Development and Psychometric Properties of the Emotional Intelligence Admission Essay Scale

Abstract

The purpose was to describe the development and psychometric properties of the Emotional Intelligence Admission Essay scale. The authors developed an admission essay question and rating scale designed to provide information about applicants’ emotional intelligence (EI). Content validity, convergent validity, interrater reliability, and internal consistency were established. The scale was also examined to determine if it could discriminate between students with and without professional behavior problems in the academic and fieldwork settings. Content validity was found to be high by a panel of three experts in EI (content validity index = 1.0). Convergent validity with the Assessing Emotions Scale was moderate (r = .46, p < .02). Interrater reliability between two trained faculty raters was high (ICC = .91, p < .000). Internal consistency of the scale was high with a Cronbach’s alpha of .95. This version of the scale was not able to discriminate between students with and without professional behavior problems. The moderate to strong psychometric properties suggest that the EI Admission Essay Scale has the ability to provide information about applicants’ EI. The wording of the essay question must be modified to better instruct applicants to address interpersonal conflict.

Keywords

• admission selection
• instrument development
• occupational therapy