Analysis

The Trait Emotional Intelligence Questionnaire – Adolescent Form (TEIQue-AF) was designed to measure the trait-based emotional intelligence characteristics in adolescents. Emotional intelligence is defined as a set of stable personality traits that influence an individual’s ability to recognize, understand, manage, and use their emotions effectively.

Purpose

The main objective of the TEIQue-AF is to provide a comprehensive measurement of emotional intelligence in adolescents.

Scoring

The TEIQue-AF includes a series of statements rated by adolescents using a 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). The total score is calculated by summing the scores of individual items across each emotional intelligence domain. Higher scores indicate greater emotional intelligence and a better ability to manage emotions and social relationships.

References

Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children’s peer relations at school. Social Development, 15(3), 537–547.
Mikolajczak, M., Luminet, O., Leroy, C., & Roy, E. (2007). Psychometric properties of the Trait Emotional Intelligence Questionnaire (TEIQue); Factor structure, reliability, construct, and incremental validity in a French-speaking population. Journal of Personality Assessment, 88(3), 338–353.
Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. Parker (Eds.), Assessing Emotional Intelligence: Theory, Research, and Applications (pp. 85–101). Springer.
Costa, A., & Faria, L. (2015). Trait emotional intelligence and academic achievement: The mediating role of coping strategies. Scandinavian Journal of Psychology, 56(4), 382–388.
Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., & Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5-year longitudinal study. Learning and Individual Differences, 22(1), 83–91.