情绪智力情绪管理外文文献及翻译 第6页
To assess the construct validity of the developed performance scales, their relations to self-report measures of respective emotional abilities shall be determined.
The final research aim refers to the evaluation of the convergent and discriminant validities of the performance and self-reports EI-measures. For this purpose, we will examine their relations to cognitive abilities and personality traits.
2 Method
2.1 Participants
277 participants (106 males, 171 females) were recruited through local newspaper advertisements offering the opportunity to obtain information about their strengths and weaknesses concerning specific cognitive and emotional abilities. The vast majority of the participants were either employees or undergraduate students. Their ages ranged from 17 to 79 years (M = 34.57, SD = 12.33).
2.2 Measures
2.2.1 Performance measures of emotional abilities
59 German items which have been designed in a series of pilot studies to measure the abilities of behaving adequately in emotional situations (23 items), of regulating/managing one’s own emotions effectively (18 items), and of regulating/managing the emotions of others effectively (18 items) were administered. In all three cases, emotionally laden scenarios were given and the subject had to choose among four behavioral alternatives. To assess the adequacy or effectiveness of the subjects’ behaviors more directly than is the case for the related MEIS or MSCEIT subscales, participants were explicitly instructed to choose the alternative that would best describe their actual behaviors in the given situation. The correctness of answers was predetermined by a panel of 10 experts in the field of emotions (psychologists, psychotherapists) who had to rate the adequacy/effectiveness of the four response alternatives (from 4 to 1) for each item respectively. Based on those judgments, the best (most adequate) response was scored “4”, the second-best “3”, the third-best “2”, and the fourth-best “1”. All administered items met the criterion of a sufficient expert-agreement concerning the correct solution (i.e., the adequacy/effectiveness of each alternative had to be rated equally by at least 50% of the experts).
The items were constructed/selected according to the following procedures: regarding the assessment of the ability of behaving adequately in emotional settings short verbal descriptions of emotionally laden interpersonal situation were constructed (e.g., “You want to celebrate your birthday with some friends. But they tell you that they have other plans.”). In one of the pilot studies, these scenarios had been given to subjects who had to create their reactions in an open response format (cf. Bleikolb, 1999). The final multiple choice items which always involved four different alternatives of more or less adequate emotion-related behaviors, have been derived from this study. With respect to the aforementioned item-example, one response alternative read as follows: “Even though I am disappointed, I am going to do something else.”
A number of positive and negative emotional scenarios have been constructed for the assessment of the ability to regulate the own emotions effectively (e.g., “You are looking for a job and have to go to some interviews in the next few days. You feel exci辣-文^论,文.网
http://www.751com.cn ted.”). In another pilot study, the subjects’ task was to create strategies of emotional regulation which had to be specified in an open response format (cf. Egger, 2000). These strategies had been reduced to a number of four response alternatives for each item. One response alternative concerning the aforementioned item-example read as follows: “I am going to develop and use a certain strategy.”
The same procedure using other emotional scenarios had been applied for the construction of items concerning the measurement of the ability to regulate the emotions of others (cf. Kohl, 2000). For example, one item instructed the subjects to imagine the following situation: “Your father is very scared of a complicated operation which is absolutely necessary.” The participants had to choose among four response alternatives, e.g., “To calm him down I advise him to talk to the doctor once more.”
2.2.2 Self-report measures of emotional abilities
The only recently self-developed questionnaire (Freudenthaler & Neubauer, in preparation) consists of 49 items for the measurement of self-assessed emotional abilities concerning the perception of one’s own emotions (e.g., “I often need a lot of time to recognize my true feelings.”), the perception of the emotions of others (e.g., “It is not hard for me to identify dishonest expressions of emotions.”), the control over the expression of emotions (e.g., “In certain situations I cannot suppress my feelings even though I try.”), the masking of emotions (e.g., “If I want I can simulate almost all kinds of feelings.”) as well as the regulation of one’s own emotions (e.g., “It is easy for me to change my bad mood.”) and the regulation of the emotions of others (e.g., “I can hardly change the feelings of others.”). Responses were scored on a 6-point Likert-scale ranging from ‘not true’ to ‘very true’. Findings of employed factor
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