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ERIC Number: ED515149
Record Type: Non-Journal
Publication Date: 2009
Pages: 226
Abstractor: As Provided
ISBN: ISBN-978-1-1096-5900-9
A Construct Validity Study of the Mayer-Salovey-Caruso Emotional Intelligence Test V2.0 with CASE/Carnegie U.S. "Professor of the Year" Award Winners
Ganus, Melissa
ProQuest LLC, Ed.D. Dissertation, Seattle University
This study examines the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0) for use as a formative faculty development tool. The MSCEIT was designed to measure emotional intelligence abilities as defined by Mayer-Salovey's EI Ability model. Individuals can deliberately develop emotional intelligence skills; a formative assessment of EI skills can help direct development efforts. While extensive materials exist on best pedagogical practices for facilitating significant student learning, most college faculty receive no formal teacher training and must develop their teaching methods on their own; fewer than 15% of U.S. colleges and universities have staffed faculty development programs. Most professors seeking to improve their teacher-student interactions have no effective resources for assessing and guiding the development of the skills needed. The MSCEIT is a multiple-choice ability test, with eight sections designed to measure test takers' abilities to accurately perceive, use, understand, and manage emotions. Scores are calculated based on standardized norms, in contrast with most other self-report based psychometrics. Study participants (N=79) were recruited from the population of exemplary college faculty identified as past winners of the CASE/Carnegie "U.S. Professor of the Year" award (1,034 from 1981 to 2008). Participants completed the MSCEIT and two short questionnaires. The MSCEIT construct validity was expected to be demonstrated by higher-than-average scores for the group of exemplary college professors, based on an assumption that these professors had higher than average EI abilities. Statistical analysis of results failed to show this, instead showing some scores to be significantly lower than average. Participant confusion during the test appeared to be the most probable explanation; many participants complained that they did not understand what MSCEIT questions measured. Recommendations for revisions of the MSCEIT's instructions and underlying EI Ability model are provided. The appendices include extensive descriptive statistics for the population of U.S. Professor of the Year award winners and study participants, copies of the Pre and Post MSCEIT questionnaires, supplemental instructions, and a two-page guide to the MSCEIT. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A