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The Psychometric properties of the french version of the Trait Emotional Intelligence Questionnaire–Child Short Form

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Stassart, Céline [ULG] Etienne, Anne-Marie [ULG] Luminet, Olivier [UCL] Kaïdi, Ibtissam [ULG] Lahaye, Magali [UCL]

The psychometric properties of the French version of the Trait Emotional Intelligence Questionnaire–Child Short Form (TEIQue-CSF) were investigated in a sample of 556 children 9 to 13 years of age. The internal consistency and temporal stability were satisfactory. A significant difference for gender, but not for age, was observed. With regard to the factor structure, the best fit was found for a two-factor solution, emotion control and socioemotionality. Regarding convergent validity, positive correlations were found with the total and all except one-factor scores of the Emotion Awareness Questionnaire score (EAQ30). Evidences of concurrent validity were demonstrated, with negative correlations with State-Trait Anxiety Inventory for Children (STAIC) and childhood anxiety sensitivity index (CASI). Results also showed a positive correlation with Children’s Social Desirability Scale (CSD). In conclusion, these findings provide additional support for the use of the TEIQue-CSF for researchers and practitioners who want to assess emotion-related constructs in children.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès libre
Publication date 2019
Language Anglais
Journal information "Journal of Psychoeducational Assessment" - Vol. 37, no. 3, p. 293-306 (2019)
Peer reviewed yes
Publisher SAGE Publications
issn 0734-2829
e-issn 1557-5144
Publication status Publié
Affiliation UCL - SSH/IPSY - Psychological Sciences Research Institute
Keywords General Psychology ; Education ; Clinical Psychology
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Bibliographic reference Stassart, Céline ; Etienne, Anne-Marie ; Luminet, Olivier ; Kaïdi, Ibtissam ; Lahaye, Magali. The Psychometric properties of the french version of the Trait Emotional Intelligence Questionnaire–Child Short Form. In: Journal of Psychoeducational Assessment, Vol. 37, no. 3, p. 293-306 (2019)
Permanent URL http://hdl.handle.net/2078.1/193267