Improvement of Emotional Intelligence Quotient (EQ) test used for employment

Hideki Toyoda, Ikko Kawahashi, Nobutake Matsushita

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

In the present study, the robustness of the Emotional Intelligence Quotient (EQ) Test was examined against response bias, using paired comparison methods expressed by structural equation modeling. The EQ test was then standardized. In Experiment 1, paired-comparison and Likert type EQ tests were administered to 140 participants in recruitment and non-recruitment situations, in order to evaluate the robustness of the test. Standard deviations, effect size, and convergent validity showed that in both situations, the paired comparison test was more robust against response bias than the Likert-type test. In Experiment 2, in order to stabilize the scoring, data obtained from another set of 383 participants were added to the data from Experiment 1. Items on the test were then divided into 10 subsets, yielding parallel tests, and the correlation of scales among those tests was calculated. The parallel tests were showed to have concurrent validity.

Original languageEnglish
Pages (from-to)456-466
Number of pages11
JournalJapanese Journal of Educational Psychology
Volume53
Issue number4
Publication statusPublished - 2005 Dec

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intelligence quotient
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Matched-Pair Analysis
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Keywords

  • Emotional Intelligence Quotient (EQ) Test
  • Paired comparison
  • Structural equation modeling

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Improvement of Emotional Intelligence Quotient (EQ) test used for employment. / Toyoda, Hideki; Kawahashi, Ikko; Matsushita, Nobutake.

In: Japanese Journal of Educational Psychology, Vol. 53, No. 4, 12.2005, p. 456-466.

Research output: Contribution to journalArticle

Toyoda, Hideki ; Kawahashi, Ikko ; Matsushita, Nobutake. / Improvement of Emotional Intelligence Quotient (EQ) test used for employment. In: Japanese Journal of Educational Psychology. 2005 ; Vol. 53, No. 4. pp. 456-466.
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