Publikationsserver der Universitätsbibliothek Marburg
Titel:Methodische Fragen bei der Erfassung von Emotionaler Intelligenz
Autor:Plücken, Tonja
Weitere Beteiligte: Schmidt-Atzert, Lothar (Prof. Dr.)
Veröffentlicht:2015
URI:https://archiv.ub.uni-marburg.de/diss/z2015/0228
URN: urn:nbn:de:hebis:04-z2015-02283
DOI: https://doi.org/10.17192/z2015.0228
DDC:150 Psychologie
Titel (trans.):Methodological issues concercing Emotional-Intelligence-Tests
Publikationsdatum:2015-05-04
Lizenz:https://rightsstatements.org/vocab/InC-NC/1.0/

Dokument

Schlagwörter:
Präsentationsmodus, Emotionale Intelligenz, response format, presentation mode, Leistungstest, methodische Fragen, Auswertung, methodological issues, Antwortformat

Zusammenfassung:
Über das Konstrukt Emotionale Intelligenz, verstanden als die Fähigkeit emotionale Informationen wahrzunehmen, zu nutzen, zu verstehen und zu regulieren (Mayer & Salovey, 1997; Mayer, Caruso, & Salovey, 2000), wird in der psychologischen Forschungsgemeinde seit nunmehr gut 25 Jahren rege und kontrovers diskutiert. Trotz großer Forschungsbemühungen können nach wie vor verschiedene Fragen zu Konzeption, Messung und Validierung nicht eindeutig oder nur unzureichend beantwortet werden. Die Forschungsfragen der vorliegenden Dissertation lauten daher: 1. Was passiert, wenn ein Emotionale-Intelligenz-Test mit unterschiedlichen Scorings ausgewertet wird und welche Scorings sind für die Anwendung zu empfehlen? 2. Inwiefern wirkt sich ein geändertes Antwortformat („Ankreuzen“ vs. „Zuordnen“) auf Ergebnisse eines Emotionale-Intelligenz-Tests, dem Videobasierten Test zur Erfassung der Emotionalen Intelligenz im Pflegeberuf (ViTEIP-V2), aus? 3. Ist ein videobasierter Präsentationsmodus für den ViTEIP-V2 geeignet? In die erste Untersuchung flossen die Daten von N=113 überwiegend studentischen Teilnehmern ein. An der zweiten Untersuchung beteiligten sich insgesamt sieben Altenhilfe- und Krankenpflegeschulen, woraus sich zwei Stichproben mit N=138 und N=122 generierten. Alle Teilnehmer bearbeiteten die beiden Leistungstests zur Erfassung von Emotionaler Intelligenz ViTEIP-V2 und TEMINT (Schmidt-Atzert & Bühner, 2002) sowie weitere Verfahren. Aus der vorliegenden Arbeit ergibt sich die Empfehlung, auf sogenannte targetbasierte Scorings zurückzugreifen, bei denen die Auswertung über einen Vergleich zwischen der Antwort der Probanden und den situationsgebenden Originalpersonen (Target) erfolgt. Neben grundlegenden kritischen Einwänden bezüglich des Konsensscorings (d.h Verwendung der Mehrheitsmeinung zur Bestimmung der korrekten Antwort), sprechen eine höhere Varianz und Reliabilität sowie etwas deutlichere Validitätsbelege für den Einsatz von Targetscorings. Die Auswirkungen, die sich durch auf Seiten der Probanden auftretende Antworttendenzen (Bias) ergaben, konnten durch drei neu entwickelte targetbasierte Scoringprozeduren nivelliert werden. Mit der Auswertung über Antwortprofile im Kontext der Profilauswertung wurde der Einfluss des Bias auf das Testergebnisses deutlich reduziert; aufgrund geringer Reliabilitäten ist ein Einsatz dieses Scorings nur bedingt zu empfehlen. Der für den zweiten Scoringansatz aus der Signalentdeckungstheorie entliehene Kennwert „Detektionsleistung“ ermöglichte eine überwiegend biasfreie Leistungserfassung. Für die Auswertung des ViTEIP-V2 und TEMINT zu präferieren ist aus Sicht der Autorin jedoch ein Scoring, bei dem eine Aufteilung der Items zu den zwei Kennwerten „Emotionale Sensitivität“ (Umgang mit vorhandenen Emotionen) und „Emotionale Spezifität“ (Umgang mit nicht vorhandenen Emotionen) erfolgte. Mit dieser Auswertung wurden die Effekte, die sich aus den spezifischen Ankreuzverhalten der Probanden ergaben, deutlich minimiert; die generellen Korrelationsmuster zur Validität konnten zudem mittels der Aufteilung in zwei Kennwerte besser erklärt werden als mit nur einem Kennwert. Einige Fragen bezüglich der Validität von ViTEIP-V2 und TEMINT blieben, unabhängig vom eingesetzten Scoring, offen. Eine Veränderung des Antwortformates beeinflusste die Probanden deutlich in ihrem Antwortverhalten. Der hohe Aufforderungscharakter bezüglich der Nutzung der Antwortkategorie „Emotion nicht vorhanden“, den das Antwortformat „Zuordnen“ im Vergleich zu „Ankreuzen“ auf die Probanden hatte, verzerrte die Abbildung der tatsächlichen Leistungsfähigkeit. Von einer Verwendung des Formats „Zuordnen“ wird daher abgeraten. Die Vorteile, die verschiedene Autoren im Einsatz von videobasierten im Vergleich zu textbasierten Tests sehen, bestätigten sich in dieser Arbeit für den ViTEIP nicht. Aus Sicht der Autorin gilt es daher sorgfältig abzuwägen, ob sich der Aufwand lohnt, den die Entwicklung und der Einsatz von videobasierten Verfahren erfordern, wenn sich keine Vorteile für diesen Präsentationsmodus ergeben. Die vorliegende Arbeit trägt durch die Untersuchung methodischer Fragen und der Entwicklung neuer Scorings dazu bei, die Erfassung des Konstrukts Emotionale Intelligenz zu verbessern. Die Ergebnisse bezüglich der Unterscheidung in „Emotionale Sensitivität“ und „Emotionale Spezifität“ stellen die Annahme, bei Emotionaler Intelligenz handele es sich um ein eindimensionales und homogenes Konstrukt, in Frage und regen zu weiteren Forschungen an. Da nicht auszuschließen ist, dass die methodischen Aspekte Scoring, Antwortformat und Präsentationsmodus in einem komplexeren Zusammenhang stehen als aus den vorliegenden Datensätzen berechnet werden konnte, bietet es sich an, zukünftige Untersuchungen so zu konzipieren, dass alle drei Faktoren systematisch innerhalb einer Stichprobe analysiert werden können.

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