Validation of the Arabic Version of the Brief Emotional Intelligence Scale (BEIS-10)

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One of the shortest, simplest, most economical and increasingly used self-report measures is the Brief Emotional Intelligence Scale (BIES-10), whose validity and reliability have been demonstrated in a sample of individuals from various samples and contexts. The present study contributed to the literature by examining the psychometric properties of an Arabic translation of the BEIS-10 in a native Arabic-speaking population from Lebanon. Method This cross-sectional study was carried out between December 2020 and January 2021; 449 non-clinical adults were included (mean age = 24.34 years; 70.6% females). The forward-backward translation approach was adopted to develop an Arabic version of the BEIS-10. Results CFA provided evidence for a unidimensional solution of the BEIS-10 in its Arabic translation, thus allowing a total score to be obtained that reflects the overall EI construct. Excellent internal consistency was evidenced by a McDonald’s ω of .94 and a Cronbach α of .94. The Arabic BEIS-10 showed significant invariance across gender at the scalar, metric, and configural levels. Furthermore, greater scores on EI have been shown to significantly correlate with higher positive and negative affect, thus attesting to the convergent validity of the Arabic BEIS-10. Conclusion Findings suggest that the Arabic BIES-10 is a valid and reliable self-administered measuring tool for the assessment of EI in Arab settings. Considering its simple and brief administration, this version of the scale might be of better convenience in Arab settings beset by shortage of resources and financial turmoil. Psychology Emotional Intelligence Brief measure Psychometric properties Confirmatory factor analysis Arabic Introduction Emotional Intelligence (EI) emerged in the 1990s as a significant construct in the domain of psychology that refers to the “ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions” ([ 1 ], p 189) Possessing high levels of EI would translate owning emotional skills and capacities that permit individuals to accurately perceive and effectively regulate emotions (e.g., anger, sadness) in themselves as well as in others [ 1 ]. Subsequently, highly emotionally intelligent individuals are likely to achieve a set of adaptive emotional states or other advantageous outcomes, including creative thinking, and motivation. There is a general agreement that the construct of EI can be divided into two models, of which the trait and ability models are deemed predominant [ 2 ]. EI’s trait models refer to an understanding of intelligence that is broader, combining dispositional behavior and social skills [ 3 ], while EI’s ability models are about capability of accessing, perceiving, and generating emotions, as well as forming a better understanding of these [ 3 ]. A third mixed model designates a range of perspectives on the extent to which EI is perceived either as an ability that can be developed or as affect-related personality traits [ 4 – 6 ]. A number of meta-analyses have highlighted that individuals with higher EI levels tend to have greater health [ 7 ] and manifest better subjective wellbeing [ 8 ]. In particular, EI is consistently found to predict finer performance at the workplace and in the academic setting [ 9 – 11 ], higher job satisfaction, higher organizational commitment, and lower turnover intentions [ 12 ], the achievement of an optimal sports performance in competitive sports [ 13 ], higher levels of social support [ 14 ], and greater romantic relationship satisfaction [ 15 ]. On the other hand, there is sufficient evidence that EI is inversely associated with a range of psychopathology indicators, including occupational stress [ 16 ], disordered eating behaviors [ 17 ], alcohol misuse and alcohol-use-related problems [ 18 ], aggressive behaviors [ 19 ], sleep quality, physical activity, substance use [ 14 ], and maladaptive personality traits [ 20 ]. In light of these observations, researchers recommended that organizations incorporate EI in employees’ recruitment and training programmes [ 12 ]. In this regard, experimental research testing the efficacy of a EI training programmes has proven the malleability of EI and that the trainability of this construct linked greater EI with numerous positive health and performance outcomes [ 21 ]. This emphasizes the major importance of valid assessment tools to evaluate and monitor EI in different settings, for better policies and practices. Various measuring tools have been developed over the years, particularly characterizing early research on the EI construct, such as the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) [ 22 ], the Self-report Emotional Intelligence Test (SREIT) [ 23 ], the Bar-On Emotional Quotient Inventory (EQ-i) [ 24 ], and the Emotional and Social competence Inventory (ESCI) [ 25 ]. Most of these measures are based on larger definitions of EI that involve adaptive emotional functioning and outcomes [ 26 ]. One of the most popular and widely employed measures is the Assessing Emotions Scale (AES) [ 23 ]. The Assessing Emotions Scale (AES) The AES is based on the original model of EI of Salovey and Mayer [ 1 ] which proposes EI reflects appraisal, expression, and regulation of emotion in the self and others, as well as utilization of emotion in solving problems.The AES is a self-reported scale comprising 33 items rated on a 5-point Likert format of response, considered as a trait measure of EI.. The scale was initially designed to assess EI as a unidimensional construct, with a strong first factor including items from all branches of the model which showed an excellent internal consistency (Cronbach’s alpha of 0.90) [ 23 ]. Based on this conceptualization, the developers of the scale recommended using total scores on the 33-item AES [ 23 ]. The AES was first developed in the English language, and has since then been translated, adapted and validated in a variety of languages including Chinese [ 27 ], Spanish [ 28 ], Polish [ 29 ], Portuguese [ 30 ], Arabic [ 31 ], and Transcultural (Mexican, Brazilian, and Argentinian) [ 32 ]. Previous psychometric studies focusing on the factorial validity of the AES have confirmed either a single-factor solution [ 33 , 34 ], or a higher order factor with related sub-factors [ 35 ]. On the other hand, some studies identified factors within the AES, and proposed accordingly to focus on a multi-factor model rather than a higher-order factor solution with either a three-factor [ 36 , 37 ] or a four-factor solution [ 30 , 38 , 39 ]. However, factors forming the basis for these subscales showed variation in the number of items and their loading on the factors [ 39 , 40 ], as well as differences in naming the factors (e.g., Management of one’s own emotions, Management of others’ emotions or Social skills, Empathy, Use of emotions [ 41 ]; Optimism/ Regulation of mood, Assessment/perception of emotions, Social skills/management of others’ emotions, Use of emotions [ 28 , 34 , 38 – 42 ]; Appraisal of Emotion, Facilitation of Thought, Regulation of Emotion, Facilitation of Relationships [ 27 ]). This can, in part, be explained by variation in the presentation and interpretation of items. For instance, item 32 (i.e., "I can say how people feel, listening to the tone of their voice" is part of the factor "mood regulation" that refers to management of one's own emotions in Petrides and Furnham’s version [ 38 ] whereas the same item is directed to the dimension "Recognition of others' emotions” in Satuf et al.’s version [ 30 ]. Overall, the vast majority of validation studies focused on exploring or confirming the factor structure of the 33-item AES, and showed an instability regarding the organization of its factors. Afterwards, Davies et al. [ 45 ] proposed a shortened version of the AES, composed of only 10 items and labeled the Brief Emotional Intelligence Scale (BEIS-10). The Brief Emotional Intelligence Scale (BEIS-10) The BEIS-10 was obtained after discarding items that were considered insignificant and theoretically redundant, which may partly address the above-mentioned issues related to the inconsistency of the AES’s factor structure. Davies et al. [ 45 ] applied a confirmatory factor analysis (CFA) to both a unidimensional and a theoretically-based 5-factor models in a student-athlete population. Findings revealed the goodness of fit of the 5-factor solution, with each factor having two items (i.e., Appraisal of own emotions, Appraisal of others’ emotions, Regulation of own emotions, Regulation of others’ emotions, and Utilization of emotion) [ 45 ]. However, the factors were highly correlated rather supporting a total EI score. Davies et al. [ 45 ] recognized an urgent need to test the stability of this factor structure in other population groups, given the well-established methodological limitations related to performing a CFA on measures with two items per factor. Beyond its demonstrated psychometric qualities, the BEIS-10 offers many advantages over the full-length version because of its briefness, including low-cost, reduced administration time (it only takes one to two minutes to complete), and less respondents’ burden thus avoiding non-response. Therefore, the BEIS-10 is appropriate for use in clinical and research settings with time constraints or limited resources, such as those in the Arab developing countries. The brief form is also beneficial in large-scale surveys with numerous measures to complete or multiple time points. Additionally, shorter scales with a small number of items are more convenient and tolerable for respondents in the increasingly used online surveys, who are less willing to bear the same degree of response burden than those in face-to-face surveys [ 46 ]. Besides, the shortness of instruments is emphasized as elementary in research seeking to maintain an increased degree of ecological validity in settings such as athletic competition and academic examinations [ 47 ]. In light of these advantages, the BEIS-10 has attracted international attention and increased use in research since its publication. Subsequent linguistic validations have emerged examining the psychometric properties of the scale in different countries and contexts, including Italian [ 48 ], Iranian [ 49 ], Canadian [ 50 ], Spanish [ 51 ]. However, no studies have explored the psychometric properties of the BEIS-10 in the Arab language and context to date. The present study There is sufficient evidence that EI is culturally-dependent, varying widely between collectivist and individualist societies [ 42 , 52 – 54 ]. In this regard, EI should only be interpreted within a cultural context, taking into account one might be determined as emotionally intelligent in one cultural context and not another [ 55 , 56 ]. However, there is a lack of empirical evidence on EI in Arab countries, which may represent a major impediment to international research progress in this field. Although an Arabic validated version of the full-length 33-item AES exists [ 31 ], we believe that making a shorter and more economic form of the scale available in the Arabic language, while preserving its psychometric properties, will substantially lessen the effort and time put into its completion, which may, in turn, increase data quality and response rates [ 57 ]. This could be of great utility and convenience to both Arab researchers and respondents, and may potentially foster research in this field in the Arab region. On these bases, our study sought to examine the psychometric properties of an Arabic translation of the BEIS-10 in a native Arabic-speaking population from Lebanon. We expected that the Arabic BEIS-10 will replicate the originally proposed factor structure, and will demonstrate good internal consistency, convergent validity and measurement invariance across gender groups. Methods Study Design This cross-sectional study was carried out between December 2020 and January 2021; 449 participants filled out an online questionnaire. A snowball technique was implemented across Lebanese governorates to collect the aforementioned sample. Before filling out the questionnaire, participants were provided with an overview of the study objective and were assured of their anonymity in response. Inclusion criteria were adults over 18 years old residing in Lebanon. Exclusion criteria were individuals who declined to take part in this study. Internet protocol (IP) addresses were examined to ensure that no participant took the survey more than once. After providing digital informed consent, participants were asked to complete the instruments described above, which were presented in a pre-randomized order to control for order effects. The survey was anonymous, and participants completed the survey voluntarily and without remuneration. Out of 590 individuals approached for this study, 449 participants (76.10%) consented to participate (mean age = 24.34 years; 70.6% females). Questionnaire The Arabic language was employed in the questionnaire. A sociodemographic section was included in the questionnaire in addition to a scale-based category as detailed below: Sociodemographic data This category of the questionnaire collected general sociodemographic data about individual respondents, including age, gender, and educational level. The following scales were used in the questionnaire: The Brief Emotional Intelligence Scale (BEIS-10) : This scale assesses trait EI through 10 items divided into five factors: (1) “appraisal of own emotions”, which evaluates individuals’ ability to identify emotions factors leading to changing in emotions in themselves; (2) “appraisal of others’ emotions”, which evaluates the capacity to interpret emotions in others based on their verbal and visual cues; (3) “regulation of one’s own emotions”, which explores individuals’ capacity to regulate emotion through different activities, as well as their perceptions of control over their emotions; (4) “regulation of others’ emotions”, which explores one’s capacity to foster positive feelings in others; and (5) utilization of emotion, which assesses individuals’ ability to use positive emotions to help problem-solving [ 45 ]. Each item is scored on a 5-point scale ranging from 1 (strongly agree) to 5 (strongly disagree). Higher total scores reflect higher levels of EI. The forward-backward translation approach was adopted to develop an Arabic version of the BEIS-10. The English version was translated to Arabic by a Lebanese translator who was completely unrelated to the study. Afterwards, a Lebanese psychologist with a full working proficiency in English, translated the Arabic version back to English. The translation team ensured that any literal and/or specific translation was balanced. The initial and translated English versions were compared to detect/eliminate any inconsistencies and guarantee the accuracy of the translation by a committee of experts composed of the research team, one psychologist, one psychiatrist and the two translators [ 58 ]. An adaptation of the measure to the Arab context was performed, and sought to determine any misunderstanding of the items wording as well as the ease of items interpretation; therefore, ensure the conceptual equivalence of the original and Arabic scales in both contexts [ 59 ]. After the translation and adaptation of the scale, a pilot study was done on 30 participants to ensure all questions were well understood; no changes were applied after the pilot study. Positive and Negative Affect Schedule (PANAS) Validated in Arabic [ 60 ], the Positive and Negative Affect Schedule (PANAS) [ 61 ] is used to feelings and emotions. This instrument comprises 10 items to measure positive affect and 10 items to measure negative affect scored on a five-point Likert scale (ω = .91 for positive affect and .88 for negative affect). Statistical analysis Confirmatory Factor analysis (CFA). We used data from the total sample to conduct a CFA using the SPSS AMOS v.29 software. A previous study suggested that the minimum sample size to conduct a Confirmatory Factor Analysis ranges from 3 to 20 times the number of the scale’s variables [ 64 ]. Therefore, we assumed a minimum sample of 200 participants needed to have enough statistical power based on a ratio of 20 participants per one item of the scale, which was exceeded in our sample. Our intention was to test the original model of the BEIS-10 (i.e., five-factor model[ 45 ]). Parameter estimates were obtained using the maximum likelihood method and fit indices. For this purpose, the normed model chi-square (χ²/df), the Steiger-Lind root mean square error of approximation (RMSEA), the Tucker-Lewis Index (TLI) and the comparative fit index (CFI). Values ≤ 5 for χ²/df, and ≤ .08 for RMSEA, and .90 for CFI and TLI indicate good fit of the model to the data [ 65 ]. Multivariate normality was not verified at first (Bollen-Stine bootstrap p = .030); therefore, we performed non-parametric bootstrapping procedure (available in AMOS). Additionally, evidence of convergent validity was assessed using the Fornell-Larcker criterion, with average variance extracted (AVE) values of ≥ .50 considered adequate [ 66 ]. Gender invariance. To examine gender invariance of the BEIS-10 scores, we conducted multi-group CFA [ 67 ] using the total sample. Measurement invariance was assessed at the configural, metric, and scalar levels [ 68 ]. We accepted ΔCFI ≤ .010 and ΔRMSEA ≤ .015 or ΔSRMR ≤ .010 (.030 for factorial invariance) as evidence of invariance [ 67 , 69 ]. Further analyses. Composite reliability in both subsamples was assessed using McDonald’s ω and Cronbach’s α [ 70 ]. Values greater than .70 reflecting adequate composite reliability [ 71 ]. Normality was verified since the skewness and kurtosis values for each item of the scale varied between − 1 and + 1 [ 72 ]. To assess convergent and criterion-related validity, we examined bivariate correlations between the BEIS-10 scores and those on the additional measures included in the survey using the total sample. Based on Cohen (1992) [ 73 ], values ≤ .10 were considered weak, ~ .30 were considered moderate, and ~ .50 were considered strong correlations. Results 3.1. Confirmatory Factor Analysis CFA indicated that fit of the unidimensional model of the BEIS-10 was acceptable: χ 2 /df = 200.34/35 = 5.72, RMSEA = .103 (90% CI .089, .117), SRMR = .036, CFI = .949, TLI = .934. After correlating the residuals of items 30–32 and 21–22, the fit indices improved as follows: χ 2 /df = 130.55/33 = 3.96, RMSEA = .081 (90% CI .067, .096), SRMR = .029, CFI = .970, TLI = .959. CFA indicated that fit of the 5-factor model of the BEIS-10 was acceptable: χ 2 /df = 161.82/25 = 6.47, RMSEA = .111 (90% CI .095, .127), SRMR = .034, CFI = .958, TLI = .924. After correlating the residuals of items 30–32 and 21–22, the fit indices improved as follows: χ 2 /df = 108.73/23 = 4.73, RMSEA = .091 (90% CI .074, .109), SRMR = .027, CFI = .973, TLI = .948. The standardized estimates of factor loadings were all adequate (Table 1 ). The convergent validity for this model was adequate, as AVE = .61. The internal reliability of the total score was excellent (ω = .94, α = .94). Table 1 Items of the Arabic version of the BIES-10 in English and Standardized Estimates of Factor Loadings from the Confirmatory Factor Analysis (CFA) in the total sample. Items Five-factor model One-factor model Appraisal of own emotions 1. I know why my emotions change .74 .74 2. I easily recognize my emotions as I experience them .81 .79 Appraisal of others’ emotions 3. I can tell how people are feeling by listening to the tone of their voice .81 .78 4. By looking at their facial expressions, I recognize the emotions people are experiencing .86 .83 Regulation of own emotions 5. I seek out activities that make me happy .84 .82 6. I have control over my emotions .72 .71 Regulation of others’ emotions 7. I arrange events others enjoy .73 .74 8. I help other people feel better when they are down .76 .76 Utilization of emotions 9. When I am in a positive mood, I am able to come up with new ideas .84 .84 10. I use good moods to help myself keep trying in the face of obstacles .81 .81 Measurement invariance All indices suggest measurement invariance at all levels (Table 2 ). No significant difference was found between males and females in terms of emotional intelligence (28.79 ± 9.94 vs 30.03 ± 9.99; t (447) = -1.197, p = .232. Table 2 Table 2 Measurement Invariance of the Arabic version of the Brief Emotional Intelligence Scale Across Gender. Model χ² df CFI RMSEA SRMR Model Comparison Δχ² ΔCFI ΔRMSEA ΔSRMR Δ df p Configural 217.12 66 .955 .072 .045 Metric 220.36 75 .956 .066 .047 Configural vs metric 3.24 .001 .006 .002 9 .954 Scalar 227.19 80 .956 .064 .046 Metric vs scalar 6.83 < .001 .002 .001 5 .233 Note. CFI = Comparative fit index; RMSEA = Steiger-Lind root mean square error of approximation; SRMR = Standardized root mean square residual. Concurrent validity Higher EI scores were significantly associated with higher positive ( r = .55; p < .001) and negative ( r = .23; p < .001) affect. Discussion EI has been a widespread topic of scientific research and discussion among individuals and institutions over the last years, giving room for debate in regard to its measurement and applications [ 74 ]. One of the shortest, simplest, most economical and increasingly used self-report measures is the BIES-10 [ 45 ], whose validity and reliability have been demonstrated in various samples and contexts (e.g., [ 48 – 51 ]). The present study contributed to the literature by testing the fit of the originally proposed five-dimensions model of the BIES-10, its internal consistency, construct validity and cross-gender invariance. The Arabic version of the scale showed good internal consistency and convergent validity, along with an invariance across genders of the one-factor model that, in turn, produced the best fit to the data.. These findings suggest that the Arabic BIES-10 may be a valid and reliable self-administered measuring tool for the assessment of EI in Arab settings. Considering its simple and brief administration, this version of the scale might be of better convenience in Arab settings beset by shortage of resources and financial turmoil [ 75 ]. As for factorial validity, CFA provided evidence for a unidimensional solution, thus allowing a total score to be obtained that reflects the overall EI construct. This finding partly supports Davies et al.’s findings that their theoretically-driven five factors were found to be highly correlated suggesting a total EI score [ 45 ]. Indeed, Davies et al. [ 45 ] criticized their approach of including only two items in each of the five factors, as it is highly recommended by methodologists that, in a multidimensional scale, a minimum of three items load on each factor [ 76 ]. Factors with fewer than three items are generally weak, unstable, and less likely to replicate [ 77 , 78 ]. These considerations, along with cultural factors, may be among the reasons why there are discrepancies in factor structure between the present and the original validation study. A single first-order factor was found in Spanish students [ 51 ] and Southeast Nigerian adults [ 79 ], concurring our findings. It is of note, however, that some previous studies were able to replicate the five-factor structure with good model fit in Canadian university students [ 50 ], Italian [ 48 ] and Iranian [ 49 ] community adults. Excellent internal consistency of the BEIS-10 in its Arabic translation was evidenced by a McDonald’s ω of .94 and a Cronbach α of .94. Consistently, acceptable reliability coefficients for the total BEIS-10 scores were observed in students from Canada (α = .91) [ 50 ], USA (α = .83) [ 80 ], Spain (α = .69) [ 51 ], as well as in adults from Italy (α = .727) [ 48 ] and Iran (α = .748) [ 49 ]. Beyond its good reliability, the Arabic BEIS-10 showed significant invariance across gender at the scalar, metric, and configural levels. The aforementioned, in line with the Arabic full-length version of the scale [ 31 ], suggests that the scale’s structure is interpreted in a similar manner between by male and female Arabic-speaking individuals. Establishment of measurement invariance across gender permits to make sure that differences between groups are not the result of distinct functioning of the BEIS-10 across groups, therefore enabling to perform future meaningful, sound and replicable in between-gender comparisons, and draw solid implications [ 81 , 82 ]. Surprisingly, we could find no psychometric information on the BEIS-10 in terms of cross-gender invariance, thereby limiting its potential use in research addressing the question of gender differences in EI. We thus recommend that future studies test for measurement invariance across gender groups for the BEIS-10 before drawing any conclusions about gender comparisons using this measure. Furthermore, greater scores on EI have been shown to be associated with higher affect, be it positive or negative, thus attesting to the convergent validity of the Arabic BEIS-10. These findings are in agreement with previous psychometric studies on the full-length version, which also demonstrated a significant correlation between AES dimensions and positive and negative affects (e.g., [ 30 , 32 ]). These findings are in line with precedent literature on both ability and trait models of EI [ 3 , 83 , 84 ]. As a matter of fact, the mental ability to maneuver affective experiences and information, that is EI, would participate in balancing emotions across these two poles [ 85 ]. The emotional abilities that individuals with high EI retain are said to promote positive affect, aiding in the increase of one’s general cognitive evaluation of the satisfaction they have towards their own life [ 83 ]. Limitations and research perspective The current study presents certain limitations that must be addressed. The potentiality to extrapolate the findings and results has been restricted by the sole inclusion of a community sample of adults. Subsequently, the appropriateness to administer the Arabic version of the BEIS-10 among clinical samples requires further research. In addition, the examination of some psychometric properties of the Arabic BEIS-10, (e.g. divergent validity and test-retest reliability) has not been achieved in the context of the present study, and thus calls for further investigation. Lastly, as cultural values have shown to navigate emotional expression, experience, and management [ 85 ], future studies are still needed to verify its psychometric properties and its cross-national invariance in samples from different Arab countries. This will also help recognize EI as culturally distinctive and aid in its exploration across cultural borders within the Arab world. Conclusion The present study aimed to support the validity and reliability of the Arabic version of the BEIS-10, investigating the concurrent validity, composite reliability, and gender invariance among a sample of non-clinical Arabic-speaking adults from Lebanon. The findings contended the said scale as adequate for the screening of EI in the Arab context. The utilization of the BEIS-10 as a short, easy-to-use and low-cost self-report measure ought to be beneficial for research and clinical purposes in Arab settings when it comes to assessing EI. Declarations Ethics Approval and Consent to Participate. This study protocol was performed in accordance with the relevant guidelines and regulations. The Psychiatric Hospital of the Cross ethics committee approved it (HPC-044–2020). All methods were carried out in accordance with relevant guidelines and regulations/Declaration of Helsinki. Submitting the form online was equivalent to obtaining a written informed consent from each participant. Consent for publication: Not applicable. Availability of data and materials : All data generated or analyzed during this study are not publicly available due the restrictions from the ethics committee, but are available upon a reasonable request from the corresponding author (SH). Competing interests: The authors have nothing to disclose. Funding: None. Author contributions: FFR and SH designed the study; GK drafted the manuscript; SH carried out the analysis and interpreted the results; DM collected the data. All authors reviewed the final manuscript and gave their consent. Acknowledgements: The authors would like to thank all participants. References Salovey P, Mayer JD (1990) Emotional intelligence. Imagination cognition personality 9(3):185–211 Mayer JD, Roberts RD, Barsade SG (2008) Human abilities: Emotional intelligence. 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Pers Indiv Differ 44(2):487–500 Ng K-M et al (2010) Factor structure analysis of the Schutte Self-Report Emotional Intelligence Scale on international students. Educ Psychol Meas 70(4):695–709 Davies KA et al (2010) Validity and reliability of a brief emotional intelligence scale (BEIS-10). Journal of Individual Differences Granello DH, Wheaton JE (2004) Online data collection: Strategies for research. J Couns Dev 82(4):387–393 Lane AM (2007) Developing and validating psychometric tests for use in high performance settings. Durosini I et al (2021) Validation of the Italian Version of the Brief Emotional Intelligence Scale (BEIS-10). Psychol Rep, 124(5): pp. 2356–2376 Hadadian-Chaghaei F et al (2021) Transcultural adaptation and validation of the Persian version of the Brief Emotional Intelligence Scale. Journal of Research in Medical Sciences: The Official Journal of Isfahan University of Medical Sciences, 26 Balakrishnan A, Saklofske DH (2015) Be mindful how you measure: A psychometric investigation of the Brief Emotional Intelligence Scale. Pers Indiv Differ 87:293–297 Martín M, Guzmán J (2012) Emotional intelligence, selfdetermined motivation and basic needs satisfaction in sport. Cuad de Psicología del Deporte 12:39–44 Fukuda E et al (2012) Factor Structure of the Korean Version of Wong and Law’s Emotional Intelligence Scale. Assessment 19(1):3–7 Li T et al (2012) The Measurement Invariance of the Wong and Law Emotional Intelligence Scale (WLEIS) Across Three Chinese University Student Groups From Canada and China. J Psychoeducational Assess 30(4):439–452 Walter O, Shenaar-Golan V, Routray S (2021) Cross-Cultural Comparison of How Mind-Body Practice Affects Emotional Intelligence, Cognitive Well-Being, and Mental Well-Being. Front Psychol 12:588597 Sibia A, Srivastava A, Misra G (2003) Emotional intelligence: Western and Indian perspectives. in Indian Psychol Abstracts Reviews Brackett MA, Geher G (2006) Measuring emotional intelligence: Paradigmatic diversity and common ground. Emotional Intell everyday life 2:27–50 Franke GR, Rapp A (2013) Mick Andzulis, Using shortened scales in sales research: Risks, benefits, and strategies . J Personal Sell Sales Manage 33(3):319–328 Fenn J, Tan C-S, George S (2020) Development, validation and translation of psychological tests. BJPsych Adv 26(5):306–315 Ambuehl B, Inauen J (2022) Contextualized Measurement Scale Adaptation: A 4-Step Tutorial for Health Psychology Research. Int J Environ Res Public Health 19(19):12775 Narayanan L et al (2020) Dimensional structure of the Arabic Positive Affect and Negative Affect Scale adapted from its english form. Psychol Rep 123(6):2597–2616 Watson D, Clark LA, Tellegen A (1988) Development and validation of brief measures of positive and negative affect: the PANAS scales. J Personal Soc Psychol 54(6):1063 Goodman WK et al (1989) The Yale-Brown obsessive compulsive scale: I. Development, use, and reliability. Arch Gen Psychiatry 46(11):1006–1011 Wehbé J et al (2019) Prevalence of obsessive-compulsive disorder in patients with schizophrenia and outcome on positive and negative symptoms, cognition, and quality of life. J Nerv Ment Dis 207(4):239–245 Mundfrom DJ, Shaw DG, Ke TL (2005) Minimum sample size recommendations for conducting factor analyses. Int J Test 5(2):159–168 Hu Lt, Bentler PM (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct equation modeling: multidisciplinary J 6(1):1–55 Malhotra N et al (2006) Marketing research: An applied orientation. Deakin University Chen FF (2007) Sensitivity of goodness of fit indexes to lack of measurement invariance. Struct equation modeling: multidisciplinary J 14(3):464–504 Vandenberg RJ, Lance CE (2000) A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Res methods 3(1):4–70 Cheung GW, Rensvold RB (2002) Evaluating goodness-of-fit indexes for testing measurement invariance. Struct Equ Model 9(2):233–255 Malkewitz CP et al (2023) Estimating reliability: A comparison of Cronbach's α, McDonald's ωt and the greatest lower bound. Social Sci Humanit Open 7(1):100368 Dunn TJ, Baguley T, Brunsden V (2014) From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. Br J Psychol 105(3):399–412 Hair JF Jr et al (2017) Advanced issues in partial least squares structural equation modeling. saGe Cohen J (1992) Quantitative methods in psychology: A power primer. Psychol Bull 112:1155–1159 Prentice C, Dominique Lopes S, Wang X (2020) Emotional intelligence or artificial intelligence–an employee perspective. J Hospitality Mark Manage 29(4):377–403 Maalouf FT et al (2019) Mental health research in the Arab region: challenges and call for action. Lancet Psychiatry 6(11):961–966 Raubenheimer J (2004) An item selection procedure to maximize scale reliability and validity. SA J Industrial Psychol 30(4):59–64 Little TD, Lindenberger U, Nesselroade JR (1999) On selecting indicators for multivariate measurement and modeling with latent variables: When good indicators are bad and bad indicators are good. Psychol Methods 4(2):192 Velicer WF, Fava JL (1998) Affects of variable and subject sampling on factor pattern recovery. Psychol Methods 3(2):231 Amazue LE, Amazue LO, Onu DU (2015) Communication pattern, emotional intelligence and educational status as factors in marital satisfaction. Nigerian J Psychol Res, 11 Howell KH, Miller-Graff LE (2014) Protective factors associated with resilient functioning in young adulthood after childhood exposure to violence. Child Abuse Negl 38(12):1985–1994 Jeong S, Lee Y (2019) Consequences of not conducting measurement invariance tests in cross-cultural studies: A review of current research practices and recommendations. Adv Developing Hum Resour 21(4):466–483 Nimon K, Reio TG Jr (2011) Measurement invariance: A foundational principle for quantitative theory building. Hum Resour Dev Rev 10(2):198–214 Kong F, Zhao J, You X (2012) Trait emotional intelligence and mental distress: The mediating role of positive and negative affect. Int J Psychol 47(6):460–466 Zeidner M, Matthews G, Roberts RD (2012) The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Appl Psychology: Health Well‐Being 4(1):1–30 Pathak S, Muralidharan E (2020) Implications of culturally implicit perspective of emotional intelligence. Cross-cultural Res 54(5):502–533 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4177258","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":284621002,"identity":"6ba6d99b-b70c-4d49-9c6b-798a6c2b9ee2","order_by":0,"name":"Gaelle Kanj","email":"","orcid":"","institution":"Holy Spirit University of Kaslik","correspondingAuthor":false,"prefix":"","firstName":"Gaelle","middleName":"","lastName":"Kanj","suffix":""},{"id":284622008,"identity":"508c61a6-366c-4792-ab42-5678b287401c","order_by":1,"name":"Sahar Obeid","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/0lEQVRIiWNgGAWjYFACHhBxgIGNIfnwg48NIA5j4wEitaSlGc5sYJAAamkgTgsDQ46BNC9YC4SLE8i3nz34uaLijhwfe4KBse0Omzrd9sNAW2psonFpMTiTlyx55swzYzaeBwmPc8+kSZidSQRqOZaW24BLC9A9ko1thxPbJBIOGOe2HZYwOwDUwthwGKcW+f43xj+BWurbJBIbpC1BWs4/xK+F4UaOGciWBDaJZAZpRpCWGwRsMbjxxsyy4cwzwzaeZ2yGvW1pkttuAG1JwOMX+f4c45sNFXfk5dvzPz/42WbDb3Y+/eGDDzU2uB2GHSSQpnwUjIJRMApGARoAAA1IZj5/UTisAAAAAElFTkSuQmCC","orcid":"","institution":"Lebanese American University","correspondingAuthor":true,"prefix":"","firstName":"Sahar","middleName":"","lastName":"Obeid","suffix":""},{"id":284622009,"identity":"eb1952f9-ff7b-4fed-a483-3cd00b66a961","order_by":2,"name":"Diana Malaeb","email":"","orcid":"","institution":"Gulf Medical University","correspondingAuthor":false,"prefix":"","firstName":"Diana","middleName":"","lastName":"Malaeb","suffix":""},{"id":284622010,"identity":"f266b86c-570a-49fc-bde9-2f0f8d8ff1e0","order_by":3,"name":"Vanessa Azzi","email":"","orcid":"","institution":"Holy Spirit University of Kaslik","correspondingAuthor":false,"prefix":"","firstName":"Vanessa","middleName":"","lastName":"Azzi","suffix":""},{"id":284622011,"identity":"e06a7e47-d3b0-4f0f-aae5-fe9be9ac0412","order_by":4,"name":"Rabih Hallit","email":"","orcid":"","institution":"Holy Spirit University of Kaslik","correspondingAuthor":false,"prefix":"","firstName":"Rabih","middleName":"","lastName":"Hallit","suffix":""},{"id":284622012,"identity":"0ff294bc-e8cb-4610-8308-238a75453369","order_by":5,"name":"Souheil Hallit","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAElEQVRIiWNgGAWjYHACNgYGA4sEBnbmhgMMFQfAQgceENYikcDAzNhw4MCZAww8IC0JBLUwQLQwHGyDaGHAp0W+vcfswYcCiTz+ZsbGwx/n3ZGzFzv8EGiLnZxuA3YtBmfOmBvOMJAoljgMdNjBbc+MeaTTDIBako3NDuDQIpFjJs1jIJHYANFyOLFHOgGk5UDiNhxa5GcAtfwBapkP1jIHpCX9A14tDDeAWoB2JW4Aa2kAacnBb4vBmWNlkj1ALRtBWs4cO2zMczun4ECCAW6/yLc3b5P48ccmcd7x5sMfKmoOy7HPTt/84UOFnRwuLbiAAWnKR8EoGAWjYBSgAgC4x2kS03JWmAAAAABJRU5ErkJggg==","orcid":"","institution":"Holy Spirit University of Kaslik","correspondingAuthor":true,"prefix":"","firstName":"Souheil","middleName":"","lastName":"Hallit","suffix":""},{"id":284622013,"identity":"6a9b2290-87d5-4e67-b64f-809b178ef73f","order_by":6,"name":"Feten Fekih-Romdhane","email":"","orcid":"","institution":"Razi Hospital","correspondingAuthor":false,"prefix":"","firstName":"Feten","middleName":"","lastName":"Fekih-Romdhane","suffix":""}],"badges":[],"createdAt":"2024-03-27 15:49:23","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-4177258/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4177258/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":53607450,"identity":"c646ab03-2d52-4123-9bd4-e2980a285ea0","added_by":"auto","created_at":"2024-03-28 04:09:24","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":357993,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4177258/v1/b649467d-dbb7-4859-86f5-bf0a17fe628d.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eValidation of the Arabic Version of the Brief Emotional Intelligence Scale (BEIS-10)\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEmotional Intelligence (EI) emerged in the 1990s as a significant construct in the domain of psychology that refers to the \u0026ldquo;ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions\u0026rdquo; ([\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], p 189) Possessing high levels of EI would translate owning emotional skills and capacities that permit individuals to accurately perceive and effectively regulate emotions (e.g., anger, sadness) in themselves as well as in others [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Subsequently, highly emotionally intelligent individuals are likely to achieve a set of adaptive emotional states or other advantageous outcomes, including creative thinking, and motivation. There is a general agreement that the construct of EI can be divided into two models, of which the trait and ability models are deemed predominant [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. EI\u0026rsquo;s trait models refer to an understanding of intelligence that is broader, combining dispositional behavior and social skills [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], while EI\u0026rsquo;s ability models are about capability of accessing, perceiving, and generating emotions, as well as forming a better understanding of these [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. A third mixed model designates a range of perspectives on the extent to which EI is perceived either as an ability that can be developed or as affect-related personality traits [\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA number of meta-analyses have highlighted that individuals with higher EI levels tend to have greater health [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] and manifest better subjective wellbeing [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. In particular, EI is consistently found to predict finer performance at the workplace and in the academic setting [\u003cspan additionalcitationids=\"CR10\" citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], higher job satisfaction, higher organizational commitment, and lower turnover intentions [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], the achievement of an optimal sports performance in competitive sports [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], higher levels of social support [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], and greater romantic relationship satisfaction [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. On the other hand, there is sufficient evidence that EI is inversely associated with a range of psychopathology indicators, including occupational stress [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], disordered eating behaviors [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], alcohol misuse and alcohol-use-related problems [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e], aggressive behaviors [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], sleep quality, physical activity, substance use [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], and maladaptive personality traits [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. In light of these observations, researchers recommended that organizations incorporate EI in employees\u0026rsquo; recruitment and training programmes [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. In this regard, experimental research testing the efficacy of a EI training programmes has proven the malleability of EI and that the trainability of this construct linked greater EI with numerous positive health and performance outcomes [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. This emphasizes the major importance of valid assessment tools to evaluate and monitor EI in different settings, for better policies and practices.\u003c/p\u003e \u003cp\u003eVarious measuring tools have been developed over the years, particularly characterizing early research on the EI construct, such as the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], the Self-report Emotional Intelligence Test (SREIT) [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e], the Bar-On Emotional Quotient Inventory (EQ-i) [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], and the Emotional and Social competence Inventory (ESCI) [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Most of these measures are based on larger definitions of EI that involve adaptive emotional functioning and outcomes [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. One of the most popular and widely employed measures is the Assessing Emotions Scale (AES) [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003eThe Assessing Emotions Scale (AES)\u003c/h2\u003e \u003cp\u003eThe AES is based on the original model of EI of Salovey and Mayer [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] which proposes EI reflects appraisal, expression, and regulation of emotion in the self and others, as well as utilization of emotion in solving problems.The AES is a self-reported scale comprising 33 items rated on a 5-point Likert format of response, considered as a trait measure of EI.. The scale was initially designed to assess EI as a unidimensional construct, with a strong first factor including items from all branches of the model which showed an excellent internal consistency (Cronbach\u0026rsquo;s alpha of 0.90) [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Based on this conceptualization, the developers of the scale recommended using total scores on the 33-item AES [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. The AES was first developed in the English language, and has since then been translated, adapted and validated in a variety of languages including Chinese [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], Spanish [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e], Polish [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], Portuguese [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e], Arabic [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], and Transcultural (Mexican, Brazilian, and Argentinian) [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Previous psychometric studies focusing on the factorial validity of the AES have confirmed either a single-factor solution [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], or a higher order factor with related sub-factors [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. On the other hand, some studies identified factors within the AES, and proposed accordingly to focus on a multi-factor model rather than a higher-order factor solution with either a three-factor [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] or a four-factor solution [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. However, factors forming the basis for these subscales showed variation in the number of items and their loading on the factors [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], as well as differences in naming the factors (e.g., Management of one\u0026rsquo;s own emotions, Management of others\u0026rsquo; emotions or Social skills, Empathy, Use of emotions [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]; Optimism/ Regulation of mood, Assessment/perception of emotions, Social skills/management of others\u0026rsquo; emotions, Use of emotions [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan additionalcitationids=\"CR39 CR40 CR41\" citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]; Appraisal of Emotion, Facilitation of Thought, Regulation of Emotion, Facilitation of Relationships [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]). This can, in part, be explained by variation in the presentation and interpretation of items. For instance, item 32 (i.e., \"I can say how people feel, listening to the tone of their voice\" is part of the factor \"mood regulation\" that refers to management of one's own emotions in Petrides and Furnham\u0026rsquo;s version [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] whereas the same item is directed to the dimension \"Recognition of others' emotions\u0026rdquo; in Satuf et al.\u0026rsquo;s version [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Overall, the vast majority of validation studies focused on exploring or confirming the factor structure of the 33-item AES, and showed an instability regarding the organization of its factors. Afterwards, Davies et al. [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] proposed a shortened version of the AES, composed of only 10 items and labeled the Brief Emotional Intelligence Scale (BEIS-10).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eThe Brief Emotional Intelligence Scale (BEIS-10)\u003c/h2\u003e \u003cp\u003eThe BEIS-10 was obtained after discarding items that were considered insignificant and theoretically redundant, which may partly address the above-mentioned issues related to the inconsistency of the AES\u0026rsquo;s factor structure. Davies et al. [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] applied a confirmatory factor analysis (CFA) to both a unidimensional and a theoretically-based 5-factor models in a student-athlete population. Findings revealed the goodness of fit of the 5-factor solution, with each factor having two items (i.e., Appraisal of own emotions, Appraisal of others\u0026rsquo; emotions, Regulation of own emotions, Regulation of others\u0026rsquo; emotions, and Utilization of emotion) [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. However, the factors were highly correlated rather supporting a total EI score. Davies et al. [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] recognized an urgent need to test the stability of this factor structure in other population groups, given the well-established methodological limitations related to performing a CFA on measures with two items per factor. Beyond its demonstrated psychometric qualities, the BEIS-10 offers many advantages over the full-length version because of its briefness, including low-cost, reduced administration time (it only takes one to two minutes to complete), and less respondents\u0026rsquo; burden thus avoiding non-response. Therefore, the BEIS-10 is appropriate for use in clinical and research settings with time constraints or limited resources, such as those in the Arab developing countries. The brief form is also beneficial in large-scale surveys with numerous measures to complete or multiple time points. Additionally, shorter scales with a small number of items are more convenient and tolerable for respondents in the increasingly used online surveys, who are less willing to bear the same degree of response burden than those in face-to-face surveys [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. Besides, the shortness of instruments is emphasized as elementary in research seeking to maintain an increased degree of ecological validity in settings such as athletic competition and academic examinations [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. In light of these advantages, the BEIS-10 has attracted international attention and increased use in research since its publication. Subsequent linguistic validations have emerged examining the psychometric properties of the scale in different countries and contexts, including Italian [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e], Iranian [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e], Canadian [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e], Spanish [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. However, no studies have explored the psychometric properties of the BEIS-10 in the Arab language and context to date.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eThe present study\u003c/h3\u003e\n\u003cp\u003eThere is sufficient evidence that EI is culturally-dependent, varying widely between collectivist and individualist societies [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan additionalcitationids=\"CR53\" citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. In this regard, EI should only be interpreted within a cultural context, taking into account one might be determined as emotionally intelligent in one cultural context and not another [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. However, there is a lack of empirical evidence on EI in Arab countries, which may represent a major impediment to international research progress in this field. Although an Arabic validated version of the full-length 33-item AES exists [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], we believe that making a shorter and more economic form of the scale available in the Arabic language, while preserving its psychometric properties, will substantially lessen the effort and time put into its completion, which may, in turn, increase data quality and response rates [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. This could be of great utility and convenience to both Arab researchers and respondents, and may potentially foster research in this field in the Arab region. On these bases, our study sought to examine the psychometric properties of an Arabic translation of the BEIS-10 in a native Arabic-speaking population from Lebanon. We expected that the Arabic BEIS-10 will replicate the originally proposed factor structure, and will demonstrate good internal consistency, convergent validity and measurement invariance across gender groups.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design\u003c/h2\u003e \u003cp\u003eThis cross-sectional study was carried out between December 2020 and January 2021; 449 participants filled out an online questionnaire. A snowball technique was implemented across Lebanese governorates to collect the aforementioned sample. Before filling out the questionnaire, participants were provided with an overview of the study objective and were assured of their anonymity in response. Inclusion criteria were adults over 18 years old residing in Lebanon. Exclusion criteria were individuals who declined to take part in this study. Internet protocol (IP) addresses were examined to ensure that no participant took the survey more than once. After providing digital informed consent, participants were asked to complete the instruments described above, which were presented in a pre-randomized order to control for order effects. The survey was anonymous, and participants completed the survey voluntarily and without remuneration. Out of 590 individuals approached for this study, 449 participants (76.10%) consented to participate (mean age\u0026thinsp;=\u0026thinsp;24.34 years; 70.6% females).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eQuestionnaire\u003c/h2\u003e \u003cp\u003eThe Arabic language was employed in the questionnaire. A sociodemographic section was included in the questionnaire in addition to a scale-based category as detailed below:\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSociodemographic data\u003c/h2\u003e \u003cp\u003eThis category of the questionnaire collected general sociodemographic data about individual respondents, including age, gender, and educational level. The following scales were used in the questionnaire:\u003c/p\u003e \u003cp\u003e \u003cb\u003eThe Brief Emotional Intelligence Scale (BEIS-10)\u003c/b\u003e: This scale assesses trait EI through 10 items divided into five factors: (1) \u0026ldquo;appraisal of own emotions\u0026rdquo;, which evaluates individuals\u0026rsquo; ability to identify emotions factors leading to changing in emotions in themselves; (2) \u0026ldquo;appraisal of others\u0026rsquo; emotions\u0026rdquo;, which evaluates the capacity to interpret emotions in others based on their verbal and visual cues; (3) \u0026ldquo;regulation of one\u0026rsquo;s own emotions\u0026rdquo;, which explores individuals\u0026rsquo; capacity to regulate emotion through different activities, as well as their perceptions of control over their emotions; (4) \u0026ldquo;regulation of others\u0026rsquo; emotions\u0026rdquo;, which explores one\u0026rsquo;s capacity to foster positive feelings in others; and (5) utilization of emotion, which assesses individuals\u0026rsquo; ability to use positive emotions to help problem-solving [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Each item is scored on a 5-point scale ranging from 1 (strongly agree) to 5 (strongly disagree). Higher total scores reflect higher levels of EI. The forward-backward translation approach was adopted to develop an Arabic version of the BEIS-10. The English version was translated to Arabic by a Lebanese translator who was completely unrelated to the study. Afterwards, a Lebanese psychologist with a full working proficiency in English, translated the Arabic version back to English. The translation team ensured that any literal and/or specific translation was balanced. The initial and translated English versions were compared to detect/eliminate any inconsistencies and guarantee the accuracy of the translation by a committee of experts composed of the research team, one psychologist, one psychiatrist and the two translators [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. An adaptation of the measure to the Arab context was performed, and sought to determine any misunderstanding of the items wording as well as the ease of items interpretation; therefore, ensure the conceptual equivalence of the original and Arabic scales in both contexts [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. After the translation and adaptation of the scale, a pilot study was done on 30 participants to ensure all questions were well understood; no changes were applied after the pilot study.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003ePositive and Negative Affect Schedule (PANAS)\u003c/strong\u003e \u003cp\u003eValidated in Arabic [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e], the Positive and Negative Affect Schedule (PANAS) [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e] is used to feelings and emotions. This instrument comprises 10 items to measure positive affect and 10 items to measure negative affect scored on a five-point Likert scale (ω\u0026thinsp;=\u0026thinsp;.91 for positive affect and .88 for negative affect).\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis\u003c/h2\u003e \u003cp\u003e \u003cb\u003eConfirmatory Factor analysis (CFA).\u003c/b\u003e We used data from the total sample to conduct a CFA using the SPSS AMOS v.29 software. A previous study suggested that the minimum sample size to conduct a Confirmatory Factor Analysis ranges from 3 to 20 times the number of the scale\u0026rsquo;s variables [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. Therefore, we assumed a minimum sample of 200 participants needed to have enough statistical power based on a ratio of 20 participants per one item of the scale, which was exceeded in our sample. Our intention was to test the original model of the BEIS-10 (i.e., five-factor model[\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]). Parameter estimates were obtained using the maximum likelihood method and fit indices. For this purpose, the normed model chi-square (χ\u0026sup2;/df), the Steiger-Lind root mean square error of approximation (RMSEA), the Tucker-Lewis Index (TLI) and the comparative fit index (CFI). Values\u0026thinsp;\u0026le;\u0026thinsp;5 for χ\u0026sup2;/df, and \u0026le;\u0026thinsp;.08 for RMSEA, and .90 for CFI and TLI indicate good fit of the model to the data [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e]. Multivariate normality was not verified at first (Bollen-Stine bootstrap p\u0026thinsp;=\u0026thinsp;.030); therefore, we performed non-parametric bootstrapping procedure (available in AMOS). Additionally, evidence of convergent validity was assessed using the Fornell-Larcker criterion, with average variance extracted (AVE) values of \u0026ge;\u0026thinsp;.50 considered adequate [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003cb\u003eGender invariance.\u003c/b\u003e To examine gender invariance of the BEIS-10 scores, we conducted multi-group CFA [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e] using the total sample. Measurement invariance was assessed at the configural, metric, and scalar levels [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e]. We accepted ΔCFI\u0026thinsp;\u0026le;\u0026thinsp;.010 and ΔRMSEA\u0026thinsp;\u0026le;\u0026thinsp;.015 or ΔSRMR\u0026thinsp;\u0026le;\u0026thinsp;.010 (.030 for factorial invariance) as evidence of invariance [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003cb\u003eFurther analyses.\u003c/b\u003e Composite reliability in both subsamples was assessed using McDonald\u0026rsquo;s ω and Cronbach\u0026rsquo;s α [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. Values greater than .70 reflecting adequate composite reliability [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e]. Normality was verified since the skewness and kurtosis values for each item of the scale varied between \u0026minus;\u0026thinsp;1 and +\u0026thinsp;1 [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e]. To assess convergent and criterion-related validity, we examined bivariate correlations between the BEIS-10 scores and those on the additional measures included in the survey using the total sample. Based on Cohen (1992) [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e], values\u0026thinsp;\u0026le;\u0026thinsp;.10 were considered weak, ~ .30 were considered moderate, and ~\u0026thinsp;.50 were considered strong correlations.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003e \u003cb\u003e3.1.\u003c/b\u003e \u003cem\u003eConfirmatory Factor Analysis\u003c/em\u003e\u003c/p\u003e \u003cp\u003eCFA indicated that fit of the unidimensional model of the BEIS-10 was acceptable: χ\u003csup\u003e2\u003c/sup\u003e/df\u0026thinsp;=\u0026thinsp;200.34/35\u0026thinsp;=\u0026thinsp;5.72, RMSEA\u0026thinsp;=\u0026thinsp;.103 (90% CI .089, .117), SRMR\u0026thinsp;=\u0026thinsp;.036, CFI\u0026thinsp;=\u0026thinsp;.949, TLI\u0026thinsp;=\u0026thinsp;.934. After correlating the residuals of items 30\u0026ndash;32 and 21\u0026ndash;22, the fit indices improved as follows: χ\u003csup\u003e2\u003c/sup\u003e/df\u0026thinsp;=\u0026thinsp;130.55/33\u0026thinsp;=\u0026thinsp;3.96, RMSEA\u0026thinsp;=\u0026thinsp;.081 (90% CI .067, .096), SRMR\u0026thinsp;=\u0026thinsp;.029, CFI\u0026thinsp;=\u0026thinsp;.970, TLI\u0026thinsp;=\u0026thinsp;.959.\u003c/p\u003e \u003cp\u003eCFA indicated that fit of the 5-factor model of the BEIS-10 was acceptable: χ\u003csup\u003e2\u003c/sup\u003e/df\u0026thinsp;=\u0026thinsp;161.82/25\u0026thinsp;=\u0026thinsp;6.47, RMSEA\u0026thinsp;=\u0026thinsp;.111 (90% CI .095, .127), SRMR\u0026thinsp;=\u0026thinsp;.034, CFI\u0026thinsp;=\u0026thinsp;.958, TLI\u0026thinsp;=\u0026thinsp;.924. After correlating the residuals of items 30\u0026ndash;32 and 21\u0026ndash;22, the fit indices improved as follows: χ\u003csup\u003e2\u003c/sup\u003e/df\u0026thinsp;=\u0026thinsp;108.73/23\u0026thinsp;=\u0026thinsp;4.73, RMSEA\u0026thinsp;=\u0026thinsp;.091 (90% CI .074, .109), SRMR\u0026thinsp;=\u0026thinsp;.027, CFI\u0026thinsp;=\u0026thinsp;.973, TLI\u0026thinsp;=\u0026thinsp;.948. The standardized estimates of factor loadings were all adequate (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The convergent validity for this model was adequate, as AVE\u0026thinsp;=\u0026thinsp;.61. The internal reliability of the total score was excellent (ω\u0026thinsp;=\u0026thinsp;.94, α\u0026thinsp;=\u0026thinsp;.94).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eItems of the Arabic version of the BIES-10 in English and Standardized Estimates of Factor Loadings from the Confirmatory Factor Analysis (CFA) in the total sample.\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFive-factor model\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOne-factor model\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eAppraisal of own emotions\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. I know why my emotions change\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.74\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. I easily recognize my emotions as I experience them\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.79\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eAppraisal of others\u0026rsquo; emotions\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. I can tell how people are feeling by listening to the tone of their voice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.78\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. By looking at their facial expressions, I recognize the emotions people are experiencing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.83\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eRegulation of own emotions\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. I seek out activities that make me happy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.82\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. I have control over my emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.71\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eRegulation of others\u0026rsquo; emotions\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. I arrange events others enjoy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.74\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. I help other people feel better when they are down\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.76\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eUtilization of emotions\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. When I am in a positive mood, I am able to come up with new ideas\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.84\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10. I use good moods to help myself keep trying in the face of obstacles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.81\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eMeasurement invariance\u003c/p\u003e \u003cp\u003eAll indices suggest measurement invariance at all levels (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). No significant difference was found between males and females in terms of emotional intelligence (28.79\u0026thinsp;\u0026plusmn;\u0026thinsp;9.94 vs 30.03\u0026thinsp;\u0026plusmn;\u0026thinsp;9.99; \u003cem\u003et\u003c/em\u003e(447) = -1.197, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.232.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eMeasurement Invariance of the Arabic version of the Brief Emotional Intelligence Scale Across Gender.\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"13\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eχ\u0026sup2;\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCFI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRMSEA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSRMR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eModel Comparison\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eΔχ\u0026sup2;\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eΔCFI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eΔRMSEA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eΔSRMR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003eΔ\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConfigural\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e217.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.955\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.072\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.045\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMetric\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e220.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.956\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eConfigural vs metric\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e3.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e.954\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScalar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e227.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.956\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.064\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMetric vs scalar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e6.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e.233\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"13\"\u003e\u003cem\u003eNote.\u003c/em\u003e CFI\u0026thinsp;=\u0026thinsp;Comparative fit index; RMSEA\u0026thinsp;=\u0026thinsp;Steiger-Lind root mean square error of approximation; SRMR\u0026thinsp;=\u0026thinsp;Standardized root mean square residual.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eConcurrent validity\u003c/h2\u003e \u003cp\u003eHigher EI scores were significantly associated with higher positive (\u003cem\u003er\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.55; \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) and negative (\u003cem\u003er\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.23; \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) affect.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eEI has been a widespread topic of scientific research and discussion among individuals and institutions over the last years, giving room for debate in regard to its measurement and applications [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e]. One of the shortest, simplest, most economical and increasingly used self-report measures is the BIES-10 [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], whose validity and reliability have been demonstrated in various samples and contexts (e.g., [\u003cspan additionalcitationids=\"CR49 CR50\" citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]). The present study contributed to the literature by testing the fit of the originally proposed five-dimensions model of the BIES-10, its internal consistency, construct validity and cross-gender invariance. The Arabic version of the scale showed good internal consistency and convergent validity, along with an invariance across genders of the one-factor model that, in turn, produced the best fit to the data.. These findings suggest that the Arabic BIES-10 may be a valid and reliable self-administered measuring tool for the assessment of EI in Arab settings. Considering its simple and brief administration, this version of the scale might be of better convenience in Arab settings beset by shortage of resources and financial turmoil [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAs for factorial validity, CFA provided evidence for a unidimensional solution, thus allowing a total score to be obtained that reflects the overall EI construct. This finding partly supports Davies et al.\u0026rsquo;s findings that their theoretically-driven five factors were found to be highly correlated suggesting a total EI score [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Indeed, Davies et al. [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] criticized their approach of including only two items in each of the five factors, as it is highly recommended by methodologists that, in a multidimensional scale, a minimum of three items load on each factor [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e]. Factors with fewer than three items are generally weak, unstable, and less likely to replicate [\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e]. These considerations, along with cultural factors, may be among the reasons why there are discrepancies in factor structure between the present and the original validation study. A single first-order factor was found in Spanish students [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e] and Southeast Nigerian adults [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e], concurring our findings. It is of note, however, that some previous studies were able to replicate the five-factor structure with good model fit in Canadian university students [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e], Italian [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e] and Iranian [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] community adults.\u003c/p\u003e \u003cp\u003eExcellent internal consistency of the BEIS-10 in its Arabic translation was evidenced by a McDonald\u0026rsquo;s ω of .94 and a Cronbach α of .94. Consistently, acceptable reliability coefficients for the total BEIS-10 scores were observed in students from Canada (α\u0026thinsp;=\u0026thinsp;.91) [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e], USA (α\u0026thinsp;=\u0026thinsp;.83) [\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e], Spain (α\u0026thinsp;=\u0026thinsp;.69) [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e], as well as in adults from Italy (α\u0026thinsp;=\u0026thinsp;.727) [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e] and Iran (α\u0026thinsp;=\u0026thinsp;.748) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. Beyond its good reliability, the Arabic BEIS-10 showed significant invariance across gender at the scalar, metric, and configural levels. The aforementioned, in line with the Arabic full-length version of the scale [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], suggests that the scale\u0026rsquo;s structure is interpreted in a similar manner between by male and female Arabic-speaking individuals. Establishment of measurement invariance across gender permits to make sure that differences between groups are not the result of distinct functioning of the BEIS-10 across groups, therefore enabling to perform future meaningful, sound and replicable in between-gender comparisons, and draw solid implications [\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e]. Surprisingly, we could find no psychometric information on the BEIS-10 in terms of cross-gender invariance, thereby limiting its potential use in research addressing the question of gender differences in EI. We thus recommend that future studies test for measurement invariance across gender groups for the BEIS-10 before drawing any conclusions about gender comparisons using this measure.\u003c/p\u003e \u003cp\u003eFurthermore, greater scores on EI have been shown to be associated with higher affect, be it positive or negative, thus attesting to the convergent validity of the Arabic BEIS-10. These findings are in agreement with previous psychometric studies on the full-length version, which also demonstrated a significant correlation between AES dimensions and positive and negative affects (e.g., [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]). These findings are in line with precedent literature on both ability and trait models of EI [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e]. As a matter of fact, the mental ability to maneuver affective experiences and information, that is EI, would participate in balancing emotions across these two poles [\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e]. The emotional abilities that individuals with high EI retain are said to promote positive affect, aiding in the increase of one\u0026rsquo;s general cognitive evaluation of the satisfaction they have towards their own life [\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eLimitations and research perspective\u003c/h2\u003e \u003cp\u003eThe current study presents certain limitations that must be addressed. The potentiality to extrapolate the findings and results has been restricted by the sole inclusion of a community sample of adults. Subsequently, the appropriateness to administer the Arabic version of the BEIS-10 among clinical samples requires further research. In addition, the examination of some psychometric properties of the Arabic BEIS-10, (e.g. divergent validity and test-retest reliability) has not been achieved in the context of the present study, and thus calls for further investigation. Lastly, as cultural values have shown to navigate emotional expression, experience, and management [\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e], future studies are still needed to verify its psychometric properties and its cross-national invariance in samples from different Arab countries. This will also help recognize EI as culturally distinctive and aid in its exploration across cultural borders within the Arab world.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe present study aimed to support the validity and reliability of the Arabic version of the BEIS-10, investigating the concurrent validity, composite reliability, and gender invariance among a sample of non-clinical Arabic-speaking adults from Lebanon. The findings contended the said scale as adequate for the screening of EI in the Arab context. The utilization of the BEIS-10 as a short, easy-to-use and low-cost self-report measure ought to be beneficial for research and clinical purposes in Arab settings when it comes to assessing EI.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate.\u0026nbsp;\u003c/strong\u003eThis study protocol was performed in accordance with the relevant guidelines and regulations. The Psychiatric Hospital of the Cross ethics committee approved it (HPC-044\u0026ndash;2020). All methods were carried out in accordance with relevant guidelines and regulations/Declaration of Helsinki. Submitting the form online was equivalent to obtaining a written informed consent from each participant.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAll data generated or analyzed during this study are not publicly available due the restrictions from the ethics committee, but are available upon a reasonable request from the corresponding author (SH).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u003c/strong\u003e The authors have nothing to disclose.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eNone.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions:\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eFFR and SH designed the study; GK drafted the manuscript; SH carried out the analysis and interpreted the results; DM collected the data. All authors reviewed the final manuscript and gave their consent.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe authors would like to thank all participants.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eSalovey P, Mayer JD (1990) Emotional intelligence. Imagination cognition personality 9(3):185\u0026ndash;211\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMayer JD, Roberts RD, Barsade SG (2008) Human abilities: Emotional intelligence. Annu Rev Psychol 59:507\u0026ndash;536\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eExtremera N, Rey L (2016) Ability emotional intelligence and life satisfaction: Positive and negative affect as mediators. Pers Indiv Differ 102:98\u0026ndash;101\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMayer JD (1999) Emotional intelligence: popular or scientific psychology? 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Adv Developing Hum Resour 21(4):466\u0026ndash;483\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNimon K, Reio TG Jr (2011) Measurement invariance: A foundational principle for quantitative theory building. Hum Resour Dev Rev 10(2):198\u0026ndash;214\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKong F, Zhao J, You X (2012) Trait emotional intelligence and mental distress: The mediating role of positive and negative affect. Int J Psychol 47(6):460\u0026ndash;466\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZeidner M, Matthews G, Roberts RD (2012) The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Appl Psychology: Health Well‐Being 4(1):1\u0026ndash;30\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePathak S, Muralidharan E (2020) Implications of culturally implicit perspective of emotional intelligence. Cross-cultural Res 54(5):502\u0026ndash;533\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Holy Spirit University of Kaslik","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional Intelligence, Brief measure, Psychometric properties, Confirmatory factor analysis, Arabic","lastPublishedDoi":"10.21203/rs.3.rs-4177258/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4177258/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eEmotional Intelligence (EI) has been a widespread topic of scientific research and discussion among individuals and institutions over the last years, giving room for debate concerning its measurement and applications. One of the shortest, simplest, most economical and increasingly used self-report measures is the Brief Emotional Intelligence Scale (BIES-10), whose validity and reliability have been demonstrated in a sample of individuals from various samples and contexts. The present study contributed to the literature by examining the psychometric properties of an Arabic translation of the BEIS-10 in a native Arabic-speaking population from Lebanon.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eThis cross-sectional study was carried out between December 2020 and January 2021; 449 non-clinical adults were included (mean age\u0026thinsp;=\u0026thinsp;24.34 years; 70.6% females). The forward-backward translation approach was adopted to develop an Arabic version of the BEIS-10.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eCFA provided evidence for a unidimensional solution of the BEIS-10 in its Arabic translation, thus allowing a total score to be obtained that reflects the overall EI construct. Excellent internal consistency was evidenced by a McDonald\u0026rsquo;s ω of .94 and a Cronbach α of .94. The Arabic BEIS-10 showed significant invariance across gender at the scalar, metric, and configural levels. Furthermore, greater scores on EI have been shown to significantly correlate with higher positive and negative affect, thus attesting to the convergent validity of the Arabic BEIS-10.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eFindings suggest that the Arabic BIES-10 is a valid and reliable self-administered measuring tool for the assessment of EI in Arab settings. Considering its simple and brief administration, this version of the scale might be of better convenience in Arab settings beset by shortage of resources and financial turmoil.\u003c/p\u003e","manuscriptTitle":"Validation of the Arabic Version of the Brief Emotional Intelligence Scale (BEIS-10)","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-03-28 04:01:17","doi":"10.21203/rs.3.rs-4177258/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a8beca5a-b9d4-406e-836c-792e0f7890a3","owner":[],"postedDate":"March 28th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":29963957,"name":"Psychology"}],"tags":[],"updatedAt":"2024-11-26T08:53:59+00:00","versionOfRecord":[],"versionCreatedAt":"2024-03-28 04:01:17","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4177258","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4177258","identity":"rs-4177258","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}