Validation of the Emotion Recognition Test

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Validation of the Emotion Recognition Test

Popis výsledku v původním jazyce

AbstractObjectives.The Emotion Recognition Test (ERT) was introduced last year as anew tool to measure the ability to recognize emotions (Bahbouh&amp;Fabianová, 2019). This paperadds the support for convergent validity as well as a supportforvalidity based on the way in which the test items were answered.Method.The ERT consists ofrecognizing the seven emotions (anger, contempt, surprise, happiness, sadness, fear and disgust) presented on 44 photographs that appear in a random order for a period of three seconds at a time. The test is standardized based on a Czech sample of 334 respondents (Cronbach&apos;s alpha = 0.77). For the purposes of construct validation, the MSCEIT test was used based on a sample of 65 quota-selected volunteers, and for the overall score as well as for the partial dimensions of the MSCEIT, the correlation significances were tested as part of the convergence validity. For the supportof validity based on the way in which the items were answered, two workshops focused on recognizing emotions for students were used, wherein one group (N=19) was tested at the beginningof the workshop and the second (N=18) was tested at the end.Results.The Pearson correlation of the ERT and the overall score of emotional intelligence measured by the MSCEIT was significant (r=0.294, p = 0.009). In terms of the individual dimensionsof emotional intelligence, the correlations with Usingemotion (r=0.383, p = 0.001) and Understanding emotion (r=0.232, p = 0.032) were significant. In the study focused on the validity given by the way in which test items were answered, the students in both groups used their understanding of the manifestation of emotions when responding to the questions. The previously instructed group achieved statistically significantly better results in the ERT(t=3.396, d=1.117).Conclusions.Results of both studies supportthe validity of the ERT, whose main advantage is a low time intensity. Additionally, the utilization of the test as part of training in the given competence was investigated.Limitations.A limitation of both studies is the relatively smallsample in the Czech Republic.

Název v anglickém jazyce

Validation of the Emotion Recognition Test

Popis výsledku anglicky

AbstractObjectives.The Emotion Recognition Test (ERT) was introduced last year as anew tool to measure the ability to recognize emotions (Bahbouh&amp;Fabianová, 2019). This paperadds the support for convergent validity as well as a supportforvalidity based on the way in which the test items were answered.Method.The ERT consists ofrecognizing the seven emotions (anger, contempt, surprise, happiness, sadness, fear and disgust) presented on 44 photographs that appear in a random order for a period of three seconds at a time. The test is standardized based on a Czech sample of 334 respondents (Cronbach&apos;s alpha = 0.77). For the purposes of construct validation, the MSCEIT test was used based on a sample of 65 quota-selected volunteers, and for the overall score as well as for the partial dimensions of the MSCEIT, the correlation significances were tested as part of the convergence validity. For the supportof validity based on the way in which the items were answered, two workshops focused on recognizing emotions for students were used, wherein one group (N=19) was tested at the beginningof the workshop and the second (N=18) was tested at the end.Results.The Pearson correlation of the ERT and the overall score of emotional intelligence measured by the MSCEIT was significant (r=0.294, p = 0.009). In terms of the individual dimensionsof emotional intelligence, the correlations with Usingemotion (r=0.383, p = 0.001) and Understanding emotion (r=0.232, p = 0.032) were significant. In the study focused on the validity given by the way in which test items were answered, the students in both groups used their understanding of the manifestation of emotions when responding to the questions. The previously instructed group achieved statistically significantly better results in the ERT(t=3.396, d=1.117).Conclusions.Results of both studies supportthe validity of the ERT, whose main advantage is a low time intensity. Additionally, the utilization of the test as part of training in the given competence was investigated.Limitations.A limitation of both studies is the relatively smallsample in the Czech Republic.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Sborník příspěvků z 18. mezinárodní konference Psychologie práce a organizace 2019

ISBN

978-80-210-9488-8

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

65-72

Název nakladatele

Masaryk University Press

Místo vydání

Brno

Místo konání akce

Brno

Datum konání akce

22. 5. 2019

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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