Validity and reliability of Spanish version of the EQ-i: YV[S] in Colombian children and youth: PROPIEDADES PSICOMÉTRICAS DEL ICE:NA
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Sandra Mateus Gómez
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María Catalina Botero Ruge
Gabriel Velez
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Navarro Roldan, C. P., Mateus Gómez, S., Botero Ruge, M. C., & Velez, G. (2023). Validity and reliability of Spanish version of the EQ-i: YV[S] in Colombian children and youth: PROPIEDADES PSICOMÉTRICAS DEL ICE:NA. International Journal of Psychological Research, 16(1), 29–40. https://doi.org/10.21500/20112084.5677
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To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
Las propiedades psicométricas del Inventario de Cociente Emocional: Versión para jóvenes (ICE:NA) fueron estudiadas con una población de niños colombianos seleccionados al azar, entre 8 y 14 años (M = 10,80; DE= 1,41). Se realizaron análisis factoriales exploratorios (n1=416) y confirmatorios (n2=939) para evidenciar la validez del cuestionario. La fiabilidad y la consistencia interna se calcularon mediante el Alfa de Cronbach y la Omega de McDonald. Los análisis indicaron que el ICE:NA tiene una estructura multidimensional con cuatro factores: interpersonal, intrapersonal, manejo del estrés y adaptabilidad. Se encontró una consistencia interna aceptable para las escalas de manejo del estrés y adaptabilidad. Estos resultados apoyan la adecuación psicométrica del cuestionario que puede ser utilizado para procesos de cribado en la evaluación clínica o educativa.
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Keefer, K. V., Holden, R. R., & Parker, J. D. A. (2013). Longitudinal assessment of trait emotional intelligence: Measurement invariance and construct continuity from late childhood to adolescence. Psychological Assessment, 25(4), 1255–1272. https://doi.org/10.1037/a0033903
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Bar-on, R. (2006). The Bar-On Model of Emotional-Social Intelligence. Psicothema, 18, 13–25. http://www.psicothema.com/pdf/3271.pdf
Bar-On, R., & Parker, J. D. A. (2000). BarOn Emotional Quotient Inventory: Youth Version—Technical manual. Multi-Health Systems.
Bozdogan, H. (2000). Akaikes Information Criterion and Recent Developments in Information Complexity. Journal of Mathematical Psychology, 44(1), 62–91. http://www.ingentaconnect.com/content/ap/mp/2000/00000044/00000001/art01277
Davis, S. K., & Humphrey, N. (2012). The influence of emotional intelligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI. Journal of Adolescence, 35(5), 1369–1379. https://doi.org/10.1016/j.adolescence.2012.05.007
Davis, S. K., & Nichols, R. (2016). Does emotional intelligence have a “dark” side? A review of the literature. Frontiers in Psychology, 7(AUG). https://doi.org/10.3389/fpsyg.2016.01316
Davis, S. K., & Wigelsworth, M. (2017). Structural and Predictive Properties of the Emotional Quotient Inventory Youth Version–Short Form (EQ-i:YV[S]). Journal of Personality Assessment, 100(2), 197–206. https://doi.org/10.1080/00223891.2017.1280502
Esnaola, I., Arias, V. B., Freeman, J., Wang, Y., & Arias, B. (2018). Validity Evidence Based on Internal Structure of Scores of the Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S) in a Chinese Sample. Journal of Psychoeducational Assessment, 36(6), 576–587. https://doi.org/10.1177/0734282916689439
Esnaola, I., Azpiazu, L., Antonio-Agirre, I., Sarasa, M., & Ballina, E. (2018). Validity evidence of Emotional Quotient Inventory: Youth Version (Short) in a sample of Mexican adolescents / Evidencias de validez del Emotional Quotient Inventory: Youth Version (Short) en una muestra de adolescentes mexicanos. Estudios de Psicologia, 39(1), 127–153. https://doi.org/10.1080/02109395.2017.1407905
Esnaola, I., Freeman, J., Sarasa, M., Fernández-Zabala, A., & Axpe, I. (2016). Validity Evidence based on Internal Structure of Scores of the Emotional Quotient-Inventory: Youth Version Short (EQ-i: YV-S) in a Spanish Sample. Spanish Journal of Psychology, 19, 1–9. https://doi.org/10.1017/sjp.2016.12
Evans, G. W., & Kim, P. (2013). Childhood Poverty, Chronic Stress, Self-Regulation, and Coping. Child Development Perspectives, 7(1), 43–48. https://doi.org/10.1111/cdep.12013
Ferrándiz, C., Hernández, D., Bermejo, R., Ferrando, M., & Sáinz, M. (2012). Social and emotional intelligence in childhood and adolescence: Spanish validation of a measurement instrument. Revista de Psicodidactica, 17(2), 309–339. https://doi.org/10.1387/Rev.Psicodidact.4496
Fiori, M., & Vesely-Maillefer, A. K. (2018). Emotional Intelligence as an Ability: Theory, Challenges, and New Directions. In K. V. Keefer, J. D. A. Parker, & D. H. Saklofske (Eds.), Emotional Intelligence in Education (First, pp. 23–47). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-90633-1_2
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Goldenberg, I., Matheson, K., & Mantler, J. (2006). The assessment of emotional intelligence: A comparison of performance-based and self-report methodologies. Journal of Personality Assessment, 86(1), 33–45. https://doi.org/10.1207/s15327752jpa8601_05
Hassan, K. El, & Sader, M. El. (2005). Adapting and Validating the BarOn EQ–i:YV in the Lebanese Context. International Journal of Testing, 5(3), 301–317. https://doi.org/10.1207/s15327574ijt0503_7
Keefer, K. V., Holden, R. R., & Parker, J. D. A. (2013). Longitudinal assessment of trait emotional intelligence: Measurement invariance and construct continuity from late childhood to adolescence. Psychological Assessment, 25(4), 1255–1272. https://doi.org/10.1037/a0033903
Keefer, K. V., Parker, J. D. A., & Saklofske, D. H. (2018). Three Decades of Emotional Intelligence Research: Perennial Issues, Emerging Trends, and Lessons Learned in Education: Introduction to Emotional Intelligence in Education. In K. V. Keefer, J. D. A. Parker, & D. H. Saklofske (Eds.), Emotional Intelligence in Education (pp. 1–19). Springer. https://doi.org/10.1007/978-3-319-90633-1_1
Kristensen, H. A., Parker, J. D. A., Taylor, R. N., Keefer, K. V, Kloosterman, P. H., & Summerfeldt, L. J. (2014). The relationship between trait emotional intelligence and ADHD symptoms in adolescents and young adults. Personality and Individual Differences, 65, 36–41. https://doi.org/https://doi.org/10.1016/j.paid.2014.01.031
Kun, B., Urbán, R., Paksi, B., Csóbor, L. V., Oláh, A., & Demetrovics, Z. (2012). Psychometric characteristics of the emotional quotient inventory, youth version, short form, in hungarian high school students. Psychological Assessment, 24(2), 518–523. https://doi.org/10.1037/a0026013
Lozano, L. M., García-Cueto, E., & Muñiz, J. (2008). Effect of the number of response categories on the reliability and validity of rating scales. Methodology, 4(2), 73–79. https://doi.org/10.1027/1614-2241.4.2.73
Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11(3), 320–341. https://doi.org/10.1207/s15328007sem1103_2
Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The Ability Model of Emotional Intelligence: Principles and Updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667
Mayer, J. D., Salovey, P., & Caruso, D. (2002). Mayer-Salovey-Caruso emotional intelligence test manual. Multi-Health Systems.
Merino, C., Navarro, J., & García, W. (2014). Revisión de la consistencia interna del inventario de inteligencia emocional de Bar-On, EQ-I:YV. Revista de Peruana de Psicología y Trabajo Social, 3(1), 141–154. https://doi.org/10.13140/2.1.2293.7284
Morales-Rodríguez, F. M., Trianes, M. V., Blanca, M. J., Miranda, J., Escobar, M., & Fernández-Baena, F. J. (2012). Escala de Afrontamiento para Niños (EAN): Propiedades psicométricas. Anales de Psicologia, 28(2), 475–483.
Parker, J. D. A., Keefer, K. V., & Wood, L. M. (2011). Toward a Brief Multidimensional Assessment of Emotional Intelligence: Psychometric Properties of the Emotional Quotient Inventory-Short Form. Psychological Assessment, 23(3), 762–777. https://doi.org/10.1037/a0023289
Petrides, K. V. (2009). Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing Emotional Intelligence (pp. 85–101). Springer. https://doi.org/10.1007/978-0-387-88370-0
Petrides, K. V. (2010). Trait Emotional Intelligence Theory. Industrial and Organizational Psychology, 3(2), 136–139. https://doi.org/10.1111/j.1754-9434.2010.01213.x
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. J., Furnham, A., & Pérez-González, J. C. (2016). Developments in Trait Emotional Intelligence Research. Emotion Review, 8(4), 335–341. https://doi.org/10.1177/1754073916650493
Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425–448. https://doi.org/10.1002/per.416
Puma, M. J., Olsen, R. B., Bell, S. H., & Price, C. (2009). What to Do When Data Are Missing in Group Randomized Controlled Trials What to Do When Data Are Missing in Group Randomized. In M. J. Puma, R. B. Olsen, S. H. Bell, & C. Price (Eds.), Institute of educational sciences. papers3://publication/uuid/F14CC4B5-81DD-45B2-8BAE-46DF0DDC2BDA
Resurrección, D. M., & Salguero, J. M. (2014). Emotional intelligence and psychological maladjustment in adolescence : A systematic review. Journal of Adolescence, 37(4), 461–472. https://doi.org/10.1016/j.adolescence.2014.03.012
Ruvalcaba, N., Gallegos, J., Lorenzo, M., & Borges, Á. (2014). Propiedades psicométricas del inventario de competencias socioemocionales para adolescentes (EQi-YV) en población mexicana. Laboratorio de Evaluación Psicológica y Educativa, 14, 1–14. https://doi.org/10.35670/1667-4545.v14.n1.8409
Said, T. B. T. Al, Nicola, B., & Stuart-Hamilton, I. (2013). Psychometric Properties of Bar-On Emotional Quotient Inventory Youth Version among Omani Children. International Journal of Learning Management Systems, 1(2), 13–24. https://doi.org/10.12785/ijlms/010202
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