The effect of emotional intelligence on work engagement: Validation of the Emotional Intelligence Self-Instrument for Latin America

Abstract

Emotional intelligence (EI) has emerged as a relevant factor in leadership research. This quantitative study aims to validate the Emotional Intelligence Self-Instrument (EISI) through factorial analysis, assessing its effectiveness in measuring EI in Latin America. Additionally, the study examines the predictive power of the EISI by analyzing the relationship between EI in student teams and their work engagement (WE). Specifically, it investigates whether higher EI within teams enhances WE. This research employs two validated self-report instruments: the newly refined EISI, developed by Garza and Salcedo, and the Utrecht Work Engagement Scale (UWES). Through factor analysis, the EISI was streamlined from 73 to 31 items, while the UWES, a 17-item scale, measures WE. The study sample consists of 225 student team members from the University of Monterrey. Data analysis includes normality and reliability tests, correlation assessments, and standardized multiple regression. The findings reveal a moderate positive correlation between EI and WE (r = 0.515, p < .001). Furthermore, standardized multiple regression analysis indicates that EI accounts for 25% of the variance in WE (r² = 0.25, p = 0.001), reinforcing the hypothesis that EI significantly influences WE among student teams. These results underscore the importance of developing EI competencies to foster greater engagement within student teams. In summary, this study provides compelling evidence that EI positively correlates with WE, highlighting the need to cultivate EI skills to enhance team dynamics, performance, and overall WE.