The Validity and Reliability of USM Emotional

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resolving disagreements as well as sending convincing messages16,17). ... Sciences (SPSS) version 12.0.1. .... menyelesaikannya dengan cara yang terbaik. ... Saya tahu menggunakan keupayaan dan potensi saya untuk berjaya. .... i.pdf. 13) Al Siebert PD. The resiliency advantage: master change, thrive under pressure ...
International Medical Journal Vol. 18, No. 4, pp. 293 - 299 , December 2011

293

PSYCHIATRY

The Validity and Reliability of USM Emotional Quotient Inventory (USMEQ-i): Its Use to Measure Emotional Quotient (EQ) of Future Medical Students Muhamad Saiful Bahri Yusoff1), Ahmad Fuad Abdul Rahim1), Mohamad Najib Mat Pa1), See Ching Mey2), Rogayah Ja'afar1), Ab Rahman Esa1) ABSTRACT Objective: To determine the internal consistency and construct validity of the USMEQ-i among medical program applicants. It is hoped that the inventory is a reliable and valid instrument that can be used to measure emotional quotient of the applicants to assist in the selection process of medical students. Methodology: Cross sectional study was done on 486 applicants to the medical course in Universiti Sains Malaysia (USM). The items of USMEQ-i were framed from literature review. The USMEQ-i was administered just after the interview session of the student selection process. The Cronbach's alpha reliability analysis and factor analysis were applied to measure internal consistency and construct validity respectively. The analysis was done using Statistical Package for Social Science (SPPS) version 12.0.1. Result: A total of 469 applicants participated in this study. Factor analysis showed that items were well loaded into eight constructs as their factor loadings more than 0.3. The Cronbach's alpha value of the USMEQ-i was 0.95. The Cronbach's alpha values of emotional control, emotional maturity, emotional conscientiousness, emotional awareness, emotional commitment, emotional fortitude, emotional expression and faking index domains were 0.90, 0.82, 0.83, 0.79, 0.77, 0.66, 0.60 and 0.83 respectively. These findings reinforced the validity and reliability evidence of USMEQ-i in measuring EQ. Conclusion: The USMEQ-i shows good psychometric values. It is a valid and reliable instrument to measure EQ of medical program applicants. It is a promising psychometric instrument that can be used as an instrument to assist in the student selection.

KEY WORDS validity, reliability, emotional quotient, undergraduate, medicine, students selection

INTRODUCTION Emotional Quotient (EQ), also known as Emotional Intelligence (EI), is referred to the ability to perceive, express, understand, motivate, control and regulate emotion1-5). Emotionally intelligent people are self-aware, able to control their emotions well from overwhelming stress, depression, anxiety, or anger and delay their enjoyment in pursuit of long-term rewards, rather than being overhauled by immediate desires 6). This enables them to read others' emotions, handle others' emotion skilfully, know what to say to a grieving friend, how to encourage colleagues, and how to manage conflicts well6). As Doug Lennick 2), an executive vice president of American Express Financial Advisors stated, "The aptitudes you need to succeed start with an intellectual powerhouse, but people need emotional competence too, to get the full potential of their talents. The reason we don't get people full potential is emotional incompetence." There are three theoretical approaches to EQ; the specific ability approach, the integrative approach and the mixed model approach7). The specific ability approach of emotional intelligence focuses mainly on specific skill areas that can be considered as basic to emotional intelligence and examples of such inventory are the Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA-2), the Japanese and Caucasian Brief Affect Recognition Test (JACBART), and the Levels of Emotional Awareness Scale (LEAS). The integrative approach of emotional intelligence focuses on how multiple relevant specific abilities join together so as to obtain an overall sense of emotional intel-

ligence as an integrated group and examples of such inventory are the Emotion Knowledge Test (EKT), the Mayer-Salovey-Caruso Emotional Intelligence Scale (MSCEIT), and the Multi-branch Emotional Intelligence Scale (MEIS). The mixed-model approach of emotional intelligence uses very broad definitions of emotional intelligence that include non-cognitive capability, competency or skill and/or emotional and socially intelligence behaviour and take account of disposition from the personality domain. It consists of diverse psychological traits, abilities, styles and other characteristics to emotional intelligence. Emotional Quotient Inventory (EQ-i), SelfReport Emotional Intelligence Test (SREIT), and Multidimensional Emotional Intelligence Assessment (MEIA) are examples of the mixed-model approach. Reliability refers to the consistency with which a test measures; without consistency, measurement is compromised. A number of studies reported that reliability of the emotional intelligence inventories range from 0.80 to 0.92, which is adequate for research and assessment of an individual7). A number of studies suggest that measures of emotional intelligence do form a coherent, recognizable factor structure and thus an evidence of validity. Researchers have long found that higher IQ participants are able to solve problems with less brain activity than those with lower IQ. Applying the same concept, researchers have found that those with a higher EQ exert less brain activity to solve emotional problems, as indicated by brain wave activity 8-9) . Studies have shown that there was poor correlation between EQ and cognitive functions7). The difference is perhaps due to the differences in anatomical structures that control cognitive

Received on October 25, 2010 and accepted on January 20, 2011 1) Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia 2) School of Educational Studies, Universiti Sains Malaysia Correspondence to: Muhamad Saiful Bahri Yusoff (e-mail: [email protected])

C 2011 Japan International Cultural Exchange Foundation & Japan Health Sciences University

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Yusoff M. S. B. et al.

(cerebral) and emotion (limbic). There are considerable evidences showing that emotional intelligence is a determinant of success in a variety of occupational settings10,11). Studies concerning EQ have been reported from Asia, Australia, Europe, the Middle East, and North America. Although they vary widely in their quality, they include a number of convincing demonstrations of the predictive power of EQ. EQ, validly measured, is a predictor of significant outcomes across diverse samples in a number of real world domains. It predicts social relations, workplace performance, mental and physical well-being7). This article describes the reliability and validity of a new EQ inventory known as Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) in measuring EQ of medical program applicants in USM medical school. It is hoped that this study will provide evidence of its validity and reliability so that it can be used as one of the instruments for student selection in the USM medical school.

METHODOLOGY

Emotional Conscientiousness Emotional Conscientiousness is referred to the ability of taking responsibility and maintaining integrity for personal performance 2). People with this competence take tough, principled stand even if they are unpopular. They act ethically, built trust, meet commitment and keep promises. They are accountable, organized and careful in their work for meeting objectives. Emotional Awareness Emotional Awareness is referred to the ability of knowing and understanding one's own and other person internal states, preferences, resources and intuitions as well as their effects 2). People with this competence recognize which emotions they are feeling and why is it happen. They realize the connections between their feelings and what they think, say and do as well as potential effects that may be resulted from it to others. They have a guiding awareness of values and goals. Emotional Commitment

The Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i)

Emotional Commitment is referred to the ability of aligning and working with others in a group or organization towards common goals2,15). People with this competence are ready to make sacrifices to meet a larger organizational goal. They find a sense of purpose in the larger mission and use the group's core values in making decisions and clarifying choices. They actively seek out opportunities to fulfil the group's mission.

EQ domains of the USMEQ-i were developed based on the mixed model approach and grouped into seven dimensions which were Emotional Control (Pengawalan Emosi), Emotional Maturity (Kematangan Emosi), Emotional Conscientiousness (Kehematan Emosi), Emotional Awareness (Kepekaan Emosi), Emotional Commitment (Komitmen Emosi), Emotional Fortitude (Keanjalan Emosi) and Emotional Expression (Ekspresi Emosi)12). One construct was designed to measure tendency of respondents to over rate themselves and it is called as faking index domain. The items of USMEQi were framed from literature review. The items were designed and developed primarily in the Malay Language based on the compatibility and suitability of the medical profession, local culture and local values. This instrument was designed specifically to measure EQ of Malaysian candidates that apply to enter medical program in USM. There were more than 100 items generated as a result of the literature review from journals, books, relevant website and discussion with relevant experts. However, items conveying the EQ dimensions and faking index domain most clearly were selected. This process of scrutiny and evaluation yielded 43 statements for EQ dimensions and 7 statements for faking index to be included in the USMEQ-i. The language of the items was further modified to make it simple and suitable to express the concept implied. The item of the USMEQ-i were rated under 5 categories of responses [not like me (tidak sama seperti saya), a bit like me (sedikit sama seperti saya), quite like me (hampir sama seperti saya), a lot like me (sama seperti saya), and totally like me (sangat sama seperti saya)] to indicate how close the statement described respondents' behaviour.

Emotional Expression is referred to the ability of conveying and adjusting one's emotions, thoughts and behaviours to changing situation and condition18). People with this competence know how to react towards self and other feelings effectively. They fine-tune presentation to appeal to the listener. They express their emotion effectively through non-verbal communication such as appropriate voice tone, body language and face expression. They are skilled at winning people over. They use complex strategies like indirect influence to build consensus and support.

Emotional Control

Faking index

Emotional control is referred to the ability of self-control from disruptive emotions and impulses2,13). People with this competence are able to manage their impulsive feeling and distressing emotions well. They stay composed, positive and unflappable even in trying moments. They think clearly and stay focused under pressure. They look calm and cool as if they are not distressed even though they are. They bounce back from setbacks and change disaster into breakthrough13). They have very strong inner self and internal control.

Faking items were designed to measure tendency of person to over rate themselves. Items were developed based on the recommendation made by previous study that it is impossible to have a perfect score for faking measurement items19). Those who scored high on these items should be considered as invalid or must be counter checked with colleagues' opinions regarding the test results and the person's characteristics.

Emotional Maturity Emotional Maturity is referred to the ability of facilitating and guiding emotional tendencies to reach intended goals14). People with this competence are outcome-oriented, with a high drive to achieve their objectives and standards. They set challenging goals, pursue it beyond what is required or expected of them and take calculated risks. They search for information to minimize uncertainty and find ways to do better as well as learn how to improve their performance. They operate from hope of success rather than fear of failure. They see setbacks as due to controllable circumstance rather than a personal flaw.

Emotional Fortitude Emotional Fortitude is referred to the ability of negotiating and resolving disagreements as well as sending convincing messages16,17). People with this competence handle difficult people and tense situations with diplomacy and tact. They spot potential conflict, bring disagreement into the open, and help to resolve it. They encourage debate, open discussion and win-win solution. They admit their own mistakes and confront unethical actions in others. They are effective in gift-and-take, registering emotional cues in attuning their message. Emotional Expression

Expert evaluation of the items In order to establish the content validity of the USMEQ-i, the items were subjected to experts' evaluation. The experts were drawn from the field of Medical Education, Community Medicine, and Psychology. Necessary modifications were made with the feedback given by them. Preliminary try-out The items were administered to a sample of 100 first year medical students and 30 medical teachers from basic sciences, surgical and medical field to check their applicability and face validity during separate face-to-face session. The students and medical teachers were encouraged to express their doubts freely. Necessary modifications

The Validity and Reliability of USM Emotional Quotient Inventory (USMEQ-i) Table 1. Profile of participants Variable

Participants, (n = 469)

Gender, n (%) Qualification, n (%)

Male

284 (60.6)

Matriculation

416 (88.7)

High School Certificate (HSC) A-Level Race, n (%)

Origin, n (%)

Parent income, n (%)

185 (39.4)

Female

30 (6.4) 23 (4.9)

Malay

234 (49.9)

Chinese

176 (37.5)

Indian

42 (9.0)

Others

17 (3.6)

Urban

200 (42.6)

Rural

246 (52.5)

Missing data

23 (4.9)

RM 1 - RM 500

31 (6.6)

RM 501 - RM 1000

120 (25.6)

RM 1001 - RM 2000

80 (17.1)

RM 2001 - RM 3000

58 (12.4)

RM 3001 - RM 4000

50 (10.7)

RM 4001 - RM 5000

27 (5.8)

RM 5001 - RM 7500

53 (11.3)

RM 7501 - RM 100001

9 (1.9)

More than RM 10000

10 (2.1)

Missing data

31 (6.6)

Age, mean ± SD (minimum, maximum)

19.05 ± 0.55

CGPA result, mean ± SD (minimum, maximum)

3.97 ± 0.05

(18, 25) (3.88, 4.00)

were made. About 4 items of EQ domain were removed due to poor face validity and do not really imply the EQ concepts. The final 39 items of the USMEQ-i and 7 items of faking index were accepted. Refer to tables 2 and 3 respectively. Validation study Purposive sampling method was applied. Approximately 486 applicants were selected as respondents. Proper instructions were given before the administration of the scale. The subjects were asked to respond to all the statements and no time limit was imposed. During the time of administration the investigator gave proper assistance and directions whenever necessary. Study subjects Population of this present study was 486 medical program applicants that came to medical student entry interview for 2009/2010 academic session intake in the School of Medical Sciences, Universiti Sains Malaysia. All of them were selected as study subjects.

295

pling adequacy20,21). The sample was considered adequate if i) KMO value was more than 0.5 and ii) Bartlett's test was significant (p-value less than 0.05). Principal Component Analysis (PCA) method was applied in extraction of components. Components with Eigenvalues of over 1 were retained as components. With the assumption of all items were uncorrelated with each other, Varimax rotation was applied in order to optimize the loading factor of each item on the extracted components. Items with loading factor of more than plus or minus 0.3 were considered as an acceptable loading factor20,21). Once the constructs of USMEQ-i were finalised, reliability analysis for each construct was done. Reliability analysis Reliability analysis was done to determine the reliability of the inventory. Internal consistency of the items was measured by using Cronbach's alpha coefficient. For an estimation of reliability, statistical reliability of individual items was done. Items with corrected-item total correlation value of more than 0.3 were selected and items with corrected-item total correlation value of less than 0.3 were deleted. The Cronbach's alpha if item-deleted value could determine which item highly contributed to the reliability of the USMEQ-i. If the Cronbach's alpha value for those items-deleted decreased, it would indicate that the items highly contributed to alpha value. In contrast, if the Cronbach's alpha value for those items-deleted increased, it would indicate that the items poorly contributed to alpha value. The items of USMEQ-i were considered to represent measure of good internal consistency if the total alpha value was more than 0.622-25).

RESULT A total of 462 applicants responded to this study which yielded 95% response rate which was considered a very good response rate. Table 1 shows the demographic profile of respondents. In general the demographic profile represents the Malaysian population. Majority of the respondents were female (60.4%), Malay-Muslim (48.7%) and came from matriculation (89%). The majority of the respondents lived in the rural area (53%) of Malaysia. Factor analysis The sample was adequate as indicated by i) a KMO value of 0.95 and ii) Bartlett's test of sphericity being significant (p-value < 0.001). Table 2 shows the total number of components that was extracted using PCA with rotation method of Varimax: the extraction was forced into 7 factors. The factor analysis shows that all 39 items loaded in the 7 components with factor loading more than 0.3. Therefore those items were kept in the USMEQ-i. Total variance explained by these 7 factors was 58.3% which is an acceptable level21,22). These findings show that the final 39 items of USMEQ-i had a good construct. Table 3 shows the factor analysis for the faking index domain where only one factor was extracted and the total variance explained by this factor was approximately 50% which is an acceptable level21,22). This finding support this domain has good construct. Reliability analysis was further applied to determine the internal consistency of the USMEQ-i. Reliability analysis

Collection of data Permission and clearance from the School of Medical Sciences and Human Ethical Committee of Universiti Sains Malaysia were obtained. Informed consent was also obtained from the respondents and they were requested to fill in the inventory. Completion of the inventory was voluntary and would not affect the students' progress in the entry interview process. Data was collected by guided selfadministered inventory. The inventory was collected on the same day. Factor Analysis Collected data was analysed using Statistical Packages Social Sciences (SPSS) version 12.0.1. Factor Analysis was done to determine construct validity of the USMEQ-i. Kaiser-Meyer-Olkin (KMO) test and Bartlett's test of sphericity was applied to measure the sam-

Reliability analysis shows that the total Cronbach's alpha value of the USMaP-i was 0.96 which indicated high level of internal consistency (table 2). The Cronbach's alpha values of emotional control, emotional maturity, emotional conscientiousness, emotional awareness, emotional commitment, emotional fortitude, emotional expression and faking index domains were 0.90, 0.82, 0.83, 0.79, 0.77, 0.66, 0.60 and 0.83 respectively as shown in table 4. All the domains showed good to high level of internal consistency. Tables 2 and 3 also show that all items had corrected-item total correlation of more than 0.3. It reflected high level of reliability. These findings suggested that the 46 items of USMEQ-i were reliable as having high internal consistency.

296

Yusoff M. S. B. et al. Table 2. Factor analysis and reliability analysis according to the EQ contructs. No

Q4

Statements

a

Domain

b

Corrected

b

Cronbach’s

c

Factor

c

Factor

Item-Total

Alpha if Item

loading

Correlation

Deleted

0.549

0.955

0.438

1

0.595

0.955

0.577

1

0.597

0.955

0.508

1

0.568

0.955

0.596

1

0.611

0.955

0.492

1

0.627

0.955

0.630

1

0.651

0.955

0.644

1

0.638

0.955

0.655

1

0.634

0.955

0.705

1

0.568

0.955

0.547

2

0.429

0.956

0.567

2

0.479

0.956

0.407

2

0.687

0.955

0.485

2

0.536

0.955

0.598

2

0.544

0.955

0.484

2

0.586

0.955

0.614

2

0.575

0.955

0.327

2

0.577

0.955

0.649

3

0.430

0.956

0.712

3

Apabila ditimpa masalah saya akan cuba melihat daripada sudut yang berbeza agar ia menjadi positif. (When I'm in trouble I look at the bright side of it)

Q7

Saya mampu untuk membuat keputusan sendiri berdasarkan pemikiran yang rasional. (I can make my own decision rationally)

Q10

Apabila mendapat musibah atau kegagalan saya bersabar. (When I'm in setback or failure I will be patience)

Q11

Saya boleh menumpukan perhatian terhadap apa sahaja yang saya lakukan walaupun saya merasa tertekan.

Apabila ditimpa musibah, saya menerima hakikat bahawa ianya telah berlaku dan mencari langkah yang sesuai untuk mengatasinya. (When I'm in setback, I accept it is happened and try to find solutions)

Q25

Saya dapat mengawal emosi sedih atau marah walaupun saya mempunyai masalah.

Pengawalan Emosi

Q12

(Emotional Control)

(I can focus on what I do even I'm stressed)

(I can control my sadness or angry feelings even I'm in problem) Q32

Dalam apa jua situasi, saya dapat tenangkan diri dan membuat keputusan terhadap sesuatu perkara. (In any situation, I can calm down myself and make rationale decision to the situation)

Q38

Saya menempuhi kehidupan seharian dengan tenang walaupun berada dalam kesusahan. (I face daily life calmly even I'm in difficulty)

Q44

Saya dapat mengawal diri dalam apa jua keadaan dan situasi. (I can control myself in any situation)

Q14

Saya mengetahui keupayaan dan potensi diri. (I know my ability and potential)

Q23

Saya terdorong untuk mengkaji sesuatu perkara di atas dasar minat terhadap perkara itu. (I'm motivated to learn something because of I want to learn it)

Q30

Matlamat saya mempelajari sesuatu perkara adalah untuk menambahkan pengetahuan dan mengamalkannya dalam kehidupan seharian. (The purpose of I'm learning something because I want to expand my

menyelesaikannya dengan cara yang terbaik. (When I'm facing a difficult task, i will try to solve is properly) Q34

Saya menghargai keupayaan diri sendiri. (I appreciate with what I have)

Q37

Kematangan Emosi

Apabila menghadapi tugas yang mencabar, saya akan

(Emotional Maturity)

knowledge and apply it in daily life) Q33

Saya mencari maklumat untuk memahami sesuatu perkara atau mempelajari sesuatu. (I search for relevant information to understand or learn certain thing)

Q42

Saya tahu menggunakan keupayaan dan potensi saya untuk berjaya. (I know how to use my ability and potential for my success)

Q43

Saya boleh menyatakan hasrat, kehendak dan pandangan terhadap sesuatu yang dikehendaki atau tidak dikehendaki. (I can express my intention, need and suggestion toward what I want and what I don't want)

Q5

Saya melaksanakan apa yang saya janjikan. (I keep my promise)

Q9

Saya tidak suka membuat orang tertunggu-tunggu. (I don't like to let people waiting for me)

297

The Validity and Reliability of USM Emotional Quotient Inventory (USMEQ-i) Saya akan melakukan tanggungjawab saya walaupun orang lain tidak berbuat demikian. won't do it) Q20

Saya memikul sesuatu amanah dengan penuh tanggungjawab. (I carry out my duty full-heartedly)

Q26

Apabila diberi tugasan, saya akan mendorong diri dan memikirkan cara-cara untuk melakukan yang terbaik.

Komitmen Emosi

(I will continue to carry out responsibilities given to me even other

(Emotional Conscientiousness)

Q17

0.497

0.955

0.592

3

0.551

0.955

0.535

3

0.630

0.955

0.389

3

0.596

0.955

0.584

4

0.411

0.956

0.471

4

0.600

0.955

0.431

4

0.504

0.955

0.753

4

0.566

0.955

0.533

4

0.579

0.955

0.448

5

0.594

0.955

0.610

5

0.616

0.955

0.429

5

0.409

0.956

0.632

5

0.589

0.955

0.452

6

0.389

0.956

0.451

6

0.421

0.956

0.657

6

0.523

0.955

0.596

6

0.339

0.956

0.661

7

0.510

0.955

0.381

7

0.485

0.955

0.529

7

0.509

0.956

0.586

7

(When I'm given a task, I will do it at my best) Q22

Saya dapat memahami dan merasai perasaan orang lain seolah-seolah diri sendiri berada dalam situasi orang itu.

Saya peka terhadap kehendak naluri dan emosi sendiri (I sensitive to my instinct and emotion)

Q29

Saya bergaul mesra dengan jiran tetangga. (I minggle around with my neighbours)

Q40

Saya peka terhadap perasaan orang lain (I sensitive to others feelings)

Q41

Kepekaan Emosi

Q28

(Emotional Awareness)

(I can understand and feel other feelings as if I was them)

Saya menghargai pandangan dan perasaan orang lain. (I appreciate others opinion and feelings)

Q15

Saya akan mengatakan pandangan dan kritikan dengan tujuan menolong dan menambahbaik situasi. (I will express my opinion and critic to improve a situation)

(I love to participate actively in a discussion) Q36

Saya emberikan kerjasama yang baik kepada aktiviti-aktiviti yang dijalankan oleh institusi atau masyarakat. (I give good commitment to activities planned by my institution or society)

Q45

Komitmen Emosi

Saya suka melibatkan diri secara aktif dalam sesuatu perbincangan.

(Emotional Commitment)

Q16

Apabila menghadapi kesukaran saya mendapatkan nasihat dan bantuan daripada orang lain tentang apa yang seharusnya dilakukan. (When I face difficulties I will get advice and help from others on what shall I do next)

Q1

Saya sering nasihat-menasihati di antara satu sama lain. (I give advice to my friends and myself regularly)

(I apologies for mistakes I made) Q31

Saya mudah memberi kemaafan kepada mereka yang melakukan kesalahan terhadap saya. (I easily forgive to those who did wrong doing to me)

Q46

Keanjalan Emosi

Saya mudah mengakui kesalahan saya sekiranya saya memang bersalah.

(Emotional Fortitude)

Q3

Saya mengasihii orang lain sebagaimana mengasihi diri sendiri. (I loved others as if I loved myself)

Q2

Apabila mendapat kejayaan saya bersyukur.

Saya menggunakan bahasa yang baik ketika bercakap dengan ahli keluarga dan orang lain. (I speak politely with my family members and others)

Q19

Kegagalan menjadikan saya lebih bersemangat untuk berjaya. (Failure motivate me to be more successful)

Q35

Menghormati orang lebih tua dan jiran. (I respect elder people and neighbours)

a

Ekspresi Emosi

Q8

(Emotional Expression)

(when I successed I pray to god)

Domains were framed based on Exploratory Factor Analysis, b Reliability analysis; Overall Cronbach's Alpha value was 0.955, c Factor Analysis; Principal Component

Analysis with varimax rotation was applied, KMO was 0.947, Bartlett's test of sphericity was significance p < 0.001, total variance explains was 58.3%.

298

Yusoff M. S. B. et al. Table 3. Faking index reliability & factor analysis No

Q6

Statements

a

Saya sentiasa berkeyakinan dalam melakukan tugasan harian. (I always confident in doing daily work)

Q13

Saya sentiasa proaktif dalam menyelesaikan sesuatu tugasan. (I always proactive in completing a task)

Q18

Corrected

a

Cronbach’s

b

Factor

Item-Total

Alpha if Item

loading

Correlation

Deleted

0.593

0.801

0.718

0.626

0.796

0.750

0.570

0.807

0.701

0.566

0.806

0.696

0.516

0.815

0.647

0.571

0.804

0.699

0.608

0.799

0.733

Saya sentiasa merasakan yang saya dapat menyelesaikan apa jua masalah dalam apa jua keadaan (I always feel that I can solve any problems regardless of situations)

Q21

Saya sentiasa jujur terhadap diri sendiri. (I always honest to myself)

Q24

Saya sentiasa bermuhasabah diri dengan cara menghitung setiap amalan yang baik atau buruk yang telah saya lakukan untuk memperbaiki diri. (I always do self-reflection on what I did to improve myself)

Q27

Saya sentiasa peka dengan perkara dan keadaan yang berlaku di sekeliling saya. (I always sensitive to changes occur around me)

Q39

Saya sentiasa mengkaji sesuatu masalah secara teliti terlebih dahulu untuk mencari jalan penyelesaian terbaik kepada masalah itu. (I always investigate problems arise thoroughly in order to solve it appropriately)

a

Reliability analysis; Overall Cronbach's Alpha value was 0.827, b Factor Analysis; Principal Component Analysis without rotation because only

one component was extracted, KMO value was 0.891, Bartlett's test of sphericity was significance p < 0.001, total variance explains was 49.97%.

Table 4. The Cronbach's alpha value for EQ domains and faking index. EQ Domain

Cronbach's alpha value*

Emotional Control (Pengawalan Emosi)

0.899

Emotional Maturity (Kematangan Emosi)

0.816

Emotional Conscientiousness (Kehematan Emosi)

0.827

Emotional Awareness (Kepekaan Emosi)

0.789

Emotional Commitment (Komitmen Emosi)

0.773

Emotional Fortitude (Keanjalan Emosi)

0.656

Emotional Expression (Ekspresi Emosi)

0.603

Faking Index

0.827

* Reliability analysis

DISCUSSION The demographic profile of the respondents was almost parallel with that of the Malaysian population in terms of gender and ethnic composition. Even more, the distribution represents those from rural areas and lower socio-economical strata. These facts were considered as evidence of a good level of representativeness of study samples to the Malaysian population. The factor analysis showed that the 39 items of USMEQ-i were loaded into seven domains (table 2) after forced extraction. All the items fit very well according to the groups as all the items had loading factor of more than 0.3 21,22). These findings concurred that the USMEQ-i had a good construct. It is evident that the instrument measured what it should measure. Thus it is a valid EQ measure. However, it is recommended that confirmatory factor analysis should be conducted in the future to test the existent of the USMaP-i latent constructs. The factor analysis showed that the seven faking index items of the USMEQ-i were loaded within one factor without forced extraction. All of the items had factor loading more than 0.3 which indicated that they were well clustered together. It was also evident of validity as they measure what it should measure. From that it could be

concluded that the faking index was valid in measuring over rating tendency among the applicants. The reliability analysis suggested that the 46 items of USMEQ-i exhibited a measure of high internal consistency as their Cronbach's alpha values with more than 0.7 as shown in tables 2 and 3. It reflected the internal reliability of the USMaP-i22). The domains also show a measure of good internal consistency as the Cronbach's alpha values range from 0.6 to 0.9 (table 4). It is another evidence to support the reliability of the USMaP-i. The reliability of USMEQ-i is comparable with the Cronbach's alpha coefficient of other EQ inventories as reported by previous studies7). These findings provided evidence to support the reliability of USMEQ-i as an instrument that can be used in the future to measure EQ among applicants of medical program. However, the limitation of this study was it is only confined to the applicants for medical program in Universiti Sains Malaysia. Therefore it is recommended that a multi-centre validation study should be conducted in the future to determine the validity and reliability of the USMEQ-i across program in the higher education institutions in Malaysia.

CONCLUSION The USMEQ-i has shown good psychometric values. It is a valid and reliable instrument to measure EQ of medical program applicants. It is a promising psychometric instrument that can be used as an instrument to assist in the student selection.

ACKNOWLEDGEMENT Our special thanks to the School of Medical Sciences, Universiti Sains Malaysia for supporting and allowing us undertake this study. Our appreciation to all the first year medical students involved in this study. Our special thank you also to the support staff of the Academic Office and Medical Education Department staff for their help. This study was made possible under the Short Term Research Grant 304/PPSP/6139071.

The Validity and Reliability of USM Emotional Quotient Inventory (USMEQ-i)

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