TY - JOUR A1 - Vöhringer, Matthias A1 - Schütz, Astrid A1 - Geßler, Sarah A1 - Schröder-Abé, Michela T1 - SREIS-D BT - die deutschsprachige Version der Self-Rated Emotional Intelligence Scale BT - German version of the Self-Rated Emotional Intelligence Scale (SREIS) in a clinical sample and a control group JF - Diagnostica N2 - Emotionale Intelligenz (EI) ist ein zentraler Prädiktor psychischer Gesundheit. Im deutschsprachigen Raum lag bislang keine am Vier-Facetten-Modell der EI orientierte Selbstbeschreibungsskala vor, die an klinischen und nicht-klinischen Gruppen getestet wurde. Die Self-Rated Emotional Intelligence Scale (SREIS) ist mit 19 Items ein ökonomisch einsetzbares Instrument. Die Skala wurde ins Deutsche übertragen und psychometrisch überprüft. Außerdem wurde die SREIS erstmals an einer klinischen Population getestet. Auch werden erstmals differenzierte Ergebnisse zu den vier EI-Facetten vorgelegt. Die Ergebnisse bestätigen die Faktorenstruktur der englischen Originalskala. Die Reliabilität der Gesamtskala ist als gut einzustufen. Validität wird durch erwartungskonforme Korrelationen mit anderen EI-Maßen sowie klinischen Parametern belegt. Durch Diskriminationsfähigkeit zwischen klinischer Stichprobe und nicht-klinischer Kontrollgruppe zeigt die Skala zusätzlich klinische Relevanz. Skalare Messinvarianz zwischen beiden Gruppen liegt vor. Die SREIS-D ist ein ökonomisch einsetzbares Selbstberichtsmaß zur Erfassung von Facetten der EI im klinischen und subklinischen Bereich. N2 - Emotional intelligence (EI) is significantly linked to mental health. However, many existing EI measures are not based on integrative theoretical approaches and they lack clinical testing. The present study presents the German version of a 19-item self-report scale based on the widely accepted four-branch model of EI. It is the first study to use the scale in a large clinical sample (n = 338) in addition to a nonclinical sample (n = 218) and to show specific relations with the four facets of EI. Factorial structure and psychometric criteria were evaluated in both samples. The results confirm the factor structure of the original scale. The reliability of the total scale measured with McDonald’s omega is good. Validity is shown based on correlations with other EI measures and clinical indicators. Furthermore, the SREIS-D discriminates between clinical and nonclinical groups. Scalar measurement invariance was found between both groups. The scale can be considered useful and economic for use in clinical emotions and nonclinical assessment of overall EI and of the four facets of perceiving emotions, using emotions to facilitate thinking, understanding emotion and managing emotions. KW - Emotionale Intelligenz KW - Emotionsregulation KW - Emotionswahrnehmung KW - Skala KW - psychische Gesundheit KW - emotional intelligence KW - emotion regulation KW - emotion-perception KW - self-report KW - mental health Y1 - 2020 U6 - https://doi.org/10.1026/0012-1924/a000248 SN - 0012-1924 SN - 2190-622X VL - 66 IS - 3 SP - 200 EP - 210 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Krauskopf, Karsten A1 - Forssell, Karin T1 - When knowing is believing BT - a multi-trait analysis of self-reported TPCK JF - Journal of Computer Assisted Learning N2 - In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre-service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro-technology beliefs for in-service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro-technology attitudes. In contrast, fact-based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert. KW - construct validity KW - education technologies KW - teacher learning KW - self-report KW - teacher beliefs KW - technological pedagogical content knowledge (TPACK KW - TPCK) Y1 - 2018 U6 - https://doi.org/10.1111/jcal.12253 SN - 0266-4909 SN - 1365-2729 VL - 34 IS - 5 SP - 482 EP - 491 PB - Wiley CY - Hoboken ER -