nteMALAY VERSION OF THE EMOTIONAL COMPETENCE INVENTORY (ECI): A STUDY OF RELIABILITY AND VALIDITY CHUA BEE SEOK, Ph.D email@example.com BEDDU SALAM BACO, MA firstname.lastname@example.org Sekolah Psikologi & Kerja Sosial Universiti Malaysia Sabah Tel: 088-320000 ext 1525/1549 HARRIS SHAH ABDUL HAMID, MSc. email@example.com Department of Psycholgoy International Islamic University Malaysia Tel: 03 2056 4000 ext 3058
ABSTRACT This study investigates the reliability and validity of the Emotional Competence Inventory (ECI) in its Malay version. Estimates of reliability were obtained by using method of internal consistency Cronbach’s alpha and construct validity was used to test the validity of ECI. The Emotional Competence Inventory (ECI) was translated into Malay and administered to a sample of 223 nurses in Sandakan, Sabah. The results show that Cronbach alpha internal consistency for the four ECI clusters range from .692 to .873 and Cronbach alpha for the 20 ECI competencies range from .412 to 684. Acceptable convergent validity was also found for the four ECI clusters.
INTRODUCTION Over the past century, general cognitive ability (g) has played an important role in illuminating our understanding of human performance. Gottfredson (1997) and Schmidt and Hunter (1998) have examined the relationship between general cognitive ability and academic and occupational performance and showing that it to be the best single predictor of performance. Recently, many people have come to believe that our notion of intelligence should be expanded to include “emotional intelligence” (EI), which has generally been defined as the ability to perceive, understand, and manage one’s emotions (Mayer & Salovey, 1997; Boyatsis, Goleman & Hay/McBer, 1999). Media reported by Wigod (1998) have heralded the potential value of emotion intelligence for improving one’s professional and personal life. Many of these reports go as far as to suggest that EI will be a more effective predictor of academic success and life achievement than general intelligence.
Emotional intelligence has also become a hot topic in the psychological literature, starting with the publication of article that proposed both a model of EI and an initial attempt to measure the construct. Since then, numerous measures of EI have been developed (see Table 1). Table 1 Instruments used to measure emotional intelligence Instruments Emotional Quotient Inventory - EQ-i (Bar-On 1997) Emotional Intelligence Scale (Schutte et al., 1998) Emotional Competence Inventory - ECI (Boyatzis, Goleman & Hay/McBer, 1999) Multifactoral Emotional Intelligence Scale - MEIS (Mayer, Caruso, & Salovey, 2000) Emotional Intelligence Questionnaire (Nikolaou & Tsaousis, 2002) Mayer-Salovey-Caruso Emotional Intelligence Test – MSCEIT (Mayer, Salovey, & Caruso, 2002) Workgroup Emotional Intelligence Profile – WEIP (Jordan, Ashkanasy, Härtel, & Hooper, 2002) Trait Emotional Intelligence Questionnaire - TEIQue (Petrides & Furnham, 2003)
The present paper seeks to establish whether EI can also be reliably and validly measured in local sample. This study investigates the reliability and validity of the Emotional Competence Inventory (ECI) in its Malay version.
METHODS Subjects and Location The sample in the study was drawn from a population of staff and trainee nurses in a public hospital in Sandakan, Sabah. Table 2 presents the demographic information of the sample. The questionnaire was self-administered by the staff nurses. The questionnaire packs were collected and returned within a week. For the trainees, the questionnaire was administered in three groups in the presence of the researches. The trainees took less than one hour to complete the questionnaires.
Table 2 Demographic Profile of Subject (N = 223) Variables Job Status Frequency 145 78 140 83 62 160 1 134 6 82 1 Percentage 65.0 35.0 62.8 37.2 27.8 71.7 0.4 60.1 2.7 36.8 0.4
Trainee Staff nurses 19 – 24 year 25 year and above Married Single...
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