Transcript Diapositivo 1 - Daffodil

Dynamic Assessment of Functioning and
Oriented at Development and Inclusive Learning
A Comenius multilateral project - 142084-2008-LLP-BE-COMENIUS-CMP
Convergent/Divergent Validity
between Social Intelligence, Emotional Intelligence, Social
Competence and Abstract Intelligence
Webpage: www.ciep.uevora.pt
Email: [email protected]
A study with Portuguese children from primary school
A. A. Candeias, M. M. Oliveira & G. Franco
CIEP & CIMA – UE - University of Évora
UM - University of Madeira
PORTUGAL
European Conference in Psychological Assessment
Ghent, 16-19 September 2009
1
Introduction
• This work is focused on the description of social
and emotional intelligence and its relationships
with social and emotional competences in children
and their relationship with abstract intelligence.
• Such analysis will allow us to identify more specific
and significant ways to assess and to identify
children’s
socio-emotional
cognitive
process
characteristics in general and could improve a new
approach to look at human abilities and socioemotional competence.
2
State of art
This means studies of social and emotional
intelligence are becoming increasingly important if
one wants
to understand
the individuals'
knowledge, thinking and behavioral processes
(Kihlstrom & Cantor, 2000; Candeias, 2004).
The performance of individuals on every task,
clearly, involves, at the same time, types of mental
processes
(reasoning,
memory,
perception,
creativity) as well as types of contents of the task
to be performed (verbal, numerical, spatial,
figurative, social, emotional).
3
Social intelligence construct can be understood
through two main dimensions: cognitive and behavioral
(e.g., Jones, & Day, 1997) that involve: Interpersonal
Problem
Solving,
Familiarity
with
Interpersonal
Situations, Motivation and Self-confidence to cope with
Interpersonal Situations (Candeias, 2007).
Emotional Intelligence operates on “hot” cognitions
or information processing that involve matters of
personal and emotional importance for individuals,
namely:
Adaptability,
Intrapersonal:
Positive
Impression, Interpersonal: Expression of emotions,
Stress Management (Bar-On & Parker, 2004).
4
Problem
Specifically, in keeping with the results of
previous studies, our problem focalize:
Convergent/divergent
validity
between
Social intelligence, Emotional intelligence,
Abstract intelligence and Social competence.
5
METHODS
Participants
All participants were Portuguese children:
- The sample was composed by 171 subjects from
primary school, from 2nd to 4th grade, with ages
between 7 and 13 years old (M= 8.53 e DP= 1.10),
of both gender (54% girls and 46% boys), from
several ethnic cultures.
- The study was conducted from April to June, 2008.
6
METHODS
Procedure
The administration of the tests took place during a
single fifty-minute session during lesson hours and
in the presence of the researcher.
Responses to the questionnaires were provided on
a total voluntary basis, after the authorization of
parents.
Collected data are analyzed through SPSS.
7
METHODS
Measures
– Social Intelligence
Test of Interpersonal Problem Solving
Children (PRPI-6/11; Candeias et al., 2008):
for
The participants are expected to analyse an interpersonal
problem-situation (in a pictorial format), in three major
dimensions:
• Interpersonal Problem Solving (PRPI-IPS);
• Familiarity or Experience (PRPI-F);
• Motivation and Self-confidence (PRPI-M).
The test has great validity of construct, proved by
confirmatory factorial analyses (Candeias et al.; 2008)
found an internal consistency of .93 for Interpersonal
Problem Solving, .78 for Motivation and Self-confidence,
and .72 for Familiarity or Experience.
8
METHODS
Measures
– Social Competence
Social Competence Test for Children (PACS6/11, Candeias et al., 2008)
The participants are expected to analyse five
interpersonal problem-situations (in a verbal format), in
which the participants are requested to self-evaluate
social competence performance and facility on a 1-to-3
Likert scale, in which 1 is “Poor” and 3 is “Excellent”.
Candeias et al. (2008) found an internal consistency of
.82 for PACS-6/1.
9
METHODS
Measures
– Emotional Intelligence
Bar On Emotional Quotient Inventory: Youth
Version (EQ-i:YV; Bar-On & Parker, 2004).
In Portuguese studies (Candeias et al., 2008) the
questionnaire has great validity of construct, pointing out
for five dimensions: Adaptability, Intrapersonal-Positive
Impression, Interpersonal scale, Intrapersonal-Expression
of Emotion and Stress Management.
With an internal consistency of .87 for Total EQ-i:YV (Total
EQ), and .86 for Adaptability scale (EQ-AS), .83 for
Intrapersonal-Positive Impression scale (EQ-PI), .81 for
Interpersonal scale (EQ-IS), .70 for IntrapersonalExpression of Emotion scale (EQ-EE) and .69 for Stress
Management (EQ-SM), improving the full version
questionnaire properties.
10
METHODS
Measures
– Emotional Intelligence
Emotional Perception Test for children (TEP,
Franco et al., 2008)
This test is composed by 10 images of children faces
expressing the six basic emotions: Anger, Fear,
Happiness, Sadness, Disgust and Surprise, measured in
a 3 point likert scale: 0= “Definitely not present”, 2=
“Definitely Present”, in a total of 60 items.
The test as a good reliability (alpha Cronbach= 0. 85),
and it was found a similar structure with the construct.
The factorial analysis isolated 5 dimensions.
11
METHODS
Measures
– Abstract Intelligence and Academic Intelligence
Coloured Progressive Matrices (CPM, Raven,
1965)
Abstract intelligence was measured by CPM.
The participants are expected to solve 36 items (3
series), choosing the correct solution among 6 options.
We‘ve used the Portuguese adaptation (Simões, 2000),
with an internal consistency of .89.
School performance:
(language)
Maths
&
Portuguese
12
Results and discussion
SCALE
Portuguese - AILP
Mathematics –
AI - M
Coloured
Progressive
Matrices – AICPM
Emotional
Intelligence –
EI-Ch
Emotional
Intelligence – EI
- Pa
Social
Competence –
SC -Pa
Social
Competence –
Sc - Ch
Social
Intelligence Problem Solving
- SI-PS
Social
Intelligence Experience - SIE
Social
Intelligence Motivation - SIM
Emotional
Intelligence –
Perception – EI
-P
AI-LP
AI-M
AI-CPM
EI-Ch
EI-Pa
SC-Pa
SC-Ch
SI-PS
SI-E
SI-M
EI-P
1
,748(**)
,196(*)
-,228
,125
,127
,139
,177
-,072
,006
,018
,748(**)
1
,378(**)
-,209
,088
,139
,044
,112
,010
,082
-,033
,196(*)
,378(**)
1
-,430
,073
,010
-,012
,160
-,097
,097
,002
-,228
-,209
-,430
1
,120
1,000(**)
,974(**)
,325
,288
,698
,407
,125
,088
,073
,120
1
,409(**)
-,094
-,099
-,186(*)
-,149(*)
,018
,127
,139
,010
1,000(**)
,409(**)
1
,340(**)
,190
-,111
-,033
-,030
,139
,044
-,012
,974(**)
-,094
,340(**)
1
,277(**)
,198(*)
,260(**)
-,021
,177
,112
,160
,325
-,099
,190
,277(**)
1
-,168
-,136
,045
-,072
,010
-,097
,288
-,186(*)
-,111
,198(*)
-,168
1
,333(**)
-,027
,006
,082
,097
,698
-,149(*)
-,033
,260(**)
-,136
,333(**)
1
,144
,018
-,033
,002
,407
,018
-,030
-,021
,045
-,027
,144
1
Table 1. Correlations of the studied variables. (Notes: * p<.05; ** p<.01, (2-tailed)).
13
Results and discussion
Component
1
2
3
4
5
Portuguese - AI-LP
,833
,000
,191
-,032
-,113
Mathematics - AI – M
,904
,078
,093
-,073
-,098
Coloured Progressive Matrices - AI-CPM
,598
-,074
-,178
,070
,217
-,126
,178
,294
,577
-,187
,133
-,360
,096
,147
-,732
,066
-,172
,725
-,093
-,078
,029
,297
,749
,098
,184
,153
-,385
,357
,160
,645
-,064
,787
,032
-,114
,033
,116
,718
,023
,334
,053
,043
-,050
-,179
,793
,084
Emotional Intelligence - EI-Ch
Emotional Intelligence - EI - Pa
Social Competence - SC -Pa
Social Competence - Sc - Ch
Social Intelligence - Problem Solving - SI-PS
Social Intelligence - Experience - SI-E
Social Intelligence - Motivation - SI-M
Emotional Intelligence - Perception - EI - P
Table 2. Factorial analysis (Exploratory soluction, Varimax rotation, Explained 65% of variance)
14
Results and discussion
• Cognitive dimension of Social Intelligence (PRPIIPS) presents a significant correlation with abstract
intelligence (CPM).
• Significant positive correlation between Stress
Management dimension of Emotional Intelligence
(EQ-SM) and Abstract Intelligence (CPM) (p<.01).
Likewise, Abstract Intelligence (CPM) is also
positively correlated with Interpersonal Problem
Solving dimension (PRPI-IPS) and Familiarity
dimension (PRPI-F) of Social Intelligence (p<.01).
15
Results and discussion
Emotional Intelligence (Total EQ and scales), and
Social Intelligence (dimension Motivation: PRPI-M) are
positively correlated (p<.05) with Social Competence
(PACS).
Otherwise, correlation between Social Intelligence
(dimension Familiarity: PRPI-F) and Social
Competence is positively significant (p<.05).
Emotional Intelligence (Stress Management: EQ-SM)
is significantly negative (p<.05), related with Social
Intelligence (Familiarity dimension: PRPI-M).
16
Results and discussion
Adaptability dimension and Positive Impression
dimension of Emotional Intelligence are positively
significant (p<.05), related with Motivation/SelfConfidence dimension (PRPI-M).
Emotional Intelligence dimensions – Interpersonal and
Expression of Emotion – have significantly positive
correlation (p<.01), with Social Intelligence
(dimension Motivation); and Emotional Intelligence
dimensions – Total EQ and Expression of Emotions are significantly related with Social Intelligence
(Familiarity dimension).
17
Conclusions and implications
• Results of the statistical analyses which have been
carried out show a close relationship between
cognitive functioning (CPM) and cognitive basis of
social problem solving (PRPI-IPS), in, as if children use
their cognitive abilities to learn, to think, to develop
strategies and to solve interpersonal and emotional
problems, but rather for intellectual interests,
essentially, in accordance to some results obtained by
Candeias, 2005 and Candeias et al., 2008.
18
Conclusions and implications
• In our study, the results stress a close relationship between
Emotional Intelligence, Social Intelligence, namely Motivation to
perceive, cope and solve social situations and Social
Competence, like the results obtained in other studies suggests
(Bar-on & Parker, 2004; Ford 1995; Candeias, 2007, 2008;
Greenspan & Driscoll, 1997; Mayer, Salovey & Caruso, 2000).
• Otherwise the results show a different relationship between
Experience and Familiarity with Social situations and Emotional
intelligence and Social competence, as if the experience with
social tasks constituted an important way to develop social and
emotional competences.
19
Conclusions and implications
• Relationship between Social and Emotional Intelligence:
– Social Intelligence, namely Motivation to perceive, cope and
solve social situations has a close interaction with the
Emotional Intelligence: Adaptability, or flexibility and
efficiency in dealing with everyday problems and with the
Positive impression or the emotional competence to attempt
and create an overly positive self-impression.
– Likewise the results show a close interaction between
Familiarity and experience in dealing with social tasks and
Emotional Intelligence in general.
20
References
Amitay, O. A. & Mongrain, M. (2007). From Emotional
Intelligence to Intelligent Choice of Partner. The Journal of
Social Psychology, 147 (4), 325-343.
Bar-On, R. & Parker, J. (2004). BarOn Emotional Quotient
Inventory: Technical Manual. New York: MHS.
Brackett, M. A., Lerner, N., Rivers, S. E., Salovey, P. &
Shiffman, S. (2006). Relating Emotional Abilities to Social
Functioning: A Comparison of Self-Report and Performance
Measures of Emotional Intelligence. Journal of Personality
and Social Psychology, 91 (4), 780–795.
Candeias, A. M. (2001). Social Intelligence: Studies of
conceptualization and operacionalization of the construct.
PhD Thesis. Évora: Universidade de Évora.
Candeias, A. A. (2004). The influence of the psychological
assessment of social intelligence on enrichment programs
to gifted and talented students. In, European Council for
High Ability (Ed.). Educational Technology for Gifted
Education From Information Age to Knowledge Era,
University of Navarra (Cd-Rom).
21
Candeias, A. A. (2005). Avaliação dos riscos sociais e
emocionais
dos
alunos
com
altas
habilidades.
Sobredotação, 6, 267-280.
Candeias, A. A., (2007). Prova Cognitiva de Inteligência Social.
Lisboa: CEGOC.
Candeias, A. A., (2008). Inteligência Social: O que é e como se
avalia?. Lisboa: Fundação Calouste Gulbenkian.
Candeias, A. A., Almeida, L. S., Roazzi, A. & Primi, R. (2008).
Inteligência: Definição e medida na confluência de múltiplas
concepções. São Paulo: Casa do Psicólogo.
Ford, M. (1995). Intelligence and personality in social behavior.
In, D. Saklofske & M. Zeidner (Eds.), International
Handbook of Personality and Intelligence (pp. 125-140).
New York: Plenum Press Press.
Goleman, D. (2006). Inteligência Social. Lisboa: Temas e
Debates.
Greenspan, S. & Driscoll, J. (1997). The role of intelligence in
a broad model of personal competence. D. Flanagan, J.
Genshaft & P. Harrison (Eds.), Contemporary intellectual
assessment: Theories, tests, and issues (pp. 131-150).
London: The Guilford Press.
22
Jones, K. & Day, J. (1997). Discrimination of two aspects of
cognitive-social intelligence from academic intelligence.
Journal of Educational Psychology, 89 (3), 486-497.
Kihlstrom, J. & Cantor, N. (2000). Social Intelligence. In R. J.
Sternberg (Ed.), Handbook of Intelligence (pp. 359-379).
Cambridge: Cambridge University Press.
Mayer, J., Salovey, P. & Caruso, D. (2000). Models of
emotional intelligence. In R. J. Sternberg (Ed.), Handbook
of Intelligence (pp. 396-420). Cambridge: Cambridge
University Press.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). MSCEIT
user’s manual. Toronto, Canada: Multi-Health Systems.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional
intelligence:
Theory,
findings
and
implications.
Psychological Inquiry, 15, 197_215.
Neihart, M. (2002). Risk and resilience in gifted children. In
M. Neihart, S. reis, N. Robinson & S. Moon (Ed.). The
social and emotional development of gifted children What
do we Know? (pp. 113-124). Waco, Texas: Prufrock Press,
Inc.
23
Neihart, M.; Reis, S.; Robinson, N. & Moon, S. (2002). The
social and emotional development of gifted children: What
do we Know? Waco, Texas: Prufrock Press, Inc.
Perez, L. (2000). Educación familiar de los niños
sobredotados: Necessidades y alternativas. Sobredotação.
1, (1), 47-64.
Pires, H., Matos, A. & Candeias, A.A. (2008). (Des)encontros
de pais com filhos sobredotados. International Journal of
Development and Educational Psychology, 1 (4). (pp.417424).
Raven, J. C. (1965). Guide to using the Coloured Progressive
Matrices, Set A, Ab, B. London: H.K. Lewis.
Reis, S. & Renzulli, J. (2004). Current research on the social
and emotional development of gifted and talented
students: Good news and future possibilities. Psychology in
the Schools, 41 (1), 119-130.
24
Simões, M. M. (2000). Investigações no âmbito da aferição
nacional do teste das matrizes progressivas coloridas de
Raven. Lisboa: Fundação Calouste Gulbenkian.
Sternberg, R. J. (1998). All intelligence testing is “crosscultural.” In R. J. Samuda e colaboradores (Eds.), Advances
in cross-cultural assessment (pp. 197-215; 274-285).
Thousand Oaks, CA: Sage Publications.
Sternberg, R. J. & Grigorenko, E.L. (2003). Evaluación
dinámica. Barcelona: Paidós.
Thorndike, E. L. (1921). Intelligence and its measurement: A
symposium. The Journal of Educational Psychology, 22,
124-127.
Wong, C-M., Day, J., Maxwell, S. & Meara, N. (1995). A
multitrait-multimethod study of academic and social
intelligence in college students. Journal of Educacional
Psychology, 1, 117-133.
25