Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA)

People process emotional information using visual, vocal, and verbal cues. However, emotion management is typically assessed with text based rather than multimedia stimuli. This study (N = 427) presents the new multimedia emotion management assessment (MEMA) and compares it to the text-based assessm...

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Bibliographic Details
Published in:Cognition and emotion 2016-11, Vol.30 (7), p.1317-1331
Main Authors: MacCann, Carolyn, Lievens, Filip, Libbrecht, Nele, Roberts, Richard D.
Format: Article
Language:English
Subjects:
academic achievement
Adolescent
Adult
Cognition
Cognitive ability
Cues
emotion management
Emotional Intelligence
Emotions
Evaluation
Female
Humans
Information processing
Male
Management
Middle Aged
Models, Psychological
Multimedia
multimedia assessment
Noise
Psychological Tests
Reading comprehension
Saturation
situational judgment test
Test scores
Visual stimuli
Young Adult
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Summary:People process emotional information using visual, vocal, and verbal cues. However, emotion management is typically assessed with text based rather than multimedia stimuli. This study (N = 427) presents the new multimedia emotion management assessment (MEMA) and compares it to the text-based assessment of emotion management used in the MSCEIT. The text-based and multimedia assessment showed similar levels of cognitive saturation and similar prediction of relevant criteria. Results demonstrate that the MEMA scores have equivalent evidence of validity to the text-based MSCEIT test scores, demonstrating that multimedia assessment of emotion management is viable. Furthermore, our results inform the debate as to whether cognitive saturation in emotional intelligence (EI) measures represents "noise" or "substance". We find that cognitive ability associations with EI represent substantive variance rather than construct-irrelevant shared variance due to reading comprehension ability required for text-based items.
ISSN:0269-9931
1464-0600
DOI:10.1080/02699931.2015.1061482