Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV
By Susan E. Rivers, Marc A. Brackett, M. Reyes, J. Mayer, D. Caruso, Peter Salovey. 2012
152 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/f38f1b7750007e02fa91ca4b478ac18c7c857d71
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Experimental and Cognitive Psychology
- Ashley K. Vesely-Maillefer
- Zorana Ivcevic
- Marc A. Brackett
- Marina Fiori
- J. Mayer
- James C. Kaufman
- Peter Salovey
- R. Bar-On
In Social Psychology
- Ashley K. Vesely-Maillefer
- Zorana Ivcevic
- Marina Fiori
- Marc A. Brackett
- Peter Salovey
- J. Mayer
- C. Cherniss
- R. Bar-On
Citations in the corpus
- Emotional Intelligence as an Ability: Theory, Challenges, and New Directions (2018, background): “Another attractive feature of the MSCEIT is the availability of a matching youth research version (MSCEIT-YRV; Mayer, Salovey, & Caruso, 2005; Rivers et al., 2012), which assesses the same four EI branches using age-appropriate items for children and adolescents (ages 10–17).”
- Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability (2014, methodology): “…intelligence (of which ERA is a component) shows that students with higher emotion abilities are rated by teachers as having fewer school problems, such as attention and learning difficulties, lower anxiety and depression, and self-report less negative attitudes about school (Rivers et al., 2012).”