The Validation of the Spanish Version of the Emotional Skills Assessment Process
Document Type
Article
Publication Date
1-1-2015
Originally Published In
The International Journal of Transformative Emotional Intelligence
Volume Number
4
Abstract
The purpose of this study was to determine the construct validity of the Spanish version of the Emotional Skills Assessment Process (ESAP) in a targeted population of agriculture college students in Mexico, a population, not previously addressed with this instrument. The ESAP is a self assessment approach that helps students identify and understand emotional intelligence skills for personal, academic, and career success. The ESAP identified the pattern of the emotional intelligence skills characteristics of Mexican students, and the relationships between EI skills and age and gender. A comparison of differences among the means and variances for two ethnic groups, Mexican and Hispanic American students, and EI skills and potential problem areas were determined. The research design employed in this study was descriptive, factor analytic, correlational and causal comparative. Exploratory factor analysis examined the interrelationships among the variables and elucidated two components that are consistent with research findings. The results of the study established validity and reliability parameters of the Spanish version ESAP and improved the usefulness of the assessment in students for use in Mexico. The subjects of the study included 272 agriculture students from four institutions in Mexico and 172 Hispanic American students pursuing similar academic majors. Independent sample t tests were conducted and statistically significant differences were found when controlling for ethnicity. The design of the study clarified the role of age as an influencing variable in the assessment of emotional intelligence skills. The current study provides a beginning point and rationale for further study of emotional intelligence in agriculture and related educational areas.
