Rosalía Téliz-Triujeque Gary Low Darwin Nelson Michelle Brown Rebecca Davis Richard Hammett

Validation of the Spanish version of the Emotional Skills Assessment

Process (ESAP)

April, 2016

Purpose of the Study

n To validate the Spanish version of the Emotional Intelligence Skills Assessment (ESAP) with college and graduate students of agriculture in Mexico

Significance of the Study

n This study was the first one in Mexico to utilize the ESAP instrument with college students of agriculture.

n The current study intended to provide information about a population that had never been addressed with emotional intelligence assessment.

n This study provided a better understanding of theory and practice and contributed to current knowledge.

Research Design

n  Descriptive Characteristics

n  Factorial Interrelationships among variables

n  Correlational to discover the direction and magnitude of the relationship among variables

Pearson r Rel b/w EI & age

Spearman Rel b/w EI & gender

n  Causal-comparative

Differences b/w Mexican & Hispanic American

Quantitative

Emotional Intelligence A learned ability to think constructively and behave wisely

Key Terms

(Nelson & Low, 2003)

n  Interpersonal Skills n  Assertion

n  Leadership Skills

n  Comfort n  Empathy n  Decision Making n  Leadership

n  Self Management Skills n  Drive Strength n  Time Management n  Commitment Ethic

n  Intrapersonal Skills

n  Self Esteem n  Stress Management

n  Potential Problem Areas

n  Aggression n  Deference n  Change Orientation

Instrumentation

n ESAP - 213 question n  three-item Likert scale assessment

n  Translated to Spanish

n Converted to online n Demographic items: gender, age,

and college classification

Study Participants

AGRICULTURE

Mexican college students

Mexican graduate students

Hispanic American college students

n = 172

n = 272

Study Participants

Age

17 – 20 = 116 (42.6%)

21 – 25 = 106 (39.0%)

> 26 = 50 (18.4%)

UACh (n = 174) Institution CP (n = 29)

UMSNH (n = 49) UNAM* (n = 20)

Male 151 (55.5%) Female 121 (44.5%)

Education level

Undergraduate 211 (77.6%)

Graduate 61 (22.4%)

M = 22.6 years (SD = 4.71)

Mexican students N = 272

Research Questions

1.  What emotional intelligence skills are characteristics of Mexican students?

2.  What is the factor structure of the ESAP in this research sample?

3.  What validity and reliability apply to the self assessment emotional skills instrument Spanish version?

Research Questions

4.  What effect do the variables age and gender have on the self assessment of emotional intelligence skills of Mexican students?

5.  How do emotional intelligence skills characteristics of Mexican college students differ from Hispanic American college students?

EI skills characteristics of Mexican students

A PROFILE OF EMO T IONAL SKILLS STANDARD SCORE 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85

PART I INTERPERSONAL SKILLS ASSERTION 9 12 15 18 21 24 27 30 33 36 PART II LEADERSHIP SKILLS

COMFORT 5 7 9 11 13 15 17 19 21 23 24 EMPAT HY 6 8 10 12 14 16 18 20 22 24 DECISION MAKING 5 8 10 12 14 16 18 20 22 24 L EADERSHIP 4 6 9 11 13 15 17 19 21 24 PART III SELF MANAGEMENT SKILLS

DRIVE STRENGTH 10 14 18 22 29 32 35 39 42 44 48 50 TIME MANAGEMENT 5 8 10 12 14 16 18 20 22 24 COMMITMENT ETHIC 8 10 12 14 16 18 20 22 24 PART IV INTRAPERSONAL SKILLS

SELF ESTEEM 9 18 23 26 29 32 35 39 42 44 48 50 STRESS MANAGEMEN T 4 9 14 19 24 29 34 39 44 49

SCALE DEVELOP STRENGTHEN ENHANCE

A PROFILE OF POTENTIAL PROBLEM AREAS AGGRESSION 2 4 6 8 11 15 19 24 28 35 DEFERENCE 2 4 6 10 14 18 22 26 30 32 36 CHANGE ORIENTATION 1 3 5 7 9 11 13 16 18 21 24

SCALE LOW NOR MAL HIGH Descriptive Statistics

Research Question 1

EI skills characteristics of Mexican students

Descriptive Statistics

Research Question 1 Variable Gender M SD

Assertion Male 22.29 .449 Female 21.17 .502 Comfort Male 16.91 .328 Female 16.94 .366 Empathy Male 18.10 .328 Female 18.79 .367 Decision Making Male 15.42 .340 Female 14.67 .380 Leadership Male 14.61 .378 Female 14.56 .422 Drive Strength Male 34.49 .622 Female 33.50 .695 Time Management Male 13.42 .414 Female 13.05 .462 Commitment Ethic Male 17.60 .343 Female 17.26 .383 Self Esteem Male 35.33 .598 Female 34.45 .668 Stress Management Male 28. .68 .742 Female 30.35 .829 Aggression Male 11.19 .505 Female 10.24 .565 Deference Male 16.38 .532 Female 15.68 .595 Change Orientation Male 11.91 .448 Female 10.96 .501

Factor structure of the ESAP Variables Component

1 2 h 2

Assertion .559 .212 .464 Comfort .578 .389 .574 Empathy .476 .215 .353 Decision Making .706 .251 .621 Leadership .741 .187 .677 Drive Strength .846 .197 .734 Time Management .719 .173 .568

Leadership Skills

Commitment Ethic .774 .247 .655 Self Esteem .636 .574 .726 Self Management .225 .763 .660 Aggression - .075 - .533 .592 Deference - .250 - .581 .587

Emotional Self Control

Change Orientation - .342 - .725 .657

Research Question 2

Validity and reliability of the ESAP Spanish version

Research Question 3

Cronbach's Alpha

Cronbach's Alpha Based on

Standardized Items

N of Items

.671 .730 13

Reliability Statistics

Consistency among items

.031 .180** Comfort

-.083 -.114 Change Orientation -.080 -.116 Deference -.060 -.080 Aggression .096 .099 Stress Management

-.048 .180** Self Esteem -.049 .275** Commitment Ethic -.033 .188** Time Management -.048 .218** Drive Strength .011 .142* Leadership

-.068 .157** Decision Making .092 .036 Empathy

-.110 .130* Assertion Gender Age Variable

.180** Comfort

.180** Self Esteem .275** Commitment Ethic .188** Time Management .218** Drive Strength .142* Leadership .157** Decision Making .036 Empathy

.130* Assertion Age

* p < .05, ** p < .01

Effect of variables age and gender on EI skills

H01 There is no ss relationship between EI skills and age

H02 There is no ss relationship

between EI skills and gender.

Rejected There are relationships b/w EI & age

Failed to reject No relationships b/w EI & gender

Research Question 4

Differences b/w EI skill characteristics of Mexican (n = 272) and Hispanic American (n = 172) students

Research Question 5

Descriptive Statistics

A PROFILE OF EMO T IONAL SKILLS STANDARD SCORE 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85

PART I INTERPERSONAL SKILLS ASSERTION 9 12 15 18 21 24 27 30 33 36 PART II LEADERSHIP SKILLS

COMFORT 5 7 9 11 13 15 17 19 21 23 24 EMPAT HY 6 8 10 12 14 16 18 20 22 24 DECISION MAKING 5 8 10 12 14 16 18 20 22 24 L EADERSHIP 4 6 9 11 13 15 17 19 21 24 PART III SELF MANAGEMENT SKILLS

DRIVE STRENGTH 10 14 18 22 29 32 35 39 42 44 48 50 TIME MANAGEMENT 5 8 10 12 14 16 18 20 22 24 COMMITMENT ETHIC 8 10 12 14 16 18 20 22 24 PART IV INTRAPERSONAL SKILLS

SELF ESTEEM 9 18 23 26 29 32 35 39 42 44 48 50 STRESS MANAGEMEN T 4 9 14 19 24 29 34 39 44 49

SCALE DEVELOP STRENGTHEN ENHANCE

A PROFILE OF POTENTIAL PROBLEM AREAS AGGRESSION 2 4 6 8 11 15 19 24 28 35 DEFERENCE 2 4 6 10 14 18 22 26 30 32 36 CHANGE ORIENTATION 1 3 5 7 9 11 13 16 18 21 24

SCALE LOW NOR MAL HIGH

Differences b/w Mexican and Hispanic American scores on each of the 10 EI skills and total scores.

Variable F t Sig .

(2 - tailed) Mean

Difference

95% Confidence Interval of the

Difference h 2 Lower Upper

A .125 - 2.641 .009 - 1.436 - 2.505 - .368 .016

C .077 - 2.899 .004 - 1.153 - 1.934 - .371 .019

E 20.341 1.884 .060 .833 - .036 1.701 .008

DM 1.011 - .289 .773 - .119 - .927 .689 .000

L 3.955 - 3.999 .000 - 1.889 - 2.817 - .960 .035

DS 4.218 - 2.113 .035 - 1.615 - 3.117 - .113 .010

T 3.362 - 5.194 .000 - 2.435 - 3.356 - 1.513 .058

CE .076 - .982 .327 - .400 - 1.201 .401 .002

SE .244 - .607 .544 - .438 - 1.858 .981 .001

SM 3.544 - 2. 538 .011 - 2.350 - 4.171 - .530 .014

EITOT 1.517 - 2.690 .007 - 11.003 - 19.042 - 2.963 .016

A

C

L

DS

T

SM

EITOT

.009

.004

.000

.035

.000

.011

.007

.016

.019

.035

.010

.058

.014

.016

Differences between Mexican and Hispanic American scores on 3 potential problem areas and overall scores.

Variable F t Sig. (2-

tailed)

Mean Differenc

e

95% Confidence Interval of the

Difference η2

Lower Upper

AG .003 .953 .020 1.390 .218 2.563 .012

D 2.999 .217 .828 .148 -1.187 1.482 .000

CO 0.83 3.587 .000 1.945 .879 3.010 .028

EIPROB .303 2.482 .013 3.483 .725 6.240 .014

AG .003 .953 .020 1.390 .218 2.563 .012

D 2.999 .217 .828 .148 -1.187 1.482 .000

CO 0.83 3.587 .000 1.945 .879 3.010 .028

EIPROB .303 2.482 .013 3.483 .725 6.240 .014

H03 There is no ss difference between Mexican and Hispanic American students’ scores on each of the ten EI skills and total EI scores.

H04 There is no ss difference in emotional intelligence skills between Mexican and Hispanic American students on each of the three problem indicators of emotional intelligence and total scores.

Rejected There were significant differences between both groups on EI skills except for E, DM, CE & SE

Rejected There were significant differences between both groups on potential problem areas except for D

Differences b/w EI skill characteristics of Mexican and Hispanic American students

Conclusions

n EI skills characteristics of Mexican students n  Male students scored higher (but not

statistically higher) than women, except for comfort, empathy and stress management

n Two significant factors on the ESAP

instrument n ESAP was reliable

Conclusions n  SS relationships between EI & age

n  CE, DS, T, C, SE, DM, L, and A. n  As individuals mature and have more experience in life

they tend to report higher levels of EI (Epstein, 1998; Mayer & Salovey, 1997;

Baron & Parker, 2000; Nelson & Low, 2003, 2008)

n  No ss relationships b/w EI & gender n  Women are more aware of emotions, demonstrate

more empathy, and relate better personally (Bar-On, 2002)

n  In this study women scored higher in comfort, empathy

and stress management, but no ss higher

(Alumnan & Punamaki, 2008; Petrides & Furnham, 2007; Hwang, 2007; Millan, 2008; Lu, 2008)

Conclusions n  Ethnicity n  SS differences b/w Mex and Hisp Am students and EI skills:

A, C, L, DS, TM, and SM, and overall EI skills scores n  EI skills better developed for Hisp Am students

n  SS differences b/w Mex and Hisp Am students and potential problem areas: AG, CO and overall potential problem areas scores n  Hisp Am students manage AG and CO better n  Higher and lower scores in the problem areas for Hisp Am

students – Javelina EI Program at TAMUK

n  Cultural values seem to be different but a closer examination is needed to explain the differences n  Factors (gender) within a culture can influence constructions

(Hitchcock, Sarkar, Nastasi, Varjas & Jaysena, 2006)

Implications

n This study advanced the research of EI expanding a self-reported EI assessment into a population not before been scrutinized

n Academic and career needs of students in

agriculture may include the further development of EI skills as part of their curricula and career planning

Implications

n Value of EI skills is building healthy and productive relationships, improving academic and career excellence, personal well-being, and leadership

(Nelson & Low, 2008)

n Philosophy of agriculture refers to the cognitive and experiential learning for problem solving, and requires creativity, practical intelligence, social intelligence and emotional intelligence

(Epstein, 1998)

Implications

n EI appears to be relevant to the needs of Mexican students in agriculture. Innovative educational planning, instruction and support services could be developed to strengthen the overall college experience of Mexican students of agriculture

Niña con mazorcas (Diego Rivera)

Recommendations

n  Further studies should include examining the relationships between EI and:

1.  Socieconomic and cultural factors for education, business and government organizations

2.  Academic achievement of college students of agriculture and other academic fields in Mexico

3.  Career development with students in various major fields of study in different cultural and social contexts

Recommendations

n  Further studies should include… 4.  Value of teaching EI to help student achieve

success, and value of including EI in courses for preservice teachers, and discovering connections for enhanced learning and growth for students.

5.  Relevance for curriculum innovation to meet needs of students for professional success and changing social conditions.

The current study provided a beginning point and rationale for further study with emotional intelligence in agriculture and related educational areas, as well as including EI in agriculture curricula in Mexico.

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Rosalía Téliz-Triujeque Gary Low Darwin Nelson Michelle Brown Rebecca Davis Richard Hammett

Validation of the Spanish version of the Emotional Skills Assessment

Process (ESAP)

April, 2016