The development of a measure of emotional intelligence in pre-adolescent children

The current dissertation developed a measure of pre-adolescent Ability Emotional Intelligence (EI) based on Mayer and Salovey's (1997) model, with items derived from the specific abilities outlined within the four branches. Specifically designed measures of EI in pre-adolescent children, such as the Swinburne University Emotional Intelligence Test - Early Years (SUEIT-EY) developed in this dissertation, are required for empirical investigation of the developmental progression of EI and to facilitate the development of theoretical models. Additionally, a measure of Ability EI in children may provide a means of assessing the variety of EI development programs that have proliferated since the popularisation of EI (Zeidner, Matthews, Roberts, & MacCann, 2003). Subsequent to initial development of the measure in a convenience sample of 222 male primary school students (aged 9-13 years, M = 10.87, SD = 0.99) the measure was administered to students of two schools across two years. The data was divided for use as a calibration sample (N = 476; 250 males, 226 females; aged 9-13 years, M = 10.83, SD = 0.97) for exploratory factor analysis and a validation sample (N = 566; 303 males, 263 females; aged 9-13 years, M = 10.93, SD = 1.00) for confirmation of model adjustment using confirmatory factor analysis. As hypothesised, the pre-adolescent respondents provided valid and reliable estimates of their own typical EI as measured by self-report and maximal EI as assessed by objective items. While results for the branch level scores were mixed, support was found for the hypothesised increase of measured EI with grade level and higher scores in females than males. In line with the purpose of the current dissertation in developing a measure of EI in pre-adolescent children, the prediction that the SUEIT-EY would reveal a structure in accordance with the four branch model of Mayer and Salovey (1997) was also supported. However, a two factor structure representing Experiential and Strategic EI was not supported by the data. It was concluded that while still in the early stages of development, the SUEIT-EY provides a valid and reliable measure of Ability EI that may be used for educational purposes and identification of children who may benefit from intervention to enhance their EI. Further development of the measure is needed for use in program evaluation.