion management. Unidimensional, multidimensional, hierarchical, and bifactor solutions were estimated in a sample of 688 college and community college students. Results suggest adequate fit for 2 models: (a) an oblique 8-factor model (with 5 traditional cognitive ability factors and 3 EI factors) and (b) a hierarchical solution (with cognitive g at the highest level and EI representing a 2nd-stratum factor that loads onto g at λ = .80). The acceptable relative fit of the hierarchical model confirms the notion that EI is a group factor of cognitive ability, marking the expression of intelligence in the emotion domain. The discussion proposes a possible expansion of Cattell-Horn-Carroll theory to include EI as a 2nd-stratum factor of similar standing to factors such as fluid intelligence and visual processing.