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Emotional Intelligence Across Cultures: Theoretical and Methodological Considerations

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Assessing Emotional Intelligence

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Societies continue to become more culturally diversified. In part this is due to the globalization of world trade and increase in migration and tourism. In addition, multinational corporations are gaining increased influence. The international workforce continues to become more heterogeneous and the workplace more multicultural. These changes influence the behavioral sciences, which are becoming more cross-culturally orientated (Fontaine, 2005). Researchers and practitioners of industrial/organizational psychology should be cognizant of cultural diversity and its implications in the workplace. One such implication is that cross-cultural psychological assessment continues to increase (Casillas & Robbins, 2005; Van de Vijver, 2002).

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Notes

  1. 1.

    The taxonomy entails a 2 × 2 classification of studies in (cross-)cultural psychology, based on two dimensions (i.e., whether the purpose of the study is hypothesis-testing or exploratory, and whether or not contextual variables were included). Four categories are distinguished. Hypothesis testing studies include generalisability studies that explore whether research findings obtained in one group (e.g., Western group) can be replicated in another group (e.g., non-Western group). No contextual elements are taken into account. Equivalence is usually assessed. When contextual factors are accounted for in hypothesis testing studies, a contextual theory/theory driven study is conducted. Studies that have an exploratory orientation are grouped into psychological differences (no consideration of contextual factors) or ecological linkage/external validation studies. The former applies an instrument in two cultural groups, without any particular theory regarding the nature of cross-cultural differences to be expected. The latter, by including a set of contextual variables in an exploratory manner, aims to provide evidence for specific interpretation of observed cross-cultural differences (Van de Vijver & Leung, 1997, 2001).

  2. 2.

    Configural invariance (Vandenberg & Lance, 2000) is also known as the test of “factor structure equivalence” (Hair et al., 2005). Evidence for configural invariance points towards a similar conceptualisation of constructs in different groups (absence of construct bias), to the extent of the data supporting the same number of factors and similar items associated with each factor (Meredith, 1993).

  3. 3.

    A lack of measurement invariance evidence is known to compromise the unambiguous interpretation of between group differences (Byrne & Watkins, 2003; Cheung & Rensvold, 2002; Vandenberg & Lance, 2000) rendering cross-cultural comparisons on cultural mean differences to be misleading and ultimately, possibly meaningless.

  4. 4.

    According to Matthews et al. (2002), the test developers of the MEIS/MSCEIT are moving towards an operational definition of ability based consensus scoring, inferring that a person is more intelligent if he or she is closer to the population norm. They question the rationale for scoring an ability on this basis, arguing that, in this context, it is misleading to describe EI as an “intelligence”.

  5. 5.

    Emotional Control refers to how effectively emotional states experienced at work, such as anger, stress, anxiety and frustration, are controlled. Emotional Management refers to the ability to manage positive and negative emotions within both oneself and others (Palmer & Stough, 2001).

  6. 6.

    The Intrapersonal subscale assesses the respondent’s level of inner self-awareness. High scores indicate individuals who, for example, are in touch with and able to express their feelings, as well as are independent, strong and confident in conveying their ideas and beliefs. Stress Management refers to the ability to withstand stress without losing control or “falling apart”. General Mood assesses the ability to enjoy life, be content, positive, hopeful and optimistic (Bar-On, 2002).

  7. 7.

    The Intrapersonal subscale measures emotional self-awareness, as well as the ability to express feelings and communicate emotional needs to others (Bar-On, 2002).

  8. 8.

    Emotional Recognition and Expression refers to the ability to identify one’s own feelings and emotional states, as well as the ability to express those inner feelings to others (Palmer & Stough, 2001).

  9. 9.

    The Interpersonal subscales assesses the extent to which an individual is able to establish cooperative, constructive, and satisfying interpersonal relationships as well as the ability to understand and appreciate the feelings of others (Bar-On, 2002).

  10. 10.

    The Understanding Emotions subscale measures the ability to identify and understand the emotions of others and those that manifest in response to workplace environments (e.g., staff meetings).

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  1. Department of Industrial Psychology, Stellenbosch University, Privaatsak X1, Matieland, 7602, Stellenbosch, Kaapstad, South Africa

    Gina Ekermans

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    Ekermans, G. (2009). Emotional Intelligence Across Cultures: Theoretical and Methodological Considerations. In: Parker, J., Saklofske, D., Stough, C. (eds) Assessing Emotional Intelligence. The Springer Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-88370-0_14

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