Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru
Abstract
Introduction: Emotional intelligence (EI) is a key skill for the personal and academic development of university students. Therefore, it is appropriate to have relevant instruments to measure this construct. Objective: This study aims to analyze the evidence of validity and reliability of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students in the region of Lambayeque, Peru. Method: Our study has an instrumental design. We applied a virtual questionnaire distributed in social networks to 317 university students (124 males and 193 females) from different professional careers, aged between 18 and 30 years (M=20.3; SD=2.7). Confirmatory factor analysis was performed (WLSMV estimator), and internal consistency was assessed. Result: We found four correlated factors, higher order, and bifactor, the first being the one with the best-fit indices: X2(98) = 262.63, p < .001, CFI = .97, TLI = .96, RMSEA = .07 [CI 90%; .06 - .08], SRMR = .04 and WRMR = .91. Internal consistency results using the omega coefficient are ωSEA = .81, ωOEA= .79, ωUOE= .84 and ωROE = .85. Conclusion: The WLEIS in university students in the Lambayeque region of Peru has sufficient evidence of validity and reliability to guarantee the relevance of its application.
Downloads
References
Acosta-Prado, J. C. y Zárate-Torres, R. A. (2019). Validation of the Wong and Law Emotional Intelligence Scale for Chilean managers. Suma Psicológica, 26(2), 110-118. https://doi.org/10.14349/sumapsi.2019.v26.n2.7
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html
Ato, M., López, J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://dx.doi.org/10.6018/analesps.29.3.178511
Carranza-Esteban, R., Mamani-Benito, O., Castillo-Blanco, R., Corrales-Reyes, I., Villegas-Maestre. y Pedraza-Rodríguez, E. (2022). Validez y confiabilidad de la Wong-Law Emotional Intelligence Scale (WLEIS) en estudiantes cubanos de Estomatología en tiempos de COVID-19. Revista Colombiana de Psiquiatría. https://doi.org/10.1016/j.rcp.2022.10.001
Checa-Domene, L., Luque de la Rosa, A., Gavín-Chocano, O. y Torrado, J. (2022). Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times? International Journal of Environmental Research and Public Health, 19, 12499. https://doi.org/10.3390/ijerph191912499
DiStefano, C., Liu, J., Jiang, N. y Shi, D. (2017). Examination of the Weighted Root Mean Square Residual: Evidence for Trustworthiness? Structural Equiation Modeling: A Multidisciplinary Journal, 25(3), 453-466. https://doi.org/10.1080/10705511.2017.1390394
Esnaola, I., Freeman, J., Sarasa, M., Fernández-Zabala, A. y Axpe, I. (2016). Validity evidence based on internal structure of scores of the emotional quotient-inventory: Youth version short (EQ-i: YV-S) in a Spanish sample. Spanish Journal of Psychology, 19, 1-9. https://doi.org/10.1017/sjp.2016.12
Estrada Guillén, M., Monferrer Tirado, D. y Rodríguez Sánchez, A. (2022). The impact of COVID-19 on university students and competences in education for sustainable development: Emotional intelligence, resilience and engagement. Journal of Cleaner Production, 380, 135057. https://doi.org/10.1016/j.jclepro.2022.135057
Extremera, N., Fernández-Berrocal, P. y Salovey, P. (2006). Spanish version of the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT). Version 2.0: Reliabilities, age and gender differences. Psicothema, 18, 42-48. https://pubmed.ncbi.nlm.nih.gov/17295956/
Extremera, N., Rey, L. y Sánchez-Álvarez, N. (2019). Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema, 31(1), 94-100. http://doi.org/10.7334/psicothema2018.147
Fernández-Berrocal, P., Cabello, R., Gómez-Leal, R., Gutiérrez-Cobo, M. y Megías-Robles, A. (2022). Nuevas tendencias en la investigación de la Inteligencia Emocional. Escritos de Psicología, 15(2), 144-147. https://doi.org/10.24310/espsiescpsi.v15i2.15842
Ferrando, J. y Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33. https://www.redalyc.org/pdf/778/77812441003.pdf
Freiberg, A., Stover, J., De la Iglesia, G., y Fernández, M. (2013). Correlaciones policóricas y tetracóricas en estudios factoriales exploratorios y confirmatorios. Ciencias Psicológicas, 7(2), 151-164. http://www.scielo.edu.uy/scielo.php?script=sci_arttextypid=S1688-42212013000200005
García-Ancira, C. (2020). La inteligencia emocional en el desarrollo de la trayectoria académica del universitario. Revista Cubana de Educación Superior, 39(2). http://scielo.sld.cu/scielo.php?script=sci_arttextypid=S0257-43142020000200015
Güell, M. (2013). ¿Tengo inteligencia emocional? Paidós.
Gutiérrez, N. (2020). Inteligencia emocional percibida en estudiantes de educación superior: análisis de las diferencias en las distintas dimensiones. Actualidades En Psicología, 34(128), 17–33. https://doi.org/10.15517/AP.V34I128.34469
Idrogo, D. I. y Asenjo, J. A. (2021). Relación entre inteligencia emocional y rendimiento académico en estudiantes universitarios peruanos. Revista de Investigación Psicológica, 26, 69–79. https://doi.org/10.53287/ryfs1548js42x
Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M. y Rosseel, Y. (2022). semTools: Useful tools for structural equation modeling. R package version 0.5-6. https://CRAN.R-project.org/package=semTools
Kline, R. (2023). Principles and Practice of Structural Equation Modeling. (5th ed). The Guilford Press.
Kong, F. (2017). The validity of the Wong and Law Emotional Intelligence Scale in a Chinese sample: Tests of measurement invariance and latent mean differences across gender and age. Personality and Individual Differences, 116, 29–31. http://dx.doi.org/10.1016/j.paid.2017.04.025
Mayer, J. D., Caruso, D. y Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298. https://doi.org/10.1016/S0160-2896(99)00016-1
Merino-Soto, C., Angulo-Ramos, M. y López-Fernández, V. (2019). Escala de inteligencia Emocional Wong-Law (WLEIS) en estudiantes de Enfermería peruanos. Educación Médica Superior, 33(1). http://scielo.sld.cu/pdf/ems/v33n1/1561-2902-ems-33-01-e1473.pdf
Merino-Soto, C., Lunahuaná-Rosales, M. y Kumar, R. (2016). Validación estructural del Wong-Law Emotional Intelligence Scale (WLEIS): Estudio preliminar en adultos. Liberabit. Revista Peruana de Psicología, 22(1), 103-110. http://www.scielo.org.pe/pdf/liber/v22n1/a09v22n1.pdf
Moreno, N. M., Roldán, B. F., Mena, I. M., Castillo, M. E. y Rodríguez, B. L. (2023). Inteligencia Emocional en el aula: Una Revisión de Prácticas y Estrategias para promover el Bienestar Estudiantil. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 4731-4748. https://www.ciencialatina.org/index.php/cienciala/article/view/5683
Palomino, P. y Almenara, C. A. (2019). Inteligencia Emocional en Estudiantes de Comunicación: Estudio Comparativo bajo el Modelo de Educación por Competencias. Revista Digital de Investigación en Docencia Universitaria, 13(1), 1-16. https://doi.org/10.19083/ridu.2019.840
Pishghadam, R., Faribi, M., Kolahi, M., Shadloo, F., Gholami, MJ. y Shayesteh, S. (2022). Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success? Frontiers in Psychology, 13, 995988. https://doi.org/10.3389/fpsyg.2022.995988
Puertas-Molero, P., Zurita-Ortega, F., Chacón-Cuberos, R., Castro-Sánchez, M., Ramírez-Granizo, I. y González-Valero, G. (2020). La inteligencia emocional en el ámbito educativo: un meta-análisis. Anales de Psicología, 36(1), 84-91. https://dx.doi.org/10.6018/analesps.36.1.345901
Revelle, W. (2023). psych: Procedures for Psychological, Psychometric, and Personality Research. Northwestern University, Evanston, Illinois. R package version 2.3.6, https://CRAN.R-project.org/package=psych
Rosseel, Y., Jorgensen, T., Rockwood, N., Oberski, D., Byrnes, J., Vanbrabant, L., Savalei, V., Merkle, E., Hallquist, M., Rhemtulla, M., Katsikatsou, M., Barendse, M., Sachrf, F. y Du, H. (2023). lavaan: Latent Variable Analysis (version 0.6-15). https://cran.r-project.org/web/packages/lavaan/index.html
Shi, M., Lu, X. y Du, T. (2022). Associations of trait emotional intelligence and stress with anxiety in Chinese medical students. PLoS ONE 17(9): e0273950. https://doi.org/10.1371/journal.pone.0273950
Silva-Ramos, M. F., López-Cocotle, J. J. y Meza-Zamora, M. E. C. (2020). Academic stress in university students. Investigación y Ciencia, 28(79), 75-83. https://doi.org/10.3390%2Fbs8010012
Vilca-Pareja, V., Luque, A., Delgado-Morales, R. y Medina, L. (2022). Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students. International Journal of Environmental Research and Public Health, 19, 16548. https://doi.org/10.3390/ijerph192416548
Whittaker, T. y Schumacker, R. (2022). A beginner’s guide to Structural Equation Modeling. (5th ed). Routledge Taylor y Francis Group.
Wong, C. S. y Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
Yang, J., Xiang, L., Zheng, S. y Huijing, L. (2022). Learning Stress, Involvement, Academic Concerns, and Mental Health among University Students during a Pandemic: Influence of Fear and Moderation of Self-Efficacy. International Journal of Environmental Research and Public Health, 19, 10151. https://doi.org/10.3390/ijerph191610151
Copyright (c) 2024 Interacciones
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the copyright and give the journal the right of the first publication and that they can edit it, reproduce it, distribute it, exhibit it and communicate it in the country and abroad through printed and digital media.
The digital version of the journal is registered under a Creative Commons license (Under Creative Commons License): Attribution 4.0 International (CC BY 4.0). Therefore, this work can be reproduced, distributed and publicly communicated in digital format, provided that the names of the authors and Interacciones.
Therefore, it is established that authors can make other independent and additional behavioural agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in institutional repositories or publish it in a book) as long as it is clearly indicated that the work was published for the first time in this journal.
