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Parker, J. D. A., Saklofske, D. H., Wood, L. M., Eastabrook, J. M., & Taylor, R. N.
(2005). Stability and change in emotional intelligence: Exploring the transition to
young adulthood. Journal of Individual Differences, 26,100-106.
ABSTRACT
The concept of emotional intelligence (EI) has attracted growing interest from researchers
working in various fields. The present study examined the long-term stability (32 months) of
EI-related abilities over the course of a major life-transition (the transition from high-school
to university). During the first week of full-time study, a large group of undergraduates completed
the EQ-i:Short; 32-months later, a random subset of these students (N = 238), who had started their
post-secondary education within 24 months of graduating from high school, completed the measures for
a second time. The study found EI scores to be highly stable over the 32-month time-period. EI scores
were also found to be significantly higher at time 2; the overall pattern of change in EI-levels was
more than can be attributed to the increased age of the participants.
Parker, J. D. A., Saklofske, D. H., Shaughnessy, P. A., Huang, S. H. S., Wood, L. M., &
Eastabrook, J. M. (2005). Generalizability of the emotional intelligence construct: A cross-cultural
study of North American aboriginal youth. Personality and Individual Differences, 39, 215-227.
ABSTRACT
The concept of emotional intelligence (EI) has attracted growing interest from researchers working
in various fields. Because culture can influence the experience and expression of emotions, special
care needs to be taken when using the EI construct in different cultures. The present study examined
the generalizability of the youth form of a widely used self-report measure of EI (EQ-i:YV) in a sample
of 384 aboriginal youth from several rural areas in Canada (mean age = 12.5 years). This sample was matched
(by age and gender) with a second rural Canadian sample of non-aboriginal youth (N = 384). The four-factor
model for the measure (separate dimensions for interpersonal, intrapersonal, adaptability, and stress
management abilities) was tested using confirmatory factor analysis with both samples. Multiple
goodness-of-fit indicators revealed that the model had good fit to the data from both samples. The
aboriginal respondents were found to score significantly lower on the interpersonal, adaptability and
stress management dimensions compared to the non-aboriginal children. Results are discussed in the context
of EI as a vulnerability factor for a number of health-related problems in children and adolescents.
Parker, J. D. A., Austin, E. J., Hogan, M. J., Wood, L. M., & Bond, B. J. (2005).
Alexithymia and academic success: Examining the transition from high school to university.
Personality and Individual Differences, 38, 1257-1267.
ABSTRACT
The present study used the transition from high school to university as the context for examining the
relationship between alexithymia and academic achievement. During the first month of classes 707
first-year full-time post-secondary students completed the 20-item Toronto Alexithymia Scale
(TAS-20). At the end of the academic year alexithymia data was matched with students’ academic
records. Consistent with previous research on personality and achievement, results were dependent on
how academic achievement and alexithymia was operationalized. When alexithymia variables were
compared in groups who had achieved very different levels of academic achievement, success was
moderately associated with alexithymia. Results are discussed in the context of the importance of affect
regulation abilities during a stressful life transition.
Parker, J. D. A., Shaughnessy, P. A., Wood, L. M., Majeski, S. A., & Eastabrook, J. M.
(2005). Cross-cultural alexithymia: Validity of the 20-item Toronto Alexithymia Scale in
North American aboriginal populations. Journal of Psychosomatic Research, 58, 83-88.
ABSTRACT
Objective: Examined the generalizability of the alexithymia construct to North American aboriginal
culture by assessing the replicability of the factor structure of the TAS-20 in two different adult samples.
The study also assessed the reliability of the scale and the influence of gender, age, and education on
alexithymia levels. Method: The first sample was a community-based group of 123 aboriginal men and
women; the second sample was 102 male aboriginal offenders. Both samples completed the TAS-20.
Results: The replicability of the 3-factor structure for TAS-20 was supported in both groups using
confirmatory factor analysis. The TAS-20 and its three factors demonstrated adequate internal
reliability, and the variables of gender, age, and education accounted for small or non-significant
amounts of variability in total TAS-20 and factor scale scores. Conclusion: The results provide
additional support for the factorial validity of the TAS-20 in diverse cultural groups.
Parker, J. D. A., Duffy, J., Wood, L. M., Bond, B. J., & Hogan, M. J. (2005).
Academic achievement and emotional intelligence: Predicting the successful transition
from high school to university. Journal of the First-Year Experience and Students in Transition, 17, 67-78.
ABSTRACT
The study examined the impact of emotional intelligence (EI) on the successful transition from high
school to university. The short form of the Emotional Quotient Inventory (EQ-i) was completed by
1426 first-year students attending four different universities within the first week of classes (September).
At the end of the academic year (May), the students’ cumulative GPA for the year was used to identify
two groups of students: academically successful (GPA of 3.0 or better; n = 590) and academically
unsuccessful (GPA of less than 2.0; n = 289) students. Results revealed that academically successful
students had significantly higher levels of several different emotional and social competencies. These
findings suggest that emotional intelligence plays an important role in the successful transition from high
school to university.
Parker, J. D. A., Wood, L. M., Bond, B. J., & Shaughnessy, P. (2005). Alexithymia
in young adulthood: A risk-factor for pathological gambling. Psychotherapy and Psychosomatics,
74, 51-55.
ABSTRACT
Background: Pathological gambling is more prevalent among post-secondary students than the general
adult population. While the prevalence of pathological gambling in this group has risen over the past
decade, factors underlying the development of problem gambling among university students remain
largely unexplored. One early study found alexithymia to be associated with pathological gambling. The
aim of the present study was to further examine the relationship between alexithymia and gambling
among post-secondary students. Methods: The relationship between alexithymia and pathological
gambling was examined in 562 post-secondary students who completed the South Oaks Gambling
Screen (SOGS) and the 20-item Toronto Alexithymia Scale (TAS-20). Results: Approximately 12% of
the sample was classified as alexithymic according to the TAS-20. These individuals were found to have
significantly more gambling problems, as measured by the SOGS, than non-alexithymic individuals.
Approximately 9% of the sample was classified as pathological gamblers according to the SOGS.
These individuals were found to have significantly higher levels of alexithymia, as measured by the
TAS-20, than non-problem gamblers. Conclusions: Alexithymia is associated with pathological
gambling and may be a risk factor among post-secondary students for developing severe gambling
problems.
Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris Irons, J., Majeski, S. A., Wood, L. M.,
Bond, B. J., & Hogan, M. J. (2004). Academic achievement in high school:
Does emotional intelligence matter? Personality and Individual Differences, 37, 1321-1330.
ABSTRACT
The relationship between emotional intelligence and academic achievement in high school was
examined. Students (N = 667) attending a high school in Huntsville Alabama completed the Emotional
Quotient Inventory (EQ-i:YV). At the end of the academic year the EQ-i:YV data was matched with
students’ academic records for the year. When EQ-i:YV variables were compared in groups who had
achieved very different levels of academic success (highly successful students, moderately successful,
and less successful based on grade-point-average for the year), academic success was strongly
associated with several dimensions of emotional intelligence. Results are discussed in the context of the
importance of emotional and social competency on academic achievement.
Parker, J. D. A., Majeski, S. A., & Collin, V. T. (2004). ADHD symptoms and personality:
Relationships with the five-factor model. Personality and Individual Differences, 36, 977-987.
ABSTRACT
This study examined the relationship between ADHD symptoms and basic personality in a large sample
of adults (122 men and 465 women). Participants completed the DSM-IV ADHD scales from the
Conners Adult ADHD Rating Scale (CAARS) as well as the NEO Five-Factor Inventory (NEO-FFI).
Collectively, the five scales on the NEO-FFI accounted for substantial amounts of variability
in ADHD symptoms. Although previous research on personality and ADHD has focused primarily on
extraversion and neuroticism, the present study found that agreeableness and conscientiousness
were stronger predictors. This pattern of results is consistent with the clinical literature on adults with ADHD.
Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional
intelligence and academic success: Examining the transition from high school to university.
Personality and Individual Differences, 36, 163-172.
ABSTRACT
Used the transition from high school to university as the context for examining the relationship between
emotional intelligence and academic achievement. During the first month of classes 372 first-year
full-time students at a small Ontario university completed the short form of the Emotional Quotient
Inventory (EQ-i:Short). At the end of the academic year the EQ-i:Short data was matched with the
student's academic record. Predicting academic success from emotional intelligence variables produced
divergent results depending on how the former variable was operationalized. When EQ-i:Short
variables were compared in groups who had achieved very different levels of academic success (highly
successful students who achieved a 1st-year university GPA of 80% or better versus relatively
unsuccessful students who received a 1st-year GPA of 59% or less) academic success was strongly
associated with several dimensions of emotional intelligence. Results are discussed in the context of the
importance of emotional and social competency during the transition from high school to university.
Endler, N. S., Parker, J. D. A., & Butcher, J. N. (2003). A factor analytic study of coping
styles and the MMPI-2 content scales. Journal of Clinical Psychology, 59, 1049-1054.
ABSTRACT
This reprinted article originally appeared in the Journal of Clinical Psychology, 1993, Vol 49(4), pp.
523-527. (The following abstract of the original article appeared in record 1994-25498-001).
Relationships among coping styles and psychopathology were examined with the MMPI-2 content
scales and the Coping Inventory for Stressful Situations (CISS [N. S. Endler and J. D. Parker, 1990]).
Ss were 167 high-functioning normal adult males. Results are consistent with previous research that
employed the CISS: A strong positive association was found between emotion-oriented coping
strategies and various measures of psychopathology. Task-oriented coping strategies were found to be
unrelated to these measures.
Parker, J. D. A., Taylor, G. J., & Bagby, R. M. (2003). The twenty-item Toronto Alexithymia
Scale--III. Reliability and factorial validity in a community population. Journal of
Psychosomatic Research, 55, 269-275.
ABSTRACT
Objective: Some researchers have questioned the stability of the three-factor structure of the
Twenty-Item Toronto Alexithymia Scale (TAS-20) or the reliability of one or more factors of the scale.
The aim of this study was to assess the replicability of the factor structure of the TAS-20 in a large
community sample and to determine also whether the same three-factor structure can be recovered in
men and women. The study also assessed the reliability of the scale and the influence of gender, age,
and education on TAS-20 scores. Method: The TAS-20 was administered to 1933 adults (880 men
and 1053 women) residing in several small cities and towns in central Ontario, Canada. The factor
stucture of the scale was assessed using confirmatory factor analysis. Results: The three-factor structure
of the TAS-20 was replicable in the entire community sample and also separately in men and women.
The TAS-20 and its three factors demonstrated internal reliability, and the variables of gender, age, and
education accounted for relatively small or modest amounts of variability in total TAS-20 and factor
scale scores. Conclusion: The results provide strong support for the reliability and factorial validity of the
TAS-20 and indicate the importance of using confirmatory factor analysis and large sample sizes when
assessing the replicability of the factor structure of the scale.
Taylor, G. J., Bagby, R. M., & Parker, J. D. A. (2003). The twenty-item Toronto Alexithymia
Scale--IV. Cross-cultural validity and reliability. Journal of Psychosomatic Research, 55,
277-283.
ABSTRACT
Objective: The aim of this paper was to review findings from studies that have evaluated the reliability
and factorial validity of the Twenty-Item Toronto Alexithymia Scale (TAS-20) across different
languages and cultures. Method: Data from published articles and from colleagues in various countries
were reviewed to determine whether the three-factor structure of the TAS-20 is replicable in different
cultures by the method of confirmatory factor analysis, and whether the scale and its three factor scales
show internal reliability in these cultures. Results: There is strong support for the generalizability of the
three-factor structure of the TAS-20 across 18 different languages and 21 different cultures. In addition,
the full scale TAS-20 and the first two factors show adequate to good internal reliability for most of the
translations. In most cultures, however, the third factor lacks internal reliability; this might be due to
cultural differences or a response bias to the several negatively keyed items on this factor. Conclusion:
The findings support the use of the TAS-20 in cross-cultural research, and suggest that alexithymia may
be a universal trait that transcends cultural differences.
Bagby, R. M., Ryder, A.G., Ben-Dat, D., Bacchiochi, J., & Parker, J. D. A. (2002). Validation
of the dimensional factor structure of the Personality Psychopathology Five in clinical and
nonclinical samples. Journal of Personality Disorders, 16, 304-316.
ABSTRACT
Confirmatory factor analysis (CFA) was used to determine whether the latent structure underlying the
items composing the MMPI-2 Personality Psychopathology Five scales (PSY-5; 1995) is
representative of the theoretical model that informed their construction. Results from the CFA revealed
a good fit between the hypothesized five-factor model and the obtained latent factor structure in both
clinical (n=284) and nonclinical (n=351) samples. Moreover, the PSY-5 model proved to be a better fit
than a random five-factor model and a one-factor model. Correlations between the PSY-5 scales and a
set of MMPI-2 (DSM-IV) personality disorder scales provided additional evidence of convergent and
discriminant validity.
Bagby, R., M., & Parker, J. D. A. (2001). Relation of rumination and distraction with
neuroticism and extraversion in a sample of patients with Major Depression. Cognitive
Therapy and Research, 25, 91-102.
ABSTRACT
The relationship between rumination and distraction and Neuroticism (N) and Extraversion (E) was
examined in a sample of 168 outpatients with major depression. Factor analysis of the Response Style
Questionnaire produced 3 factors, 1 corresponding to distraction and 2 related to rumination
(symptom-focused rumination and self-focused rumination). Neither of the rumination factors nor N
were correlated with patient and clinical variables hypothesized to be associated with them. Both E and
distraction were associated with treatment outcome. Although the association between E and treatment
outcome was preserved after controlling for distraction, the association between distraction and clinical
outcome did not hold after controlling for E.
Parker, J. D. A., Taylor, G. J., & Bagby, R. M. (2001). The relationship between emotional
intelligence and alexithymia. Personality and Individual Differences, 30, 107-115.
ABSTRACT
In this study, the empirical association between the apparently similar constructs of emotional
intelligence and alexithymia was examined using latent variable analysis in a large community sample of
734 adults (mean age 32.53 yrs). The Twenty-Item Toronto Alexithymia Scale and the BarOn
Emotional Quotient Inventory were used to assess alexithymia and emotional intelligence. Results
revealed that although the constructs are independent, they overlap considerably and are strongly and
inversely related.
Parker, J. D. A., Bauermann, T. M., & Smith, C. T. (2000). Alexithymia and impoverished
dream content: Evidence from REM sleep awakenings. Psychosomatic Medicine, 62, 486-491.
ABSTRACT
Despite the repeated suggestion in the literature of an association between impoverished dream
processes and alexithymia, little systematic research has been conducted. Eight nonclinical adults scoring
in the alexithymia range and 8 nonclinical adults scoring in the nonalexithymia range were awakened for
dream reports during their 2nd, 3rd, and 4th rapid eye movement periods on the 2nd of 2 consecutive
polygraphically monitored nights in a sleep laboratory. The alexithymic and nonalexithymic groups did
not differ in the number of dreams reported or the number of words used in the description of their
dreams. The 2 groups also did not differ in their self-reports of the emotional valence associated with
their dream experiences. In contrast, the dream reports of the alexithymic group were rated as less
fantastic than the dream reports of the nonalexithymic group. These findings may provide additional
evidence that alexithymia involves restricted imaginative processes.
Simonsson-Sarnecki, M., Lundh, L., Toerestad, B., Bagby, R. M., Taylor, G. J., & Parker, J.
D. A. (2000). A Swedish translation of the 20-item Toronto Alexithymia Scale:
Cross-validation of the factor structure. Scandinavian Journal of Psychology, 41, 25-30.
ABSTRACT
Developed a new Swedish translation of the 22-item Toronto Alexithymia Scale (TAS-20) and
examined if the theoretical structure that underlies the factor structure of the English version of the
TAS-20 could be recovered in this Swedish translation of the instrument. A sample of 157 Ss (aged
18-49 yrs) was tested. Using confirmatory factor analysis, the previously established 3-factor TAS-20
model was found to be replicable in this sample. In addition, the Swedish translation of the TAS-20
showed adequate internal reliability. The present study also illustrates the importance of using back
translation methodology when transposing instruments from 1 language to another.
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