Psychologie práce a organizace 2019



Objectives. The Emotion Recognition Test (ERT) was introduced last year as a new tool to measure the ability to recognize emotions (Bahbouh & Fabianová, 2019). This paper adds the support for convergent validity as well as a support for validity based on the way in which the test items were answered.

Method. The ERT consists of recognizing the seven emotions (anger, contempt, surprise, happiness, sadness, fear and disgust) presented on 44 photographs that appear in a random order for a period of three seconds at a time. The test is standardized based on a Czech sample of 334 respondents (Cronbach’s alpha = 0.77). For the purposes of construct validation, the MSCEIT test was used based on a sample of 65 quota-selected volunteers, and for the overall score as well as for the partial dimensions of the MSCEIT, the correlation significances were tested as part of the convergence validity. For the support of validity based on the way in which the items were answered, two workshops focused on recognizing emotions for students were used, wherein one group (N = 19) was tested at the beginning of the workshop and the second (N = 18) was tested at the end.

Results. The Pearson correlation of the ERT and the overall score of emotional intelligence measured by the MSCEIT was significant (r = 0.294, p = 0.009). In terms of the individual dimensions of emotional intelligence, the correlations with Using emotion (r = 0.383, p = 0.001) and Understanding emotion (r = 0.232, p = 0.032) were significant. In the study focused on the validity given by the way in which test items were answered, the students in both groups used their understanding of the manifestation of emotions when responding to the questions. The previously instructed group achieved statistically significantly better results in the ERT (t = 3.396, d = 1.117).

Conclusions. Results of both studies support the validity of the ERT, whose main advantage is a low time intensity. Additionally, the utilization of the test as part of training in the given competence was investigated.

Limitations. A limitation of both studies is the relatively small sample in the Czech Republic.


American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2001). Standardy pro pedagogické a psychologické testování. Praha: Testcentrum.


Bahbouh, R., & Fabianová, I. (2019). Emotion recognition test. In A. Gregar & M. Horák, The International Conference of Work and Organisational Psychology 2018 (pp. 117-129). Kosice: Univesity of Pavel Josef Safarik.


Cooper, R. K. (1997). Applying emotional intelligence in the workplace. Training & development, 51(12), 31-39.


Higgs, M., & Dulewicz, V. (2016). Can Emotional Intelligence be Developed? In M. Higgs & V. Dulewicz, Leading with Emotional Intelligence (pp. 51-73).


Ekman, P. (1999). Basic emotions. In V T. Dalgleish, & M. J. Power (Eds.), Handbook


of Cognition and Emotion (pp. 45-60). New York: John Wiley.


Ekman, P. (2003). Micro Expressions Training Tool and The Subtle Expressions Training Tool (METT AND SETT). MOZGO Media, Venice, CA.


Ekman, P. (2015). Odhalené emoce: naučte se rozpoznávat výrazy tváře a pocity druhých. Příbram: Jan Melvil Publishing.


Farnham, A. (1996). Are You Smart Enough to Keep Your Job?. Fortune, 133(1), 34.


Foroughi, C. K., Monfort, S. S., Paczynski, M., McKnight, P. E., & Greenwood, P. M. (2016). Placebo effects in cognitive training. Proceedings of the National Academy of Sciences, 113(27), 7470-7474.


Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.


Goleman, D. (1996). Emotional intelligence. Why it can matter more than IQ. Learning, 24(6), 49-50.


Harrison, R. (1997). Why your firm needs emotional intelligence. People Management, 3(1), 41.


Höpfl, H., & Linstead, S. (1997). Introduction: Learning to Feel and Feeling to learn: Emotion and learning in organizations. Management Learning, 28(1), 5-12.


Knorková, A. (2018). Validizace Testu rozpoznávání emocí (Unpublished master's thesis). Univerzita Karlova, Praha.


Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211.


Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. In P. Salovey, & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational emplications (p. 3- 31). New York: Harper Collins


Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1(3), 232-242.


Mayer, J. D., Salovey, P., & Caruso, D. R. (2012). MSCEIT - Test emoční inteligence, Příručka. (P. Humpolíček, & A. Slezáčková, Transl.) Praha: Hogrefe - Testcentrum.


Wilhelm, O. (2007). Měření emoční inteligence: Praxe a standardy. In R. Schulze, & R. D. Roberts (Eds.), Emoční inteligence: Přehled základních přístupů a aplikací (pp. 151-174). Praha: Portál.