多元概化理论下情绪智力量表的修订及应用
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- 英文论文题名：Revision and Application Research of Emotional Intelligence Scale(EIS) based on the Multivariate generalizability theory
- 论文作者：徐雷 ; 顾海根 ; 卢家楣
- 英文论文作者：Xu Lei ; Gu Haigen ; Lu Jiamei ; ShangHai Normal University ; ShangHai DianJi University
- 年：2015
- 作者机构：上海师范大学;上海电机学院;
- 论文关键词：情绪智力 ; 多元概化理论 ; 质量分析 ; 应用研究
- 英文论文关键词：Emotional Intelligence ; Multivariate generalizability theory ; Quality Analysis ; Applied Research
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B848.5
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：3
- 文件大小：796k
- 原文格式：D
- 会议级别：全国
摘要
本研究在多元概化理论指导下进行,对EIS进行修订,先后经过G研究和D研究,最终形成感知情绪、调控他人情绪、自我调控、运用情绪等4维度32题的EIS中文修订版。该量表经检验具有理想的信度与效度。使用修订好的量表,对上海、安徽、四川等3个区域8所学校的1345名大、中学生的情绪智力现状进行了调查研究。主要结果如下:1.情绪智力总体上不存在性别的差异,但在个别维度上有差异。2.独生子女在情绪智力及其4个维度上的得分均高于非独生子女,但只是在自我调控、运用情绪维度及情绪智力总量表上存在高度显著差异。3.学生干部的情绪智力在四个维度上的得分都高于非学生干部,并且存在极其高度显著差异。4.城镇学生在感知情绪、自我调控以及情绪智力总量表上的得分显著高于农村的学生。5.在感知情绪和自我调控情绪方面,成绩较好的学生与成绩较差的、一般的学生之间存在显著差异;成绩一般的学生与较差的学生之间不存在显著差异。在调控他人、运用情绪及情绪智力方面,成绩较好的学生与一般的学生之间存在极其高度显著差异;成绩较好的学生与成绩较差的学生之间存在极其高度显著差异;成绩一般的学生与较差的学生之间存在极其高度显著差异。
Based on the previous multivariate generalizability theory study of the Chinese version(EIS),this article has done some revise to the EIS. The revision was carried out in a multivariate generalizability theory, It has gone through the G study and the D study and eventually formed a revised Chinese version EIS with 4 dimension-32 questions about emotion perception, controlling other people's emotions, self-adjustment, using emotions, etc. This scale is proved to have an ideal reliability and validity.We have used this revised scale to conduct a survey about the present situation of the emotional intelligence of 1345 university and middle school students from 8 schools in Shanghai Anhui and Sichuan. The results are listed as follows: 1. Generally, there is no sex difference in emotional intelligence, but there are differences in the individual dimension. 2. The only child have higher scores on emotion intelligence and the 4 dimensions than non-only child, but they only have significant differences on self-adjustment, using emotions and on the emotional intelligence scale. 3. The student cadre's score on emotional intelligence in four dimensions are usually higher and have highly significant differences with those who are not student cadres. 4. Urban students' scores on emotion perception, self-adjustment and in the emotional intelligence scale are significantly higher than rural students'. 5. In the perception of mood and self-adjustment, there is significant difference between grade A students and students of grade B and grade C. While there isn't much different between grade B students and grade C students. On controlling other people's emotions, using emotions and emotional intelligence, there is significant difference between grade A students and students of grade B and grade C. There is also significant difference between grade B students and grade C students.
Based on the previous multivariate generalizability theory study of the Chinese version(EIS),this article has done some revise to the EIS. The revision was carried out in a multivariate generalizability theory, It has gone through the G study and the D study and eventually formed a revised Chinese version EIS with 4 dimension-32 questions about emotion perception, controlling other people's emotions, self-adjustment, using emotions, etc. This scale is proved to have an ideal reliability and validity.We have used this revised scale to conduct a survey about the present situation of the emotional intelligence of 1345 university and middle school students from 8 schools in Shanghai Anhui and Sichuan. The results are listed as follows: 1. Generally, there is no sex difference in emotional intelligence, but there are differences in the individual dimension. 2. The only child have higher scores on emotion intelligence and the 4 dimensions than non-only child, but they only have significant differences on self-adjustment, using emotions and on the emotional intelligence scale. 3. The student cadre's score on emotional intelligence in four dimensions are usually higher and have highly significant differences with those who are not student cadres. 4. Urban students' scores on emotion perception, self-adjustment and in the emotional intelligence scale are significantly higher than rural students'. 5. In the perception of mood and self-adjustment, there is significant difference between grade A students and students of grade B and grade C. While there isn't much different between grade B students and grade C students. On controlling other people's emotions, using emotions and emotional intelligence, there is significant difference between grade A students and students of grade B and grade C. There is also significant difference between grade B students and grade C students.
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