Parker, James D.A.

The Multidimensional Inventory of Personal Intelligence (MIPI) was designed to measure three related dimensions of the personal intelligence (PI) construct: emotional intelligence (EI), social intelligence (SI), and motivational intelligence (MI). The MIPI has psychometric properties and a theoretical structure that improves on the shortcomings of existing trait EI measures. The aim of the first study was to create and validate a shortened form (MIPI- Short) that maintains the same factorial structure of the original MIPI. The purpose of the second study was to validate the new scale with measures of conceptually similar constructs (e.g., emotional intelligence, Alexithymia) with various measurement methodologies (self-report, observer-report, and performance-based). Results from Study 1 found that the MIPI-Short had good factorial structure in two independent samples, as well as adequate internal reliability, and good incremental validity. The results of Study 2 demonstrated that the MIPI-Short had good construct validity as it generally related as expected with measures of EI and Alexithymia. The findings of both studies provide evidence for the validity of the MIPI-Short as a brief measure of Personal Intelligence. Directions for further research are emphasized, as the validation process is on-going for any assessment tool.

Author Keywords: Emotional Intelligence, Personal Intelligence, Socio-Emotional Competencies

Previous research has found that bullying and victimization is related to poor socioemotional competencies. The present study examined the relationship between emotional intelligence (EI) and bullying and victimization in a large community-based sample of adolescents. Specifically, we explored the EI of bullies, victims, bully-victims, and those uninvolved. We also examined whether the relationship between EI and types of bullying and victimization activities were consistent across age and gender. We found that stress management and interpersonal skills are important EI dimensions to predicting both bullying and victimization. Moreover, intrapersonal skills were predictive of boys' bullying behaviours and adaptability was the strongest EI dimension in bullies and victims. Age did not contribute much to the overall prediction of bullying and victimization in either gender. Results are discussed in terms of future implications regarding anti-bullying interventions.

Author Keywords: Adolescents, age, Bullying, Emotional Intelligence, gender, social emotional competencies