Berrios-Martos María-Pilar, Palomera Raquel
Department of Psychology, University of Jaén, Campus Las Lagunillas s/n, 23071 Jaén, Spain.
Department of Developmental and Educational Psychology, Universidad de Cantabria, Av. de los Castros, s/n, 39005 Santander, Spain.
J Intell. 2024 Dec 30;13(1):3. doi: 10.3390/jintelligence13010003.
Emotional Intelligence (EI) in teaching is associated with various educational outcomes and processes. However, it has typically been measured through self-reports and general EI assessments, lacking a specific performance test with greater ecological validity in relation to the demands of the professional educational context. This study describes the development and validation results of the Video-Test of Emotional Intelligence for Teachers (ViTIED), a new performance-based measure to assess the EI of secondary education teachers based on ability EI model and the situational judgment test paradigm. The test comprises 12 video scenes designed to elicit intra- and interpersonal processes, as well as both positive and negative emotions. A total of 163 Spanish teachers (36% male, 64% female; mean age = 40.32 years) completed the ViTIED, along with personality, perceived EI, and burnout assessments. Test scores provide initial evidence of adequate reliability, as well as content, convergent, and divergent validity. Continued validation of this measure will benefit evaluation and intervention processes with teachers, as well as research on the impact of teachers' EI on the teaching-learning processes and the well-being of the educational community.
教学中的情商（EI）与多种教育成果和过程相关。然而，它通常是通过自我报告和一般情商评估来衡量的，缺乏一种针对专业教育背景需求具有更高生态效度的特定表现测试。本研究描述了教师情商视频测试（ViTIED）的开发和验证结果，这是一种基于能力情商模型和情境判断测试范式的、用于评估中学教师情商的新型基于表现的测量方法。该测试包括12个视频场景，旨在引发内部和人际过程以及积极和消极情绪。共有163名西班牙教师（36%为男性，64%为女性；平均年龄 = 40.32岁）完成了ViTIED测试，同时还进行了人格、感知情商和职业倦怠评估。测试分数提供了足够信度以及内容效度、聚合效度和区分效度的初步证据。对该测量方法的持续验证将有益于针对教师的评估和干预过程，以及关于教师情商对教学过程和教育社区福祉影响的研究。
