Die eerste doel van die studie was om te bepaal of die Griekse Emosionele Intelligensieskaal betroubaar is in die meting van die Wes-Germaanse (Engels en Afrikaans) sowel as die Sotho (Noord-Sotho, Suid-Sotho en Setswana) taalgroepe. Die vierfaktormodel vir die Wes-Germaanse groep het lae alfa-koëffisiënte opgelewer (uitdrukking en herkenning van emosies = 0,66; omgee en empatie = 0,63; beheer van emosies = 0,80; en die gebruik van emosies om denke te vergemaklik = 0,62). Die passing van die model is op die totale bevolking sowel as die twee taalgroepe getoets.
Die finale doel van die studie was om te ondersoek of die Griekse emosionele intelligensieskaal neutraal is wanneer die Wes-Germaanse (Engels en Afrikaans) sowel as die Sotho (Noord-Sotho, Suid-Sotho en Setswana) taalgroepe gemeet word.
RESEARCH ARTICLE
CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS
INTRODUCTION
PROBLEM STATEMENT
Item bias can be referred to as the presence of certain factors in the instrument that pose problems for the validity of cross-cultural comparisons (Goliath-Yarde & Roodt, 2011). Three types of bias can be distinguished in the literature, namely construct bias, method bias and item bias. According to Visser and Viviers (2010), construct equivalence exists when the same construct is measured in the different groups;
Wantoonni Iskeelii Sammuu Miiraa Giriikii afaanota Jarmanii Dhihaa (Ingiliffaa fi Afrikaans) fi Sotho (Ingiliffaa fi Afrikaans) yeroo safaran loogii kan hin qabneedhaa.
RESEARCH OBJECTIVES .1 General objective
- Specific objective
RESEARCH METHOD
- Phase 1: Literature review
- Phase 2: Empirical study
- Research Design
- Participants
- Measuring Battery
- Statistical analyses
- Ethical considerations
An empirical study consists of research design, participants, measurement battery and statistical analysis. The focus of the research is on white collar workers, in the organization due to the level of literacy of the participants. SPSS and AMOS programs are used to analyze the collected data.
The rights and dignity of the participants will be respected and protected at all times.
CHAPTER DIVISION
At all times, the researcher will try to be honest, fair and respectful to the participants and not try to mislead or deceive the research participants. The researcher is also sensitive to individual differences between people, such as age, ethnicity, religion, language, and socioeconomic status. The researcher will never discriminate people on the basis of such mentioned factors.
Therefore, no harm should ever come from the interaction between the researcher and the participants.
CHAPTER SUMMARY
An examination of the factor structure of the Schutte Self-Rated Scale of Emotional Intelligence (SSREI) using confirmatory factor analysis. Equivalence of Wong's and Law's self-rated and other-rated emotional intelligence measures. Toward a brief multidimensional assessment of emotional intelligence: Psychometric properties of the Emotional Quotient Inventory—Short Form.
Measuring trait emotional intelligence: Development and psychometric properties of the Greek Emotional Intelligence Scale (GElS). The relevance of the individualism-collectivism factor for the management of diversity in the South African National Defense Force. Research purpose: The main purpose of the study was to determine whether the Greek Emotional Intelligence Scale is an equivalent measure, which is free from item bias, when a West Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) language groups.
In this case, item bias can be explained as the inability of the items in the GEIS to measure the same emotional constructs in the two cultural groups. As with bias, different types of equivalence exist depending on the nature of the bias (Van de Vijver, 2011). According to Zechmeister and Zechmeister (2000), a cross-sectional design is one of the most popular research designs.
This design has been used in estimating relationships between variables in a population (Salkind, 2009). The Greek Emotional Intelligence Scale and the Biographical Questionnaire were used in this study. The Greek Emotional Intelligence Scale (GEIS; Tsaousis, 2008) measures four basic emotional skills, namely: 1) expression and recognition of emotions - corresponds to an individual's ability to express and accurately recognize his own emotional reactions ("I cannot explain my emotional state to others I have difficulty expressing your emotions to others"); 2) emotional control - corresponds to the individual's ability to control and regulate emotions in himself and others ("When I am under pressure, I snap, I often get angry, and then it seems to me that my anger is inexcusable n ); 3) the use of emotions to facilitate thinking - corresponds to the ability of individuals to use their own emotions to solve problems with optimism and confidence, two emotional states that facilitate inductive reasoning and creativity ("I deal with my problems in a positive way by trusting myself"; "I think on/things positive"); and 4) care and empathy - corresponds to an individual's willingness to help other people and his ability to understand the emotions of others and relive them ("I am always ready to help someone who is facing personal problems, such as talking to others about their problems").
These findings justified the concurrent validation of the newly developed instrument and the GElS will therefore be used in this study.
Research procedure
The factors "Use of emotion to facilitate thinking" and "Caring and empathy" (0.63) in the confirmatory four-factor model of the West Germanic group (0.62) showed the lowest alpha values. The following four Tables show the results of the ANOVAs performed for the items on the. Structural equation modeling (SEM) methods, as implemented by AMOS (Arbuckle, 1997) were used to analyze the goodness-of-fit of the four-factor model for emotional intelligence.
Inspection of the modification indices (MI) revealed that the agreement between the measurement errors of the “Emotion Control”, “Using Emotion to Facilitate Thinking”, and “Caring and Empathy” scales. Therefore the revision of the four-factor model for the West German group was not an option to investigate further. The factors in the West German group however did not turn out to be highly significant and therefore the internal consistency of the four-factor model was problematic with low alpha scores.
Because of the low regression weights produced by the items of the “Expression and Recognition of Emotions” factor, the researcher decided to investigate a three-factor model. Therefore, the failure of the “Expression and Recognition of Emotions” factor may be due to a difference in the opposing language groups. This may be a possible reason for the failure of the “Expression and Recognition of Emotions” factor.
The final empirical objective was to determine whether the items of the GEIS are unbiased when measuring West Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho and Setswana) languages. A pre-test was carried out by means of several analyzes of variance on the four factors of the GEIS. When considering the "Caring and Empathy" factor, the Sotho group scored higher on the majority of the mean differences between the groups.
When considering nonuniform bias, the majority of items did not demonstrate bias.
CONCLUSION
The purpose of this chapter is to draw conclusions from the research paper that was the central part of the study. Possible reasons for this could be that the GEIS encompasses most of the factors originally conceptualized by Mayer and Salovey (1997) in relation to EI. According to Boyatzis and Sala (2004), cultural universalism suggests that certain emotions, such as anger, happiness, and sadness, will be experienced, expressed, and displayed in the same way in different cultures, regardless of cultural background.
When considering the failure of the "Expression and Recognition of Emotions" factor in the West German group, the reason may therefore be this difference between cultures, as highlighted by the literature. The results may suggest that language groups interpret emotional information differently as mentioned in the literature. The final reason for factor failure may be that the items did not measure what they were intended to measure, the items were vaguely worded, or the level of difficulty in interpreting the items (Botma, 2009).
Therefore, it can be interpreted that the four-factor model was not suitable for the West Germanic language group. Fourth aim: To investigate whether the items of the Greek scale of emotional intelligence are unbiased in measuring West Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho and Setswana) languages. This is evident from the results of the mean differences between the groups and the possible interpretation of the differences found between the language groups.
Concern for others and the ability to express emotions are known to differ between cultures due to the internal makeup of the culture (ie, the individualistic versus collectivistic nature of the culture) (Williams & Aaker, 2002). The results showed that the expression of feelings and emotions of the Chinese infants (from the collectivist culture) was less pronounced than that of the other two cultures.
LIMITATIONS
RECOMMENDATIONS
- Recommendation for future research
- Recommendations for practise
Further research is also needed on the influence of culture on EI, as the literature highlights differences in the way different cultures express and experience emotions (Ghorbani, Bing, Watson, Davidson & Mack, 2002; Roberts, Zeidner). , & Matthews, 2001). Future studies may therefore try and use other African languages such as Zulu, Xhosa or Venda. Researchers have demonstrated that existing questionnaires such as the UWES-17 are not appropriate in a multicultural country such as South Africa, and therefore a culture-specific EI questionnaire is needed (Visser & Viviers, 2011).
Finally, future studies may include a larger sample size than the one used in this study. Managers in South Africa must be aware of the benefits that EI brings to the organization and therefore understand that EI can differ across cultural groups (Langhorn, 2004; Rosete & Carrochi, 2005). Considering these benefits associated with an emotionally intelligent workforce, managers and supervisors should capitalize by recognizing the strengths and weaknesses of EI across cultures and accurately placing employees in the correct positions and environments.
Parker (Eds.), Handbook of emotional intelligence: Theory, development, assessment, and application in the home, school, and workplace. Self-reported emotional intelligence: Construct similarities and functional dissimilarities of higher-order processing in Iran and the United States. Managerial perspectives on emotional intelligence differences between India and the United States: Developing research propositions.
International Journal of Contemporary Hospitality Management Scale on self and other ratings measurement of equivalence of emotional intelligence Wong and Law. Emotion meaning and emotion episodes in the Setswana language group of the North West Province (Unpublished Master's thesis).
