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Although several brief instruments are available for the emotional intelligence (EI) construct, their conceptual coverage tends to be quite limited. One notable exception is the short form of the Emotional Quotient Inventory (EQ-i:S), which measures multiple EI dimensions in addition to a global EI index. Despite the unique advantage offered by the inventory, psychometric properties of the EQ-i:S scores have not yet been systematically evaluated. Such an evaluation was the main goal of the present investigation. Using data from 2,508 undergraduates, the authors conducted 2 studies involving factor structure, internal reliability, 6-month temporal stability, and construct validity of the EQ-i:S responses, both for the total EQ scale and for each constituent dimension. The results supported the multidimensional measurement structure of the EQ-i:S, with each dimension producing internally consistent, temporally stable, and theoretically meaningful responses. Scores on the EQ-i:S were associated more strongly with performance on an ability test of EI and with a conceptually similar construct of alexithymia than with the broader dimensions of basic personality and explained nontrivial amounts of incremental variance in the criterion symptoms of attention deficit/hyperactivity disorder. Moreover, scores on each EQ-i:S dimension exhibited unique patterns of associations with the validation variables. The discussion highlights the advantages of the multidimensional approach in the assessment and study of EI. (Contains 5 tables.)

The short form of the Conners-Wells Adolescent Self-Report Scale (CASS:Short) is administered to 319 children and 844 adolescents to investigate whether the instrument can be used with respondents under the age of 12. Mothers of all respondents are asked to rate each child using a measure designed to assess a parallel set of problem behaviors. The factor structure of the CASS:Short is tested in both samples and is found to have good fit to the data. Mean levels of ADHD symptomatology are also examined for possible sex and age effects, as was the relationship between parent and self-report ratings. The overall results provide empirical support for the use of the CASS:Short with children ages 7 to 11. (Contains 4 tables and 1 note.)

The purpose of this study was to examine the process of change at the level of youth sport by identifying the impetus for change, responses to change by stakeholders, and factors that constrained or aided the change process. Theoretically, this study builds upon an existing integrative change model. The context of this research is two youth soccer associations in Ontario, Canada, undergoing a long-term structural redesign mandated by the provincial soccer association. Stakeholders from local soccer clubs, as well as the Ontario Soccer Association (N = 20), identified key factors influencing the implementation and success of change. Pressures to change and individual efforts made by board members, coaches, and parents were noted as aiding the change process. Limited collaboration with stakeholders, poor communication, misunderstandings of the change, and constrained organizational capacity negatively affected the change process. [ABSTRACT FROM AUTHOR]

The National Collegiate Athletics Association (NCAA) Division I women's hockey programs that exist throughout the US are of interest to many Canadian women hockey players looking to continue participating at a high level of competition. There are currently 311 Canadian women players on NCAA Division I school rosters in women's collegiate hockey; this trend can be considered a talent drain from Canada's hockey system. Thus, the purpose of this study was to explore Canadian women hockey players' decisions for selecting an NCAA Division I hockey program in the US. Data were collected through 14 semi-structured interviews with former and current NCAA Division I Canadian women hockey players. The themes that emerged identified that the Canadian athletes found three features to be important when selecting NCAA institutions: Resources, Competitive Level, and Past Player Achievements. These themes would indicate the reputation is factor in the decision-making process for Canadian female players. [ABSTRACT FROM AUTHOR]

The 20-item Toronto Alexithymia Scale (TAS-20; Bagby, Parker, & Taylor, 1994; Bagby, Taylor, & Parker, 1994) is the most widely used self-report measure of the alexithymia construct. The TAS-20 comprises 3 factors that assess difficulty identifying feelings, difficulty describing feelings, and externally oriented thinking. Although the instrument is being increasingly used with adolescent respondents, the psychometric properties of the TAS-20 have not been systematically evaluated in preadult populations. In the present study, we examined measurement invariance of the factor structure, internal reliability, and mean levels of responses on the TAS-20 in groups of younger adolescents (aged 13-14 years), middle adolescents (aged 15-16 years), and older adolescents (aged 17-18 years), as well as in a comparison group of young adults (aged 19-21 years). Formal readability analysis of the TAS-20 assessment was also conducted. Results revealed systematic age differences in the factor structure and psychometric properties of the TAS-20, with the quality of measurement progressively deteriorating with younger age. Much of this effect could be attributed to the reading difficulty of the scale. The use of the TAS-20 with teenage respondents is not recommended without appropriate adaptation and further psychometric validation. Several adaptation strategies are discussed.

Objective: The generalizability of the alexithymia construct to North American aboriginal culture was examined by assessing the replicability of the factor structure of the 20-item Toronto Alexithymia Scale (TAS-20) in two different adult samples. The study also assessed the reliability of the scale and the influence of gender, age, and education on alexithymia levels., Method: The first sample was a community-based group of 123 aboriginal men and women; the second sample was 102 male aboriginal offenders. Both samples completed the TAS-20., Results: The replicability of the three-factor structure for the TAS-20 was supported in both groups using confirmatory factor analysis (CFA). The TAS-20 and its three factors demonstrated adequate internal reliability, and the variables of gender, age, and education accounted for small or nonsignificant amounts of variability in total TAS-20 and factor scale scores., Conclusion: The results provide additional support for the factorial validity of the TAS-20 in diverse cultural groups.