Die standaardisering van 'n emosionele intelligensiemeetinstrument by kinders
Abstract
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. Afrikaans: In artikel 1 is intelligensie in die algemeen bespreek. Daar volg 'n bespreking van tradisionele,
sowel as meer resente sieninge oor intelligensie. Die klem het veral geval op die kwessie van
intelligensie as een algemene faktor teenoor intelligensie as 'n meervoudige konsep. Die
bekendste teorie oor meervoudige intelligensie, naamlik' dié van Gardner, word dan ook
bespreek. Gardner het intelligensie in die verskillende fasette ingedeel en elk van hierdie is
bespreek, te wete logies-wiskundige, ruimtelike, liggaamkinestetiese, linguistiese, musikale,
interpersoonlike, en intrapersoonlike intelligensie. Verder word die voorspellingswaarde van
intelligensie, sowel as die meting van intelligensie, onder die soeklig geplaas. Reeds hieruit blyk
dit duidelik dat intelligensie, soos sielkundiges dit vroeër geken en gebruik het, sal moet
vemuwe.
Artikel 2 is gewy aan die bespreking van "emosionele intelligensie". Daar is na die definisies van
emosionele intelligensie gekyk volgens die modelle van Bar-On (1997), Saloveyen Mayer
(1995) en Goleman (1995). Die ontwikkeling van die konsep emosionele intelligensie word
bespreek. Volgens sekere skrywers het mense soos Wechsler en ThurSlone reeds so vroeg as
in die 1930's vaag na dié konsep verwys. In die laaste dekade het die samelewing meer bewus
geword van die belangrikheid van emosies en kon 'n term soos emosionele intelligensie
"staanplek" vind. Huidige sieninge oor emosionele intelligensie is merendeels positief veraloor
die voorspellingswaarde van dié vorm van intelligensie. Fasette van die mens se lewe wat deur
emosionele intelligensie geraak word, is vervolgens bespreek. Spesifieke fasette van kinders se
lewens wat deur emosionele intelligensie beïnvloed word, is onder andere: emosionele
probleme, skoolgereedheid en akademiese sukses. Volwassenes se lewens word onder andere
op die volgende terreine deur emosionele intelligensie beïnvloed: werksukses,
huweliksverhoudings en misdaad.
In artikel 3 word faktore wat 'n rol speel by die ontwikkeling van kinders se emosionele
intelligensie bespeek. Die normale of dan natuur1ikeemosionele ontwikkeling van kinders word
in ag geneem, terwyl sekere faktore wat die ontwikkeling van kinders se emosionele
intelligensie beïnvloed, bespreek word. Die faktore is neurologiese faktore, taalontwikkeling, die
mens se vermoë om vaardighede aan te leer en genetiese faktore. Hierdie faktore ondersteun
die feit dat emosionele intelligensie aangeleer kan word. Rolspelers wat die ontwikkeling van
kinders se emosionele intelligensie kan bevoordeel of benadeel word ook bespreek. Van die
belangrikste rolspelers is die kind se ouers. Ook die media speel, hoewelongelukkig meestal
negatief, 'n rol in die ontwikkeling van kinders se emosionele intelligensie.
Artikel 4 handel oor die manifestering en ontwikkeling van kinders se emosionele intelligensie.
Eerstens word die aspekte van emosionele intelligensie breedvoerig bespreek. Die aspekte is
optimisme, impulsbeheer, die herkenning en beheer van eie emosies, empatie en
interpersoonlike vaardighede. Elk van die aspekte word gedefinieer alvorens die verskeie
komponente daarvan bespreekword en in verband met mense se lewens gebring word. Elk van
dié aspekte is spesifiek in verband gebring met kinders se ontwikkeling. Daar word onder
andere gekyk na kinders se geestesgesondheid, hulle vermoë om hul emosies te kan beheer,
hulle vermoë om hul huiswerk baas te raak, hul verskeie of dan wye reeks emosionele
belewinge, hul aggressiewe uitbarstings en hul vermoë om maats te maak.
Artikel 5 handeloor die standaardisering van 'n toets wat emosionele intelligensie by jong
kinders, tussen die ouderdom van vier en agt jaar, meet. Die standaardisering van die toets het
'n vertoop van vier fases gehad:
Fase 1: Identifisering van voortopige items;
Fase 2: Itemontleding en -seleksie;
Fase 3: Normbepaling en
Fase 4: Betroubaarheidsondersoeke.
Daar is by elke fase verwys na die prosedures wat gevolg is, sowel as na die resultate wat
verkry is. Tydens fase 1 is klem gelê op die rasionaal aqter elk van die vyf aspekte van die
toets. Die gebruik van prente is ook bespreek. Itemontleding (fase 2) het op grond van die
diskriminasiewaardes en moeilikheidswaardes van die items plaasgevind. Tydens fase 3 is die
normbepaling vir die onderskeie ouderdomsgroepe ten opsigte van elke individuele aspek en
die totale toets gedoen. In fase 4 is die statistiese eienskappe van die toets bereken en
gerapporteer ten opsigte van elke subtoets en die totale toets. Hier is na die gemiddeldes en
standaardafwykings van die subloetstellings gekyk, sowel as na die betroubaarheidskoëffisiënte,
standaardmetingsfoute,die skeefheid en kurtose.