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For example, although the MSCEIT was designed to assess all dimensions of Mayer and Salovey’s (1997) model of EI, some have noticed that the MSCEIT fails to assess various dimensions of this model such as the ability to express emotion, the ability to perceive emotions in oneself, and the ability regulate emotion in oneself (Maul 2012).
In addition to the limited incremental validity of ability EI, recent theoretical and measurement-related developments involving ability EI have raised new questions about the facet structure of ability EI.
Specifically, although the original four-branch Mayer and Salovey (1997) model of ability EI included four dimensions (i.e., the ability to perceive, understand, use, and regulate emotion), recent work has called for the use of three, rather than four, dimensions of ability EI (i.e., by removing the ability to use emotion facet, or by combining it with the ability to perceive emotion facet; Fan, Jackson, Yang, Tang, & Zhang, 2010; Joseph & Newman, 2010).
Therefore, although evidence suggests the MSCEIT can be represented in the Cattell-Horn-Carroll theory of intelligence (Mac Cann et al., 2014), this type of construct validity evidence should be replicated on additional EI measures beyond the MSCEIT.
Ability EI: Does it Predict Job Performance and Other Work Behaviors?
Newman, Department of Psychology, University of Illinois at Urbana-Champaign March 2015 – The past quarter century has seen impressive growth of emotional intelligence (EI) as a topic of interest in the fields of psychology and management (Grandey, 2000; Law, Wong, & Song, 2004; Matthews, Zeidner, & Roberts, 2002; Mayer, Roberts, & Barsade, 2008), likely fueled in part by claims that EI predicts job performance better than general intelligence does (Goleman, 1995).
Claims regarding the strong relationship between EI and work performance have also stimulated interest among consultants and practitioners, who have made EI a widely used tool for personnel hiring and training (Fineman, 2004).
Ability EI is generally considered to be the “gold standard” model of the construct (Daus & Ashkanasy, 2005; Murphy, 2006) because: (a) it has a relatively clear theoretical definition and (b) it is typically measured with performance-based (i.e., multiple-choice, correct/incorrect) assessments, which are arguably less susceptible to social desirability biases than are self-reports of EI.
Recent evidence supports the construct validity (i.e., the extent to which a measure captures its intended construct) of ability EI measures, indicating that ability EI is indeed a facet of intelligence, as the construct label emotional implies (Mac Cann, Joseph, Newman, & Roberts, 2014; also see Mayer, Caruso, & Salovey, 1999).
Moreover, other work has proposed the addition of a new EI dimension (i.e., the ability to use emotional displays to influence others; Côté & Hideg, 2011), and the specification of sub-facets of existing ability EI dimensions (Côté, 2014).
In order to establish a consensus definition of ability EI and its facets, we will need a multidimensional measure of ability EI that consistently supports the theorized facet structure.