kate baileykatharine bailey measuring emotional intelligence in young children and its application...
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Kate BaileyKatharine Bailey
Measuring emotional intelligence in young
children and its application in the
classroom
Kate Bailey
Why is decoding facial expressions important? It is one of the abilities that makes up emotional
intelligence (EI) EI is an ability to validly reason with emotions and to
use emotions to enhance thought (Salovey and Mayer) QCA guidance for the Foundation Stage emphasises
the importance of successful emotional development to provide pupils with the best opportunity for success in life, including academic attainment
Kate Bailey
Emotional intelligence
The capacity to accurately perceive emotions The capacity to use emotions to facilitate
thinking The capacity to understand emotional meanings The capacity to manage emotions
(Salovey and Mayer, 1990)
Kate Bailey
An emotionally intelligent person … Can perceive emotions, use and understand them and manage their
own emotions better than others Tends to be more open and agreeable Tends to be somewhat higher in verbal, social and other
intelligences
And interestingly … Is less likely to engage in problem behaviour Less like to smoke, drink or take drugs
(Salovey and Mayer, 1990)
Kate Bailey
How can EI be measured?
Self-judgment scales Cambridge Assessment used self-judgment scales
recently to investigate lack of progress in students from KS2 to vocational GCSEs compared to other subjects
Performance measurement Based on ability Has advantage of tapping into latent variables
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Back to facial expressions
The capacity to accurately perceive emotions in others
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Can you do it?
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Kate Bailey
Kate Bailey
Facial expressions Humans are highly skilled at decoding facial
expressions Infants can differentiate
between happy and sad expressions at 10-12 months
Evidence suggests ability is stable by age of 8
Kate Bailey
Facial expressions Evolutionary and comparative studies
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Facial expressions Evolved ability to use the skill
for complex social functioning Honest emotional states Social manipulation
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Basic emotions model Paul Ekman 6 basic emotions
Fear Happiness Sadness Anger Disgust Surprise
Evidence for basic emotions includes cross-cultural studies and work with blind children
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Why test? Is emotional intelligence related to wider
success including performance in school? Could a test identify latent difficulties at an early
stage? Can individual differences be identified with a
view to remediating deficits?
Kate Bailey
Kate Bailey
Development of scale Initial development
Computer-delivered, classic test design 78 items 61 children aged between 5 and 6
Further development Cartoons and faces redrawn Visual Basic program developed Item bank adjusted to incorporate equal number of items for
each emotion – 36 in total Initial trial with further refinements
Kate Bailey
Kate Bailey
2007 Analysis - Sample 170 children from 4 schools 50 children in Year 1, 120 in Reception Children were generally below average in
Reception and above average in Year 1 Children were rated by class teacher
Kate Bailey
2007 Analysis - Results Rasch analysis Internal reliabilities of scale
Item reliability = 0.90 Person reliability = 0.77
Ability of pupils Independent samples T test showed girls to score
significantly higher than boys - (Effect size) 0.42 standard deviation units
T test showed Year 1 pupils to score significantly higher than Reception – (Effect size) 0.43
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Results
<more>|<rare> 2 + | XXX | | | T| | XX | | XXXXXXXX | | Q12 Sad XXXXXXXX |T 1 + XXXX | Q35 Fear | XXXXXXXXXX S| | Q10 Sad Q22 Angry Q36 Fear XXXXXXXXXX |S XXXXXXXXX | Q25 Disgust Q29 Disgust | Q16 Surprise XXXXXXXX | Q14 Sad Q19 Surprise Q27 Disgust | Q9 Sad Q28 Disgust XXXXXXXXXXX | Q15 Surprise Q20 Surprise Q21 Angry XXXXXXXXXX | 0 +M Q30 Disgust XXXXXXXXXXXX M| Q13 Sad XXXXXX | Q23 Angry Q34 Fear | Q7 Happy Q26 Disgust Q31 Fear XXXXXXXXX | Q24 Angry Q32 Fear Q33 Fear | Q1 Angry XXXXXXXXXX | Q8 Happy XXXXXX |S Q2 Angry | XXXXXXXXX | | Q3 Happy XXXXXXXXXX S| -1 + Q4 Happy Q6 Happy XXXXX |T Q5 Happy | XXXXXX | | XXXXX | | XXXX | | T| XX | | -2 + XX |
Kate Bailey
Results Differential item function analysis showed no
bias for gender or year group Correlations between PIPS-Faces and PIPS
attainment scores statistically significant in all but one area
Teacher-rating produced groups 1 – 3 with 1 being most able. T test showed group 1 to score significantly higher on the PIPS-Faces test
Kate Bailey
Kate Bailey
Difficulties Test reliability Cognitive load Problems with tests of affect Tests that have good reliability rely on
language …
Kate Bailey
Application Initial trials have suggested that PIPS-Faces
provides a reliable scale to identify children who have difficulty in decoding facial expressions
Interventions are offered Transporters (www.transporters.tv) Emotion Trainer (www.emotiontrainer.co.uk)
Kate Bailey
Further work Extending to adults
Facial decoding impairments found in Non-clinical social anxiety Schizophrenia Alcohol dependence Pro-social behaviour
Extend scale to encompass complex emotions People with Asperger Syndrome can generally
decode the 6 basic emotions
