Вопросник оценки эмоционального интеллекта академического персонала (ASEIQ): разработка, проверка и бифакторная модель в университетах Нигерии

Контекст и актуальность. Эмоциональный интеллект (ЭИ) широко признается важным элементом в образовательных условиях, однако инструменты, специально предназначенные для измерения ЭИ среди преподавателей высших учебных заведений, особенно преподавателей университетов, остаются редкостью. Поэтому создание инструмента, учитывающего специфику такой выборки, является необходимым. Цель. Разработка и проверка валидности Анкеты эмоционального интеллекта академического персонала (ASEIQ) для преподавателей университетов Нигерии. Методы. В исследовании приняли участие 3122 преподавателя из двух университетов Нигерии. Данные были проанализированы с помощью исследовательского факторного анализа (EFA; n = 262), подтверждающего факторного анализа (CFA; n = 1300) и бифакторного моделирования (n = 1560). Надежность анкеты оценивалась с помощью коэффициентов альфа Кронбаха, омега Макдональда, метода разделения пополам и формулы коррекции Спирмена–Брауна. Результаты. Эксплораторный факторный анализ (EFA) выявил пять факторов, объясняющих 74,12% дисперсии. Конфирматорный факторный анализ (CFA) подтвердил, что бифакторная модель является наиболее оптимальной (обладает наилучшим соответствием), демонстрируя высокую надежность (α = 0,85–0,99) и валидность (средняя извлеченная дисперсия (AVE) > 0,50). Выводы. Опросник ASEIQ является валидным и надежным инструментом для оценки эмоционального интеллекта среди преподавателей университетов Нигерии, восполняя критический пробел в контекстно-специфических методах измерения ЭИ.

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