Construct/Factor Analytic
A study by Ferguson and Austin (2010) supported the unidimensional structure of both measures. The KMO
statistics in principal-component analyses reached acceptable levels of .55 (STEU) and .56 (STEM).
Criterion/Predictive
A strength demonstrated by the STEU and STEM is that both predicted incremental variance in psychology
course grades (beyond the effects of intelligence and personality). Consistent with previous findings involving
the MSCEIT’s Understanding Emotions branch as the strongest predictor of academic success, the STEU also pre-
dicted overall grades incrementally ( MacCann & Roberts, 2008 ).
Location
MacCann, C., & Roberts, R.D. (2008). New paradigms for assessing emotional intelligence: Theory and data.
Emotion ,8, 540/C0551.
Results and Comments
While the STEU and STEM entail potential advances in the scoring of respondents’ interpretation of, and reac-
tion to emotional scenarios, they have only appeared in a few studies. More research is necessary to examine and
develop the reliability and construct validity of these measures. Future research is also needed to ascertain that
these measures tap primarily the emotion-related aspects of intelligence, rather than more fundamental aspects
of intelligence, such as verbal ability.
STEU-LIKE AND STEM-LIKE ITEMS
STEU: Pete just had a paper accepted for publication.
He is most likely to feel (a) regret; (b) hope; (c) relief;
(d) sadness; (e) joy.
STEM: Upon arriving at her gym, Colleen becomes
angry as she finds out that her scheduled yoga class has
just been cancelled for the second week in a row.
Which of the following is the most appropriate
response to the situation?(a) Try to ignore her anger and go home; (b)
Complain at the reception; (c) Participate in a similar
class/C0aerobics; (d) Cancel her membership
Rate each response option in terms of its effec-
tiveness.
Note:MacCann and Roberts’ (2008) original paper
includes online Appendices at: http://dx.doi.org/
10.1037/a0012746.supp (Retrieved January 3, 2014).
TRAIT EI MEASURES
Trait Meta-Mood Scale (TMMS)
(Salovey et al., 1995 ).
Variable
The TMMS was developed to assess enduring qualities of the reflective experience of mood, encompassing the
abilities to reflect upon and manage one’s own emotions. Although the authors made it clear that they do not
consider the TMMS an EI measure, they view it has having utility for identifying core individual differences that
characterize people who are high in EI, specifically people who can disclose feelings to themselves and others
(Salovey et al., 1995 ).
Description
Based on self-report, the TMMS specifically measures people’s tendency to attend to emotions (Attention, 21
items), discriminate between, or understand feelings (Clarity, 15 items), and regulate moods (Repair, 12 items). In
contrast to other EI measures, the TMMS was not developed to give a global EI score. The 48 items are presented
on a 5-point scale ranging from 1 ( strong disagree )t o5( strongly agree ). A revised 30-item version was constructed
by dropping items with low loadings less than .40; for this version, the numbers of items per scale are 13 for
Attention, 11 for Clarity, and 6 for Repair ( Salovey et al., 1995 ).392 14. MEASURES OF ABILITY AND TRAIT EMOTIONAL INTELLIGENCE
III. EMOTION REGULATION