Die standaardisering van 'n emosionele intelligensiemeetinstrument by kinders

English: In article 1, intelligence in general was considered, followed by a discussion of traditional as well as more recent views on intelligence. Particular emphasis was placed on the issue of whether intelligence is a single general factor, or whether it should be regarded as a mumpie concept. The best-known theory on muHipie intelligence, namely that of Gardner, was also examined. Gardner divided intelligence into the following facets: logical-mathematical, spatial, bodilykinaesthetic, linguistic, musical, interpersonal and intrapersonal intelligence; and these facets are discussed in this article. Moreover, the prediction value of intelligence, as well as the measuring of intelligence, were considered. On the basis hereof, it is already evident that the conception of intelligence, as previously known and used by psychologists, will have to be revised and renewed. Article 2 was dedicated to a discussion of emotional intelligence. The definitions of emotional intelligence were considered, according to the models of Bar-On (1997), Salovey & Mayer (1995) and Goleman (1995). The development of the concept of emotional intelligence was also discussed. According to certain authors, some persons - such as Wechsler and Thurstone - had already referred to the concept, albeit vaguely, as early as the 1930s. During the past decade, society in general has become more conscious of the importance of emotions, and it became possible for a term such as "emotional intelligence" to come into its own. Current views on emotional intelligence are positive, for the most part, particularly in respect of the prediction value of this form of intelligence. Facets of a person's life that are affected by emotional intelligence were subsequently discussed. Specific facets of children's lives that are influenced by emotional intelligence include, inter alia: emotional problems, school readiness and academic success. The lives of aduns are affected by emotional intelligence in the following areas, inter alia: job success, marital relations and crime. In article 3, factors that playa role in the development of children's emotional intelligence are discussed. The normal, or natural, emotional development of children is taken into account, while certain factors that influence the development of children's emotional intelligence are also discussed. These factors are: neurological factors, linguistic development, the person's ability to acquire skills, and genetic factors. These factors corroborate the fact that emotional intelligence can be acquired. Role-players who can have a beneficial or detrimental effect on the development of children's emotional intelligence are also discussed. Among the most important role-players in this regard are the child's parents. The media also playa role in the development of children's emotional intelligence - a role which, unfortunately, is mostly negative. Article 4 deals with the manifestation and development of children's emotional intelligence. The aspects of emotional intelligence are firstly discussed in detail. These aspects are optimism, impulse control, the recognition and control of one's own emotions, empathy and interpersonal skills. Each of these aspects is defined before the various components thereof are discussed and brought into relation with the lives of people. Thereafter, each of the aspects is brought into relation with children's development. In this regard, reference is made, inter alia, to children's mental health, their abimy to control their emotions, their ability to cope with homework, their various emotions and the wide range of their emotional experiences, their aggressive outbursts and their ability to make friends. Article 5 deals with the standardisation of a test that measures emotional intelligence in young children between the ages of four and eight. The standardisation of the test was divided into four phases, which entailed the following: Phase 1: The identification of provisional items; Phase 2: Item analysis and selection; Phase 3: The determination of norms; and Phase 4: Reliability tests. In each phase, reference was made to the procedures that were followed, as well as the results that were obtained. During phase 1, emphasis was placed on the rationale behind each of the five aspects of the test. The use of pictures is also discussed. Item analysis (phase 2) was carried out on the basis of the discrimination values and difficulty level of the items. During phase 3, the determination of norms for the respective aqe groups was measured in respect of each individual aspect, as well as the total test. In phase 4, the statistical characteristics of the test were calculated and reported in respect of each subtest and the total test. The averages and standard deviations of the subtest scores were considered, as well as the reliability coefficients, standard error of measurement, skewness and kurtosis.