In addition to the issue of measurement, construct operationalization also has to grapple with the challenge of
defining a coherent sampling domain. This challenge does not much affect the performance-based approach that
is dominated by a single model wherein the conceptualization and measurement aspects of the operational defi-
nition are entirely conflated, but looms large in the self-report approach wherein there seem to be a multitude of
sampling domains.
With respect to the elements they encompass, the various EI models tend to be complementary rather than
contradictory ( Ciarrochi, Chan, & Caputi, 2000 ). Moreover, salient EI models have many facets in common, even
though most of them also include isolated facets that are prima facie irrelevant to emotions. The commonalities
between the various models provided the basis for the first formal sampling domain of trait EI, which included
shared facets and excluded isolated ones ( Petrides & Furnham, 2001 ).
Of the trait EI measures reviewed here, the majority were developed for the assessment of adults from the gen-
eral population. Three measures were specifically developed for workplace applications ( Gignac, 2010; Jordan
et al., 2002; Tett et al., 2005 ), although one has a general-population version. Furthermore, some of the measures
have short forms, 360-degree assessments, and versions specifically developed for children and adolescents
(Bar-On, 1997; Gignac, 2010; Jordan et al., 2002; Petrides, 2001 ). While the measures vary considerably in content
breadth and length, most yield an overall trait EI score and at least one level of subscale scores.
ABILITY EI MEASURES
Mayer/C0Salovey /C0Caruso Emotional Intelligence Test (MSCEIT)
(Mayer et al., 2002 ).
Variable
The MSCEIT is an ability-based assessment of EI, measuring how people perform on emotion-related tasks
and solve emotional problems; it is based on the authors’ four-branch model of EI ( Mayer & Salovey, 1997 ),
comprising the abilities to (1) perceive emotions (in oneself, others, objects, arts, music etc.); (2) generate and use
emotions to facilitate thought; (3) understand emotional information; and (4) manage emotions in oneself and
others. Adding to the MSCEIT is a youth version (MSCEIT-YV) that will be briefly described here alongside
the MSCEIT.TABLE 14.1 The Adult Sampling Domain of Trait Emotional Intelligence
Facets High scorers view themselves as ...
Adaptability ...flexible and willing to adapt to new conditions
Assertiveness ...forthright, frank, and willing to stand up for their rights
Emotion expression ...capable of communicating their feelings to others
Emotion management (others) ...capable of influencing other people’s feelings
Emotion perception (self and others) ...clear about their own and other people’s feelings
Emotion regulation ...capable of controlling their emotions
Impulsiveness (low) ...reflective and less likely to give in to their urges
Relationships ...capable of maintaining fulfilling personal relationships
Self-esteem ...successful and self-confident
Self-motivation ...driven and unlikely to give up in the face of adversity
Social awareness ...accomplished networkers with superior social skills
Stress management ...capable of withstanding pressure and regulating stress
Trait empathy ...capable of taking someone else’s perspective
Trait happiness ...cheerful and satisfied with their lives
Trait optimism ...confident and likely to ‘look on the bright side’ of life384 14. MEASURES OF ABILITY AND TRAIT EMOTIONAL INTELLIGENCE
III. EMOTION REGULATION