management, emotion perception, emotion regulation, low impulsiveness, relationships, stress management, self-
esteem, self-motivation, social awareness, trait empathy, trait happiness, and trait optimism.
The TEIQue, currently in version 1.50, comprises several forms and has been translated and validated in
numerous languages. The 15 facets are reduced to a global trait EI composite and four factors: Well-Being, Self-
Control, Emotionality, and Sociability. The standard 153-item self-report forms for adults (TEIQue) and adoles-
cents (TEIQue /C0AF, aged 13 /C017 years) have a completion time of 25 minutes, whereas the 30-item short forms
can be completed in seven minutes for adults (TEIQue /C0SF) and ten minutes for adolescents (TEIQue /C0ASF; aged
12/C017 years). Peer ratings are obtained using the TEIQue /C0360 (153 items) and its short version, the
TEIQue /C0360S (15 items). Items of all forms are answered on a 7-point Likert-type response scale, ranging from 1
(completely disagree )t o7( completely agree ).
TEIQue /C0Child Form
A developmentally appropriate sampling domain of nine facets was established for children aged between 8
and 12 years ( Mavroveli, Petrides, Shove, & Whitehead, 2008 ). The child form (TEIQue /C0CF) has 75 items and a
completion time of 25 minutes; its short-form variant (TEIQue /C0CSF) of 36 items has a completion time of 10 /C015
minutes. The TEIQue /C0CF does not yield factor scores, but measures nine distinct facets, in addition to yielding a
global trait EI score: adaptability, affective disposition, emotion expression, emotion perception, emotion regula-
tion, low impulsivity, peer relations, self-esteem, and self-motivation. Items are rated on a 5-point Likert-type
response scale. Short TEIQue forms are to be used primarily for assessing global trait EI, although it is possible
to derive a priori factor scores for the adult and adolescent forms.
Sample
TEIQue
The UK adult normative sample included 1721 individuals (912 female, 764 male, 61 unreported) with a mean
age of 29.65 years ( SD511.94, range 15.7 /C077). A majority of the sample is of White UK origin (58%) and holds
high-school diplomas (30.8%) or undergraduate degrees (29.5%). The sample means are 4.82 ( SD50.57) for
females and 4.95 for males ( SD50.61). Factor means range from 4.26 ( SD50.76) for females on Self-Control to
5.28 ( SD50.83) for males on Well-Being ( Petrides, 2009 ).
TEIQue /C0AF
Descriptive statistics for a large sample of adolescents ( N51842, age range: 14 /C016 years) were presented in
Petrides (2009) . Global trait EI and factor means were: global trait EI ( M54.53, SD50.58), Emotionality
(M54.71, SD50.67), Self-Control ( M54.01, SD50.75), Sociability ( M54.65, SD50.73) and Well-Being
(M54.89, SD50.96).
TEIQue /C0CF
For the TEIQue /C0CF, normative data was initially provided for a male sample of 188 British students (mean
age: 10.18 years; Mavroveli et al., 2008 ). Global trait EI means ranged from 3.19 ( SD50.29) to 3.43 ( SD50.32)
across experimental groups. In a sample of 565 children (mean age 59.12 years, SD51.27), boys ( n5274) had an
overall trait EI mean of 3.55 ( SD50.43), which was significantly lower than that of girls ( M5.65,SD50.45;
n5286; p,.01;Mavroveli & Sanchez-Ruiz, 2011 ).
Reliability (TEIQue)
Internal Consistency
Cronbach alpha coefficients for global trait EI were .89 for females and .92 for males; for females, alpha coeffi-
cients at the factor-level were .75 (Emotionality), .78 (Self-Control), .79 (Sociability), and .83 (Well-Being); for
males, alpha coefficients are .80 (Emotionality), .78 (Self-Control), .82 (Sociability), and .84 (Well-Being).
Test/C0Retest
Temporal stability was reported for 58 university students with a mean age of 19.14 years ( SD51.17 years).
Over a 12-month period, the test /C0retest reliability coefficients were 0.59 for Emotionality, 0.74 for Self-Control,
0.71 for Sociability, 0.86 for Well-being, and 0.78 for global trait EI ( Petrides, 2009 ). These values are consistent
with the stability coefficients of higher-order traits.398 14. MEASURES OF ABILITY AND TRAIT EMOTIONAL INTELLIGENCE
III. EMOTION REGULATION