Propriedades psicométricas da escala de inteligência emocional de Wong e Law em professores Portugueses
Contenido principal del artículo
Resumen
A inteligência emocional é considerada uma competência importante. No entanto, em Portugal, são poucos os instrumentos que avaliam este constructo em professores. Considerando que a Wong and Law Emotional Intelligence Scale (WLEIS) é uma escala com boas propriedades psicométricas que avalia a perceção da inteligência emocional, o presente estudo teve por objetivo analisar as propriedades psicométricas da WLEIS em professores portugueses. Participaram no estudo 835 professores, dos ensinos básico e secundário, de escolas públicas. A análise fatorial realizada mostra que a estrutura de quatro fatores, obtida através do exploratory structural equation modeling, apresenta evidências favoráveis, assim como adequada fiabilidade do constructo e fiabilidade das pontuações adequadas. Portanto, a estrutura proposta pelos autores da WLEIS pode ser aplicada em professores portugueses.
Detalles del artículo
Sección

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
La RACC aplicará la licencia internacional de atribuciones comunes creativas (Reconocimiento 4.0 Internacional: https://creativecommons.org/licenses/by/4.0/).
Bajo esta licencia, se permite cualquier explotación de la obra, incluyendo la explotación con fines comerciales y la creación de obras derivadas, la distribución de las cuales también está permitida sin ninguna restricción. Esta licencia es una licencia libre según la Freedom Defined. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e., RACC). Esta licencia fue desarrollada para facilitar el acceso abierto, gratuito y libre a trabajos originales científicos y artísticos.
Cómo citar
Referencias
Acosta-Prado, J. C., & Zárate-Torres, R. A. (2019). Validation of the Wong and Law emotional intelligence scale for Chilean managers. Suma psicológica, 26(2), 110-118. https://doi.org/10.14349/sumapsi.2019.v26.n2.7
Acosta-Prado, J. C., Zárate-Torres, R. A., & Tafur-Mendoza, A. A. (2022). Psychometric Properties of the Wong and Law Emotional Intelligence Scale in a Colombian manager sample. Journal of Intelligence, 10(2), 29. https://doi.org/10.3390/jintelligence10020029
Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438. https://doi.org/10.1080/10705510903008204
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions: An experience sampling analysis. Teaching and Teacher Education, 43, 15-26. https://doi.org/10.1016/j.tate.2014.05.002
Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-based training for teachers and students. In Joseph C., John D. M. (Eds.), Improving Emotional Intelligence: A practitioner’s Guide (pp. 1-27). Psychology Press. https://doi.org/10.4324/9781315782935
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 445–455). Sage.
Canivez, G. L. (2016). Bifactor modeling in construct validation of multifactored tests: Implications for understanding multidimensional constructs and test interpretation. In K. Schweizer., & DiStefano, C. (Eds.), Principles and methods of test construction: Standards and recent advances (pp. 247–271). Hogrefe. https://psycnet.apa.org/record/2016-44627-012
Carvalho, V. S., Guerrero, E., Chambel, M. J., & González-Rico, P. (2016). Psychometric properties of WLEIS as a measure of emotional intelligence in the Portuguese and Spanish medical students. Evaluation and Program Planning, 58, 152-159. https://doi.org/10.1016/j.evalprogplan.2016.06.006
Costa, H., & Fernandes, H. M. (2020). Propriedades psicométricas da Escala de Inteligência Emocional de Wong e Law em adolescentes. In A. Veiga-Branco, A. Suarez, & P. Alves (Coord.), I Congresso Internacional Inteligência Emocional: Livro de Atas. Instituto Politécnico de Bragança
Davies, M. D., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search of an elusive construct. Journal of Personality and Social Psychology, 75, 989-1015. https://doi.org/10.1037/0022-3514.75.4.989
Declaration of Helsinki (2013). Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
Dominguez-Lara, S. (2018). Propuesta de puntos de corte para cargas factoriales: una perspectiva de fiabilidad de constructo. Enfermería Clínica, 28(6), 401-402. https://doi.org/10.1016/j.enfcli.2018.06.002
Dominguez-Lara, S. & Rodriguez, A. (2017). Índices estadísticos de modelos bifactor. Interacciones, 3(2), 59-65. https://doi.org/10.24016/2017.v3n2.51
Dominguez-Lara, S., Gravini-Donado, M., & Torres-Villalobos, G. (2019). Análisis psicométrico de dos versiones de la Connor-Davidson Resilience Scale en estudiantes universitarios peruanos: propuesta del CD-RISC-7. Revista Argentina de Ciencias del Comportamiento, 11(2), 36-51. https://doi.org/10.32348/1852.4206.v11.n2.23774
Finney, S., & DiStefano, C. (2013). Non-normal and categorical data in structural equation models. In G. Hancock and R. Mueller (Eds.), A second course in structural equation modeling (pp. 439-492). Information Age.
Fleming, J., & Merino, C. (2005). Medidas de simplicidad y ajuste factorial: Un enfoque para la construcción y revisión de escalas derivadas factorialmente. Revista de Psicología, 23(2), 252-266. https://doi.org/10.18800/psico.200502.002
Flores-Kanter, P. E., Dominguez-Lara, S., Trógolo, M. A., & Medrano, L. A. (2018). Best practices in the use of bifactor models: Conceptual grounds, fit indices and complementary indicators. Revista Evaluar, 18(3), 44-48. https://doi.org/10.35670/1667-4545.v18.n3.22221
Franco, M. (2007). Inteligência emocional: Modelos, instrumentos de avaliação e limites. In A. Cadeias & L. Almeida (Eds.), Inteligência humana: Investigação e aplicações (pp. 73-96). Évora: Quarteto. http://hdl.handle.net/10174/1812
Fukuda, E., Saklofske, D. H., Tamaoka, K., & Lim, H. (2011). Factor Structure of the Korean Version of Wong and Law’s Emotional Intelligence Scale. Assessment, 19(1), 3-7. https://doi.org/10.1177/1073191111428863
Gill, G. S., & Sankulkar, S. (2017). An exploration of emotional intelligence in teaching: Comparison between practitioners from the United Kingdom & India. Journal of Psychology & Clinical Psychiatry, 7(2), 1-6. https://doi.org/10.15406/jpcpy.2017.07.00430
Granziera, H., Collie, R., & Martin, A. (2021). Understanding teacher wellbeing through job demands-resources theory. In C. F. Mansfield (Ed.), Cultivating teacher resilience. International Approaches, Applications and Impact (pp. 229-244). Singapore: Springer
Hu, L.-T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Iliceto, P., & Fino, E. (2017). The Italian version of the Wong-Law Emotional Intelligence Scale (WLEIS-I): A second-order factor analysis. Personality and Individual Differences, 116, 274-280. http://doi.org/10.1016/j.paid.2017.05.006
Lara, L., Monje, M. F., Fuster-Villaseca, J., & Dominguez-Lara, S. (2021). Adaptación y validación del Big Five Inventory para estudiantes universitarios chilenos. Revista Mexicana de Psicología, 38(2), 83-94. Disponible en: https://psycnet.apa.org/record/2022-29049-002
Law, K. S., Wong, C. S., & Song, L. J. (2004). The construct and criterion validity of emotional intelligence and its potential utility for management studies. Journal of Applied Psychology, 89, 483-496. https://doi.org/10.1037/0021-9010.89.3.483
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
Marsh, H. W., Morin, A. J., Parker, P. D., & Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10, 85-110. https://doi.org/10.1146/annurev-clinpsy-032813-153700
McDonald, R. P., & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82. https://doi.org/10.1037/1082-989X.7.1.64
Mayer, J. D., & Salovey, P. (1997). What is Emotional Intelligence? In P. Salovey and J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books.
Mérida-López, S., & Extremera, N. (2020). The interplay of emotional intelligence abilities and work engagement on job and life satisfaction: Which emotional abilities matter most for secondary school teachers? Frontiers in Psychology, 11, 563634. https://doi.org/10.3389/fpsyg.2020.563634
Morin, A. J. S., Arens, A. K., & Marsh, H. W. (2016). A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural Equation Modeling: A Multidisciplinary Journal, 23(1), 116-139. https://doi.org/10.1080/10705511.2014.961800
Muthén, L. K., & Muthén, B. O. (1998-2019). Mplus User’s guide (8th ed.). Muthén & Muthén.
Niemelä-Nyrhinen, J. & Leskinen, E. (2014). Multicollinearity in marketing models: notes on the application of ridge trace estimation in structural equation modelling. The Electronic Journal of Business Research, 12(1), 3-15.
Pacheco, N. E., Rey, L., & Sanchez-Alvarez, N. (2019). Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema, 31(1), 94-100. https://doi.org/10.7334/psicothema2018.147
Park, H. J., & Yu, S. (2021). Validity and reliability of the Korean version of the Wong and Law emotional intelligence scale for nurses. SAGE Open, 11(2), 21582440211023202. https://doi.org/10.1177/21582440211023202
Ponterotto, J., & Charter, R. (2009). Statistical extensions of Ponterotto and Ruckdeschel’s (2007) reliability matrix for estimating the adequacy of internal consistency coefficients. Perceptual and Motor Skills, 108(3), 878-886. https://doi.org/10.2466/PMS.108.3.878-886
Rathore, D., & Chadha, N. K. (2021). Psychometric evaluation of Wong and Law Emotional Intelligence Scale (WLEIS) in Indian college students. The International Journal of Indian Psychology, 9, 330-339.
Raykov, T., & Hancock, G. R. (2005). Examining change in maximal reliability for multiple-component measuring instruments. British Journal of Mathematical and Statistical Psychology, 58(1), 65-82. https://doi.org/10.1348/000711005X38753
Rodriguez, M., & Ruiz, M. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica, 29, 205-227. https://www.uv.es/psicologica/articulos2.08/6RODRIGUEZ.pdf
Rodrigues, N., Rebelo, T., & Coelho, J. V. (2011). Adaptação da Escala de Inteligência Emocional de Wong e Law (WLEIS) e análise da sua estrutura factorial e fiabilidade numa amostra portuguesa. Psychologica, 55, 189-207. https://doi.org/10.14195/1647-8606_55_10
Rodriguez, A., Reise, S.P., & Haviland, M.G. (2015). Applying bifactor statistical indices in the evaluation of psychological measures. Journal of Personality Assessment, 98(3), 223-237. https://doi.org/10.1080/00223891.2015.1089249
Rogowska, A. M., & Meres, H. (2022). The mediating role of job satisfaction in the relationship between emotional intelligence and life satisfaction among teachers during the COVID-19 pandemic. European journal of investigation in health, psychology and education, 12(7), 666-676. https://doi.org/10.3390/ejihpe12070050
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Smits, I. A. M., Timmerman, M. E., Barelds, D. P. H., & Meijer, R. R. (2015). The Dutch symptom checklist-90-revised: Is the use of the subscales justified?. European Journal of Psychological Assessment, 31(4), 263-271. https://doi.org/10.1027/1015-5759/a000233
Stanley, L. M., & Edwards, M. C. (2016). Reliability and model fit. Educational and Psychological Measurement, 76(6), 976-985. https://doi.org/10.1177/0013164416638900
Toth-Kiraly, I., Bothe, B., Rigo, A., & Orosz, G. (2017). An illustration of the exploratory structural equation modeling (ESEM) framework on the passion scale. Frontiers in Psychology, 8, 1968. https://doi.org/10.3389/fpsyg.2017.01968
Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: How teachers’ emotional intelligence influences conflict management. Frontiers in Education, 5, 5. https://doi.org/10.3389/feduc.2020.00005
Valente, S., Lourenço, A. A., Alves, P., & Dominguez-Lara, S. (2020). The role of the teacher’s emotional intelligence for efficacy and classroom management. CES Psicología, 13(2), 18-31. https://doi.org/10.21615/cesp.13.2.2
Valente, S. N., Lourenço, A. A., & Dominguez-Lara, S. (2022). Teachers in the 21st century: Emotional intelligence skills make the difference. In H. Şenol (Ed.), Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications (pp. 1-15). IntechOpen Limited https://doi.org/10.5772/intechopen.103082
Valente, S., Lourenço, A., Almeida, L. S., Sainz-Gómez, M. & Amaro, P. (2024). La inteligencia emocional del docente como predictor de la gestión del aula y de la eficacia de la disciplina. Revista Argentina de Ciencias del Comportamiento, 16(3), 96-106. https://doi.org/10.32348/1852.4206.v16.n3.42311
Wahyuddin, W. (2016). The relationship between of teacher competence, emotional intelligence and teacher performance madrasah Tsanawiyah at district of Serang Banten. Higher Education Studies, 6(1), 128-135. https://doi.org/10.5539/hes.v6n1p128
Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model. Frontiers in Psychology, 12, 810559. https://doi.org/10.3389/fpsyg.2021.810559
West, S.G., Taylor, A.B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 209–234). Guilford Press.
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13(3), 243-274. http://doi.org/10.1016/s1048-9843(02)00099-1