Divergent/Discriminant
The EQ-i total score correlated weakly with the MSCEIT ( r5.21) in college students. In the military sample,
the EQ-i exhibited low to moderate correlations with MSCEIT scores ( r5.13 to .31), and only the Interpersonal
factor correlated with cognitive ability, specifically with spatial ability ( r52.16).
Construct/Factor Analytic
The 15 facets consistently load on to a single higher-order EI factor across cultures, indicating that they share a
unifying, coherent trait content. Yet, studies have failed to replicate the theoretical five-factor structure (e.g.,
Livingstone & Day, 2005 ), with some producing factor structures of 10 ( Bar-On’s, 1997, 2000 ) or six factors
(Palmer, Manocha, Gignac, & Stough, 2003 ). A study of measurement invariance and differential item functioning
in work and student samples from different cultures demonstrated the cross-cultural robustness of the EQ-i:Short
(Ekermans, Saklofske, Austin, & Stough, 2011 ).
Criterion/Predictive
The EQ-i was found to predict a range of life outcome variables surrounding success and well-being, such as
depression ( r52.56), job competence ( r5.51), drug use ( r52.24), alcohol use ( r5220), and antisocial deviance
(r52.21; see Wood et al., 2009 , for a summary). A meta-analysis resulted in a weighted average association of
r5.44 between the EQ-i global score and mental health ( Martins et al., 2010 ). This association was slightly lower
than that for the TEIQue, but considerably stronger than those for the AES and TMMS.
Validity (EQ-i:YV)
Construct/Factor Analytic
In a study of Aboriginal children and adolescents, the four-factor structure of the EQ-i:YV was found to fit the
data ( Parker et al., 2005a ), supporting the use of the measure within this population. Likewise, this study found
that the four-factor structure could be extracted from the data of a non-Aboriginal youth sample.
Criterion/Predictive
The EQ-i:YV scores differed significantly across different levels of academic achievement, as assessed by the
end-of-year GPA. Specifically, successful students exhibited significantly higher scores on the adaptability, inter-
personal, and stress management dimensions than less successful students ( Parker et al., 2004 ).
Validity (EQ-i 2.0)
Convergent/Concurrent
The total EI scores from the original and version 2.0 correlated .90. Correlations in the expected directions with
other psychological measures added further support to the convergent validity of the EQ-i 2.0. Total EI was posi-
tively and significantly correlated with both the Social Skills Inventory ( Riggio & Carney, 2003 ) total score
(r5.54) as well as the majority of SSI subscales. EI total score was also positively and significantly correlated
with Extraversion ( r5.57), Ag reeableness ( r5.36), and Conscientiousness ( r5.61) measured by the NEO-FFI
(Costa & McCrae, 1992 ). The six EI composite scales also showed lower but positive correlations with these three
personality factors.
Divergent/Discriminant
A correlation between the EQ-i 2.0 and the NEO-FFI indicative of discriminative validity was Openness
(r5.10,N5100). Orthogonality with ability EI, as assessed with the MSCEIT, was indicated by a non-significant
correlation ( r5.12) between the total scores; the various composite and subscale scores were also not significantly
associated.
Construct/Factor Analytic
Two demographically matched groups from the 4000 subject normative data set were employed to examine
the factor structure of the EQ-i 2.0. Principal axis factoring with direct oblimin rotation supported the 5-factor
and 15 subscale structure of scale. Confirmatory factor analysis confirmed this theoretical factor structure through
the testing of six models. All goodness of fit indices (GFI, AGFI, NFI, NNFI, CFI) were above .90 and the RMSEA
was below .10 which was considered to ‘further support the factor structure of the E-i 2.0 as outlined by theory
and EFA results’ (MHS, 2011, p. 140).396 14. MEASURES OF ABILITY AND TRAIT EMOTIONAL INTELLIGENCE
III. EMOTION REGULATION