Family and school context in school engagement
Family and school context in school engagement
Main Article Content
Abstract
Family, peers and school are the three main contexts associated with school engagement. This study aims to analyze possible gender and age differences in these contextual variables and school engagement, as well as the relationship between the two. Participants were 1543 secondary school children aged between 12 and 18 years (M = 14.24; SD = 1.63). Of the total sample group, 728 (47.2%) were boys and 815 (52.8%) were girls. All completed the Family and Peer Support (FPS) scale, the Teachers’ Support scale of the Health Behaviour in School-aged Children (HBSC) questionnaire, and the School Engagement Measure (SEM). The results reveal significant differences between boys and girls, with girls scoring higher in perceived peer support and behavioral and emotional engagement. Younger respondents were also observed to score significantly higher for perceived support from parents and teachers, as well as for school engagement. Significant correlation indexes were observed between contextual variables, as well as between these variables and school engagement, although it was for support from teachers that the strongest correlation was found.
References
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Balluerka, N., Gómez, J., & Hidalgo, M. D. (2005). The controversy over null hypothesis significance testing revisited. Methodology, 1(2), 55---70. http://dx.doi.org/10.1027/1614-1881.1.2.55
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Buff, A., Reusser, K., & Rakoczy, K. (2011). Activating positive affective experiences in the classroom: ‘‘Nice to have’’ or something more? Learning and Instruction, 21(3), 452---466. http://dx.doi. org/10.1016/j.learninstruc.2010.07.008
Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36, 883---892. http://dx.doi.org/10.1016/ j.adolescence.2013.07.001
Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition models. Journal of Applied Psychology, 83, 234---246. http://dx.doi.org/10.1037//0021-9010.83.2.234
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge, UK: Cambridge University Press.
Druskat, V. U., & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review, 3, 81---90.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development, 82, 405---432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
Extremera, N., Salguero, J. M., Fernández-Berrocal, P., & Ruíz Aranda, D. (2009). Acercamientos actuales en la medición científica de la inteligencia emocional: algunas implicaciones de su uso en el ámbito laboral. In J. M. Augusto (Ed.), Estudios en el ámbito de la inteligencia emocional (pp. 175---198). Jaén, Spain: Huarte de San Juan, Psicología.
Fernández-Ballesteros, R., & Sierra, B. (1995). Escalas de Clima Social (FES, WES, CIES, CES). Madrid, Spain: TEA Ediciones.
Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait MetaMood Scale. Psychological Reports, 94, 751---755.
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., et al. (2011). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment, 29(2), 150---159. http://dx.doi.org/10.1177/ 0734282910374707
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
Fultz, J., & Nielsen, M. E. (1993). Anticipated vicarious affect and willingness to be exposed to another’s suffering. Basic and Applied Social Psychology, 14(3), 273---283. http://dx.doi.org/ 10.1207/s15324834basp1403 2
Gorostiaga, A., Balluerka, N., Aritzeta, A., Haranburu, M., & Alonso-Arbiol, I. (2011). Measuring perceived emotional intelligence in adolescent population: Validation of the Short Trait Meta-Mood Scale (TMMS-23). International Journal of Clinical and Health Psychology, 11, 523---537.
Graham, S. (1991). A review of attribution theory in achievement contexts. Education Psychology Review, 3, 5---39. http://dx.doi.org/10.1007/BF01323661
Härtel, C. E. J., Ashkanasy, N. M., & Zerbe, W. J. (2009). Emotions in Groups, Organizations, and Cultures. Bingly, UK: Emerald Group/JAI.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617---637. http://dx.doi.org/10.1177/0013164409355691
Immordino-Yang, M., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affect and social neuroscience to education. Mind, Brain, and Education, 1, 3---10. http://dx.doi.org/ 10.1111/j.1751-228X.2007.00004.x
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29---41. http:// dx.doi.org/10.1989/ejep.v7i1.150
James, L. J., Demaree, R. G., & Wolf, G. (1993). RWG: An assessment of within-group inter-rater agreement. Journal of Applied Psychology, 78, 306---309. http://dx.doi.org/ 10.1037/0021-9010.78.2.306
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491---525. http://dx.doi.org/10.3102/0034654308325693
Jordan, P. J., Ashkanasy, N. M., Härtel, C. E. J., & Hooper, G. S. (2002). Workgroup emotional intelligence scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12, 195---214. http://dx.doi.org/10.1016/S1053-4822
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54---78.
Lovat, T., & Toomey, R. (Eds.). (2009). Values education and quality teaching: The double helix effect. Dordrecht, The Netherlands: Springer.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3---31). New York, NY: Basic Books.
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Education Psychology Review, 18, 377---390. http://dx.doi.org/ 10.1007/s10648-006-9032-1
Moos, R. H., & Trickett, E. J. (1974). Classroom environment scale manual (lst ed.). Palo Alto, CA: Consulting Psychologists Press.
Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Morgeson, F. P., & Hofmann, D. A. (1999). The structure and function of collective constructs: Implications for multilevel research and theory development. Academy of Management Review, 24, 249---265.
Morse, D. T. (1999). Minsize2: A computer program for determining effect size and minimum sample size for statistical significance for univariate, multivariate, and nonparametric tests. Educational and Psychological Measurement, 59, 518---531. http://dx.doi.org/10.1177/00131649921969901
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323---367.
Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, & N. Clement (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 239---260). Dordrecht, The Netherlands: Springer.
Patrick, J., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105, 1521---1558. http://dx.doi.org/ 10.1111/1467-9620.00299
Pedrosa, I., Suárez-Álvarez, J., Lozano, L. M., Muñiz, J., & García Cueto, E. (2014). Assessing perceived emotional intelligence in adolescents: New validity evidence of Trait Meta-Mood Scale24. Journal of Psychoeducational Assessment, 32(8), 737---746. http://dx.doi.org/10.1177/0734282914539238
Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 313---331). Amsterdam, The Netherlands: Elsevier.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13---36). Amsterdam, The Netherlands: Elsevier.
Peres-Neto, P., Jackson, D., & Somers, K. (2005). How many principal components? Stopping rules for determining the number of non-trivial axes revisited. Computational Statistics Data Analysis, 49, 974---997. http://dx.doi.org/ 10.1016/j.csda.2004.06.015
Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107---120. http://dx.doi.org/10.1989/ejep.v7i2.183
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161---180. http://dx.doi.org/10.1007/ s11218-007-9040-0
Salguero, J. M., Fernández-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010). Measuring perceived emotional intelligence in adolescent population: Psychometric properties of the Trait Meta Mood Scale. Social Behavior and Personality: An International Journal, 38, 1197---1210. http://dx.doi.org/10.2224/sbp. 2010.38.9.1197
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185---211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, Disclosure and Health (pp. 125---151). Washington, DC: American Psychological Association.
Siegman, R. S., & Reynolds, M. (1982). Interviewer---interviewee nonverbal communications: An interactional approach. In M. Davis (Ed.), Interaction rhythms: Periodicity in communicative behavior (pp. 249---277). New York, NY: Human Sciences Press.
Smith, E. R., Seger, C. R., & Mackie, D. A. (2007). Can emotions be truly group level? Evidence regarding four conceptual criteria. Journal of Personality and Social Psychology, 93(3), 431---446.
Streiner, D., & Norman, G. (1989). Health Measurement Scales. A practical guide to their development and use. Oxford, UK: Oxford University Press.
Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327---358.
Totterdell, P., Kellet, S., Teuchmann, K., & Briner, R. B. (1998). Evidence of mood linkage in work groups. Journal of Personality and Social Psychology, 74, 1504---1515. http://dx.doi.org/ 10.1037//0022-3514.74.6.1504
Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65, 71---95. http://dx.doi.org/10.1016/S0001-8791(03)00076-9
Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin, & E. Helmes (Eds.), Problems and solutions in human assessment: Honoring Douglas N. Jackson at seventy (pp. 41---71). New York, NY: Kluwer Academic/Plenum.
Wolff, S. B., Druskat, V. U., Koman, E. S., & Messer, T. E. (2006). The link between group emotional competence and group effectiveness. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking emotional intelligence and performance at work: Current research evidence with individuals and groups (pp. 223---242). Mahway, NJ: LEA.
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432---442. http://dx.doi.org/ 10.1037//0033-2909.99.3.432
Balluerka, N., Gómez, J., & Hidalgo, M. D. (2005). The controversy over null hypothesis significance testing revisited. Methodology, 1(2), 55---70. http://dx.doi.org/10.1027/1614-1881.1.2.55
Beilock, S. L., & Ramírez, G. (2011). On the interplay of emotion and cognitive control: Implications for enhancing academic achievement. In J. P. Mestre, & B. H. Ross (Eds.), Psychology of Learning and Motivation (Vol. 55) Psychology of learning and motivation: Cognition in education (pp. 137---169). http://dx.doi.org/10.1016/B978-0-12-387691-1.00005-3
Boekaerts, M. (2001). Context sensitivity: Activated motivational beliefs, current concerns and emotional arousal. In S. Volet, & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 17---31). Amsterdam, The Netherlands: Pergamon.
Buff, A., Reusser, K., & Rakoczy, K. (2011). Activating positive affective experiences in the classroom: ‘‘Nice to have’’ or something more? Learning and Instruction, 21(3), 452---466. http://dx.doi. org/10.1016/j.learninstruc.2010.07.008
Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36, 883---892. http://dx.doi.org/10.1016/ j.adolescence.2013.07.001
Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition models. Journal of Applied Psychology, 83, 234---246. http://dx.doi.org/10.1037//0021-9010.83.2.234
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge, UK: Cambridge University Press.
Druskat, V. U., & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review, 3, 81---90.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development, 82, 405---432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
Extremera, N., Salguero, J. M., Fernández-Berrocal, P., & Ruíz Aranda, D. (2009). Acercamientos actuales en la medición científica de la inteligencia emocional: algunas implicaciones de su uso en el ámbito laboral. In J. M. Augusto (Ed.), Estudios en el ámbito de la inteligencia emocional (pp. 175---198). Jaén, Spain: Huarte de San Juan, Psicología.
Fernández-Ballesteros, R., & Sierra, B. (1995). Escalas de Clima Social (FES, WES, CIES, CES). Madrid, Spain: TEA Ediciones.
Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait MetaMood Scale. Psychological Reports, 94, 751---755.
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., et al. (2011). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment, 29(2), 150---159. http://dx.doi.org/10.1177/ 0734282910374707
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
Fultz, J., & Nielsen, M. E. (1993). Anticipated vicarious affect and willingness to be exposed to another’s suffering. Basic and Applied Social Psychology, 14(3), 273---283. http://dx.doi.org/ 10.1207/s15324834basp1403 2
Gorostiaga, A., Balluerka, N., Aritzeta, A., Haranburu, M., & Alonso-Arbiol, I. (2011). Measuring perceived emotional intelligence in adolescent population: Validation of the Short Trait Meta-Mood Scale (TMMS-23). International Journal of Clinical and Health Psychology, 11, 523---537.
Graham, S. (1991). A review of attribution theory in achievement contexts. Education Psychology Review, 3, 5---39. http://dx.doi.org/10.1007/BF01323661
Härtel, C. E. J., Ashkanasy, N. M., & Zerbe, W. J. (2009). Emotions in Groups, Organizations, and Cultures. Bingly, UK: Emerald Group/JAI.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617---637. http://dx.doi.org/10.1177/0013164409355691
Immordino-Yang, M., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affect and social neuroscience to education. Mind, Brain, and Education, 1, 3---10. http://dx.doi.org/ 10.1111/j.1751-228X.2007.00004.x
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29---41. http:// dx.doi.org/10.1989/ejep.v7i1.150
James, L. J., Demaree, R. G., & Wolf, G. (1993). RWG: An assessment of within-group inter-rater agreement. Journal of Applied Psychology, 78, 306---309. http://dx.doi.org/ 10.1037/0021-9010.78.2.306
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491---525. http://dx.doi.org/10.3102/0034654308325693
Jordan, P. J., Ashkanasy, N. M., Härtel, C. E. J., & Hooper, G. S. (2002). Workgroup emotional intelligence scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12, 195---214. http://dx.doi.org/10.1016/S1053-4822
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54---78.
Lovat, T., & Toomey, R. (Eds.). (2009). Values education and quality teaching: The double helix effect. Dordrecht, The Netherlands: Springer.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3---31). New York, NY: Basic Books.
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Education Psychology Review, 18, 377---390. http://dx.doi.org/ 10.1007/s10648-006-9032-1
Moos, R. H., & Trickett, E. J. (1974). Classroom environment scale manual (lst ed.). Palo Alto, CA: Consulting Psychologists Press.
Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Morgeson, F. P., & Hofmann, D. A. (1999). The structure and function of collective constructs: Implications for multilevel research and theory development. Academy of Management Review, 24, 249---265.
Morse, D. T. (1999). Minsize2: A computer program for determining effect size and minimum sample size for statistical significance for univariate, multivariate, and nonparametric tests. Educational and Psychological Measurement, 59, 518---531. http://dx.doi.org/10.1177/00131649921969901
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323---367.
Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, & N. Clement (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 239---260). Dordrecht, The Netherlands: Springer.
Patrick, J., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105, 1521---1558. http://dx.doi.org/ 10.1111/1467-9620.00299
Pedrosa, I., Suárez-Álvarez, J., Lozano, L. M., Muñiz, J., & García Cueto, E. (2014). Assessing perceived emotional intelligence in adolescents: New validity evidence of Trait Meta-Mood Scale24. Journal of Psychoeducational Assessment, 32(8), 737---746. http://dx.doi.org/10.1177/0734282914539238
Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 313---331). Amsterdam, The Netherlands: Elsevier.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13---36). Amsterdam, The Netherlands: Elsevier.
Peres-Neto, P., Jackson, D., & Somers, K. (2005). How many principal components? Stopping rules for determining the number of non-trivial axes revisited. Computational Statistics Data Analysis, 49, 974---997. http://dx.doi.org/ 10.1016/j.csda.2004.06.015
Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107---120. http://dx.doi.org/10.1989/ejep.v7i2.183
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161---180. http://dx.doi.org/10.1007/ s11218-007-9040-0
Salguero, J. M., Fernández-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010). Measuring perceived emotional intelligence in adolescent population: Psychometric properties of the Trait Meta Mood Scale. Social Behavior and Personality: An International Journal, 38, 1197---1210. http://dx.doi.org/10.2224/sbp. 2010.38.9.1197
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185---211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, Disclosure and Health (pp. 125---151). Washington, DC: American Psychological Association.
Siegman, R. S., & Reynolds, M. (1982). Interviewer---interviewee nonverbal communications: An interactional approach. In M. Davis (Ed.), Interaction rhythms: Periodicity in communicative behavior (pp. 249---277). New York, NY: Human Sciences Press.
Smith, E. R., Seger, C. R., & Mackie, D. A. (2007). Can emotions be truly group level? Evidence regarding four conceptual criteria. Journal of Personality and Social Psychology, 93(3), 431---446.
Streiner, D., & Norman, G. (1989). Health Measurement Scales. A practical guide to their development and use. Oxford, UK: Oxford University Press.
Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327---358.
Totterdell, P., Kellet, S., Teuchmann, K., & Briner, R. B. (1998). Evidence of mood linkage in work groups. Journal of Personality and Social Psychology, 74, 1504---1515. http://dx.doi.org/ 10.1037//0022-3514.74.6.1504
Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65, 71---95. http://dx.doi.org/10.1016/S0001-8791(03)00076-9
Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin, & E. Helmes (Eds.), Problems and solutions in human assessment: Honoring Douglas N. Jackson at seventy (pp. 41---71). New York, NY: Kluwer Academic/Plenum.
Wolff, S. B., Druskat, V. U., Koman, E. S., & Messer, T. E. (2006). The link between group emotional competence and group effectiveness. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking emotional intelligence and performance at work: Current research evidence with individuals and groups (pp. 223---242). Mahway, NJ: LEA.
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432---442. http://dx.doi.org/ 10.1037//0033-2909.99.3.432