阿尔及利亚高等教育EFL学生的情绪智力尺度的发展:验证Schutte等人修改版. 的 (1998) 模型模型
Nadia Saraa1, Hazim Mohammed Alhaqbani2, Abdo Hasan Al-Qadri3
1Department of English, Faculty of Letters and Languages, Ibn Khaldoun University of Tiaret, Tiaret, Algeria.
Psychological reports
|October 22, 2025
概括
这项研究验证了阿尔及利亚英语作为外语 (EFL) 学习者的情绪智力量表 (EIS). 经过验证的27项尺度表现出强大的构造有效性,适合精神教育评估.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 语言学的语言学.
背景情况:
- 情绪智能 (EI) 越来越多地被认为是重要的.
- 英语作为外语 (EFL) 背景为EI发展提供了潜力.
- 在EFL环境中对EI测量工具的研究是有限的.
研究的目的:
- 为阿尔及利亚的EFL学习者验证情绪智力表 (EIS).
- 根据Schutte等的研究,调整和完善EIS. " (1998年) 的框架.
- 确保尺度适合在这个人口群体中进行心理教育评估.
主要方法:
- 专家小组审查表面有效性和内容精细化.
- 精炼规模的试点测试. 精炼规模的试点测试.
- 探索性因素分析 (EFA) 和确认性因素分析 (CFA) 基于503名阿尔及利亚EFL学生 (18-23岁) 的数据.
主要成果:
- 验证了27项EIS,确定了6个因素:情绪控制,对自己的情绪的评估,对他人的情绪的评估,对情绪的利用,社会技能和乐观.
- 该尺度显示出良好的模型匹配性和强大的构造有效性,包括收和判别有效性.
- 样本间的测量不变性证实了EI构造对跨文化心理教育评估的可移植性.
结论:
- 经过验证的EIS是测量阿尔及利亚EFL学习者的情绪智能的合适研究工具.
- 这些发现支持EI构造在各种背景下的精神教育评估中的适用性.
- 进一步的研究应该探索在EFL教育中EI的局限性和未来影响.
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