Construct/Factor Analytic
The intended single-factor solution is supported by the finding of a strong higher-order first factor ( Schutte,
et al., 1998 ). Using the crude ‘Little Jiffy’ factor-analytic approach (principal-components, orthogonal rotation), 33
of the original 62 items loaded .40 and higher on the first factor. The remaining three factors also with eigen-
values greater than 1 were deemed to be ‘conceptually distinct’ from the first large factor. Other studies have
suggested that subscales be formed from a factor analysis of items, resulting in four-factor (e.g., Saklofske,
Austin, & Minski, 2003 ) or three-factor solutions ( Austin et al., 2004 ).
Criterion/Predictive
Schutte et al. (1998) found that therapists ( M5134.92, SD520.25) scored significantly higher than incarcerated
criminals ( M5120.08, SD517.71, p,.012) and a sample receiving treatment in a substance abuse program
(M5122.23, SD514.08, p,.035). The AES scores also predicted year-end college grade point average ( r5.32,
p,.01,N563), although AES and SAT scores were uncorrelated ( r5/C0.06,N541). Other predictive studies are
summarized in Schutte et al. (2009) .
Location
Schutte, N.S., Malouff, J.M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C.J., & Dornheim, L. (1998).
Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25 ,
167/C0177.
Results and Comments
The AES has been very widely used in research (for a summary, see Schutte et al., 2009 ). It is one of the earlier
self-report EI measures, it is brief, and available without cost to both researchers and practitioners. Overall,
research has shown that the AES has good psychometric properties and it does generally support a general-
factor interpretation of EI. Other scales reviewed in this chapter, such as the EQ-i have the advantage of assessing
EI facets and should be preferred where more detailed emotional profiling is required.
ASSESSING EMOTIONS SCALE
Directions: Each of the following items asks you
about your emotions and reactions associated with emo-
tions. After deciding if a statement is generally true for
you, use the 5-point scale to respond to the statement.
Please circle the ‘1’ if you strongly disagree that this is
like you, the ‘2’ if you somewhat disagree that this is like
you, the ‘3’ if you neither agree nor disagree that this
is like you, the ‘4’ if you somewhat agree that this is like
you, and the ‘5’ if you strongly agree that this is
like you.
There are no right or wrong answers. Please give the
response that best describes you.
15strongly disagree
25somewhat disagree
35neither agree nor disagree
45somewhat agree
55strongly agree
1.I know when to speak about my personal
problems to others.
2.When I am faced with obstacles, I remember
times I faced similar obstacles and overcame
them.
3.I expect that I will do well on most things I try.
4.Other people find it easy to confide in me.5.I find it hard to understand the non-verbal
messages of other people.*
6.Some of the major events of my life have led me
to re-evaluate what is important and not
important.
7.When my mood changes, I see new possibilities.
8.Emotions are one of the things that make my life
worth living.
9.I am aware of my emotions as I experience them.
10.I expect good things to happen.
11.I like to share my emotions with others.
12.When I experience a positive emotion, I know
how to make it last.
13.I arrange events others enjoy.
14.I seek out activities that make me happy.
15.I am aware of the non-verbal messages I send to
others.
16.I present myself in a way that makes a good
impression on others.
17.When I am in a positive mood, solving problems
is easy for me.
18.By looking at their facial expressions, I recognize
the emotions people are experiencing.
19.I know why my emotions change.402 14. MEASURES OF ABILITY AND TRAIT EMOTIONAL INTELLIGENCE
III. EMOTION REGULATION