정서지능의 구인타당화 연구

다국어 초록 (Multilingual Abstract)

The purpose of this sutdy is to examine the reliability and construct validity of the MEIS by the intercorrelations among the subtests. Also it is focused on the correlations of the MEIS and otehr tests such as vocabulary test and empathy scale for the criterion-related validity. The correlation of the MEIS and vocabulary test which stands for verbal intelligence should show the existence of new domain of intelligence. On the one hand, it is predicted that Emotional Intelligence is relatively independent on verbal intelligence by comparison with the relation of Social Intelligence test and vacabulary test. On the other hand, Korean subjects are compared with American subjects.
Participants were 65 adults (65 women) with a mean age of 21 years. They were fullfime university students of Sookmyung Women's University. Test materials are the Multifactor Emotional Intelligence Scale(Mayer, Salovey, & Caruso, 1997), Vocabulary test(Korean Testing Center, 1969), Balanced Emotional Empathy scale(Mehrabian, 1996) and George Washington Social Intelligence Test (Moss, Hunt, Omwake, & Woodward, 1949).
The Multifactor Emotional Intelligence Scale(MEIS) consists of 12 tasks, divided into 4 classes or "branches" of abilities including (a)perceiving, (b)assimilating, (c)understanding, and (d)managing emotion. Branch 1's four tests measured emotional perception in Faces, Music, Designs, and Stories. Branch 2's two tests measured Synesthesia Judgments and Feeling Biases. Branch 3's four test examined the understanding of emotion, including in Blends, Progressions, and Transitions between and among emotions, and Relativity in emotional perception. Branch 4's two tests examined Emotion Management in the Self and Others. Three scoring methods are applicable but only Consensus method is employed.
All scores are Z-scored and SPSSWIN VER 7.0 program is used for data analysis.
The results of test can summarized as follows;
First, the MEIS test is reliable. Under consensus scoring method, almost all the tasks are positively intercorrelated, as expected in regard to a unified intelligence.
Second, the MEIS correlates moderately with empathy scale and social intelligence test. The correlation is high enough to indicate that the new tasks include emotional empathy component and the factor of intelligence, but low enough to illustrate that it is different with empathy and social intelligence itself. It says the convergent validity of external validity and independence of Emotional Intelligence.
Third, the MEIS correlates moderately with vocabulary test. The correlation of the MEIS and vocabulary test is high enough to indicate that the new tasks is an intellignece, but low enough to illustrate that it says something new about human abilities. The results are the evidence of divergent validity which stands for the external validity of Emotional Intelligence.
Fourth, the emotional intelligence is a set of skills that were more distinct from verbal intelligence than social intelligence. The correlation of the emotional intelligence and vocabulary thest is relatively low than those of the social intelligence and vocabulary test. It says that the independence of the emotional intelligence as a new intelligence.
Fifth, though the variances of each sample are unequal, Korean subjects generally have higher emotional intelligence than American.

목차 (Table of Contents)

• I.서론 = 1
• 1.문제제기 = 1
• 2.연구의 목적 = 4
• II.이론적 배경
• 1.정서 지능의 본질 = 6
• 1)정서와 지능 = 6
• 2)정서 지능의 정의와 모형 = 7
• 3)정서 지능과 다른 유사 지능개념과의 관계 = 12
• 2.정서 지능의 측정 = 16
• 1)기존의 정서 지능 측정 도구 = 16
• 2)정서 지능이 무엇을 예측하는가? = 20
• 3.선행연구의 결과 = 21
• 4.연구가설 = 23
• III.연구방법 = 25
• 1.연구대상 및 절차 = 25
• 2.측정도구 = 25
• 3.자료분석 = 32
• IV.연구결과 및 논의 = 34
• 1.정서 지능을 구성하는 기술들의 내적 타당화 = 34
• 1)문항 내적 합치도 = 34
• 2)정서 지능을 구성하는 영역 및 하위 기술들의 내적 타당도 = 35
• 2.정서 지능을 구성하는 기술들의 외적 타당화 = 38
• 1)정서 지능을 구성하는 기술들의 수렴적 타당호 = 39
• 2)정서 지능을 구성하는 기술들의 변별적 타당도 = 42
• 3.사회적 지능과 어휘력과의 관계에 대한 정서 지능을 구성하는 기술들과 어휘력과의 관계 비교 = 43
• 4.한국학생과 미국인들간의 정서 지능 측정치의 차이 = 45
• V.요약 및 결론
• 1.요약 = 48
• 2.결론 = 52