EMOTIONAL

INTELLIGENCE
TEST

EIT
Dr. EktaSharma
M.Sc., M.Ed., Ph.D.

VPRASAD PSYCHO
cORPOR ATIO N
SO 9001 :2009.ERIFIED ORGANISATION www.prasadpsycho.com
 INTRODUCTION

"Emotional inteligence refers to the capacity of recognizing our own feelings and
those of others, for motivating ourselves, and for managing emotions well in us and in
our relationships" (Goleman, 1998). It describes abilities distinct from, but
complimentary to, academic intelligence, the purely cognitive capacities measured
by Intelligence Quotient (10). Many people who look smart but lack emotional
intelligence end up working for people who have lower IQ than those but who excel
in emotional intelligence skills. Howard Gardner gave one of
the most influential
theores of intelligence in 1983. He pointed out the distinction between
intellectual
:otional capacities. His list of seven kinds of intelligence includes
sar verbal and mathematical abilities not just the
but also two personal varieties: knowing
one's inner world and social adeptness.
Mayor and
comprehensive theory of Emotional Intelligence describingSalovey it as,
(1993) gave a
intelligence that involves the ability to monitor one's own and others'"A type of social
discriminate among them and to use this intelligence to emotions and to
actions. " guide one's thinking and

Latest psychological research shows that an

individual's emotional quotient
contributes much more vibrantly to one's productivity and success in life than much
researched IQ. Daniel Goleman (1995) says that
as much as 80% of adult success
comes from Emotional Quotient (EQ). In the
present study,
intelligence, Emotional Intelligence has been categorized intotaking a wider view of
been explained by Darniel Goleman. five domains as has
1. Self Azwareness (SA): Knowing what
we are feeling at the moment, and using
those preferences to guide our decision making;
having a realistic assessment of our
own abilities and a well-grounded sense of self
confidence.
2. Managing Emotions (ME): Handling our
than interfere with the task at hand; being
emotions so that they facilitate rather
conscientious and delaying gratification to
pursue goals; recovering well from emotional distress.
3. Self Motivation (SM): Using our deepest
preferences to move and guide us
towards our goals, to help us take initiative and strive to
the face of setbaks and frustrations. improve, and to persevere in

4. Empathy (E): Sensing what people are feeling, being

able to take
perspective, and cultivating rapport and attunement with abroad diversity of their
people.
1
 Handling Relationslips (HR): Handling enmotions in relationships well
5.
interacting smoothly; using th
accurately reading socialsituations and networks;
disputes, for cooperation and teamwa
skills to persuade and lead, negotiate and settle

PREPARATION OF PRELIMINARY DRAFT

in different socio-cultural conte
The tests already developed by researchers
(2003) that measure emotion.
such as Goleman (1995), Mayor and Salovey
test. On the basis of reviewe
intelligence provided the base to construct this
comprising of the 5domains
literature the researcher developed a test with 120 iterns
of psychology and education fa
these items were given to 10experts in the field
each of these items in terms of its
content validation. They were requested to evaluate
relevance and its language to measure the desired dimension
as apart of the concept
a preliminary
of emotional intelligence. Looking into the consensus of the experts
draft of 80 items was finalized.

DEVELOPMENT OF THESCALE
sample of 300 students,
The preliminary draft of 80 items was administered to a
situated in districts of
studying in IXth Standard, selected randomly from six schools
Patiala, Ludhiana and Sangrur. Giving a score ranging from 5 to 1correspondingly
showing the degree of occurence of emotion on a 5 point scale ranging from always,
most often, occasionally,rarely and never,the negative items were scored in reverse
order. The scores of the respondents were expected to range from 0 to 400. For the
purpose of item analysis i.e., to determine the discrimination power of each item, top
27% and bottom 27% subjects were identified. The score of high scoring group ranged
from 300 and above and low scoring group comprised of students having a score of
200 or below. Item wise mean and SD of high group and low group were computed to
apply t-test in order to find out the difference between two groups for each item, in the
preliminary draft of EIT. On the basis of the significance of t-value andcontent of the
statement in different domains of emotional intelligence being measured in the
preliminary draft. Only those items which had significant discrimination power at
0.01 and 0.05 level were selected.

Thus, the finaldraft of EIT comprised of60items as shown in table -1.

2
 Pmeasures the emotional maturity of the person. Higher score on tthe emotional
Mty scale signifies the greater emotional immaturity and vice versa.
ruct Validity:
nstruct validity refers to something that is not itself directly measurable but
explains observable effects. To measure the construct validity correlations
een all the domains of EIT were drawn out. Table - 2 depicts the inter
jonships between the different domains of EIT.
Table - 2
terrelationships between Donains of Emotional Intelligence Test
Jomains SA ME MO E HR EI

SA 0.362 0.484 0.294 0.343 0.667

ME 0.423 0.421 0.344 0.604

MO 0.405 0.593 0.839

0.465 0.645

HR 0.837

Bold figures indicate significance at .05 and .01 level

It is revealed from table - 2 that all correlations except for correlations with
mpathy were positive and highly significant at both 0.01 and 0.05 level of
ignificance. Thus, it could be inferred that all the items are highly correlated and test
leveloped is highly valid.

AGE NORMS
EIT can b used to assess the emotional intelligence of all school students and
adolescents belonging to the age range of 10 to 17 years.
 Table -1
Distributionof Itens in Final Draft
Total No.
Sr. No. Domain S. No. of item in final draft
1,11,13,14,16,21,26,31,36,40,44,47,
14
1 Self Awareness
50,58

2,6,7,8,9,12,17,22,27,29,32,48,53,55 14
Managing
Emotions

10
Motivating 3,18,23,28,33,37,41,45,51,52
Oneself

Empathy 4,19,24,34,42,49 6

Handing 5,10,15,20,25,30,35,38,39,43,46,54, 16
Relationships 56,57,59,60

60

Bold numlbers signifv negatively worded statements

he EIT constitutes of 60 items from five domains of Emotional Intelligence i.e.,

Awareness, Managing Emotions, Motivating Oneself, Empathy, and Handling
itionships. The response pattern in the scale is of Likert type i.c., on a five-point
itinuum from always, most often, occasional, rarely to never. As all the items are
ially acceptable, though positively and negatively stated, the scoring for each
tement in the scale is done in descending/ascending order for deternmining the
otional intelligence by giving ascore of 5for always, 4for most often, 3for occasional,
or rarely, 1 for never and reverse for negative items.
RELIABILITY

Reliability is the accuracy or precision of a measuring instrument. Reliability

eters to the consistency of scores obtained by the same persons when re-examined
with the same test on different occasions (stability) or with different sets of equivalent
items (equivalence). In the development of this scale, test-retest reliability coefficient
for internal consistency was worked out.
For this purpose, a sample of 100students was randomly selected from three
schools of Patiala district of Punjab. The scale was administered on the selected
3

Ny4ive
 SCORING & INTERPRETATION

constitutes of 60 itenns from five domains of emotional intelligence if

The EIT
Managing Emotions, Motivating Oneself, Empathy and Ha
Awareness,
Kelationships. The response pattern is of Likert type i.e.,
on a five-point scale
items are so
always, most often, occasionally, rarely to never. Since, all the
dcceptable, though positively and negatively stated, the scoring for each staten
the scale is done in descending/ascending order for determining the emo
intelligenceby giving a score of 5 for alwavs,4 for most often, 3 for oCcasionally
rarely and 1 for never and reverse fornegative items.
Inthis way,the expected score may range from 60)-300 with high score showing
degree of emotional intelligence and low score showing low degree of emot
intelligence. Table -3 depicts the interpretation of scores.
Table - 3
Interpretationof Scores
Sr. No. Domain Below Average High
Average
1 Self Awareness 14-32 33-51 52-70
2 Managing Emotions 14-32 33-51 52-70
3 Motivating Oneself 10-23 24-37 38-50
4
Empathy 6-13 14-22 23-30
5. Handling Relationships 16-37 38-58 59-80
Emotional Intelligence 60-140 141-220 221-300

CONCLUSION
Emotional Intelligence is an important component of the educational domain.
plays avital role in achievement and success of the individual. It is recommended thË
teachers should be trained to measure emotional intelligence of their students ani
handle them according to their EQ level. Unlike intelligence, emotional intelligence
not innate. It can be enhanced with proper guidance and training. Goleman has stated
80% suCCess is attributed to emotional intelligence so it becomes the duty of the
curriculum planners to include the teaching and measurement of emotional intelligence
as an integral part of our curriculum and inplementit inour educational set up.
Consumable Booklet (16-0349-CB)
EIT
Dr. Ekta Sharma
M.Sc., M.Ed., Ph.D.

INSTRUCTIONS:
Against each statement in this booklet five options are given. These options represent five
response categories, viz., Always, Most Often, Occasionally, Rarely and Never. You are
requested to put a tick mark (/) on any one of the five alternative response categories, which
would represent your true feelings.

DETAILS OF THE RESPONDENT

Name

Age
Gender

Education

Occupation

PRASAD PSYCHO
coRP o&AII0N
ISO 9001: 2008 CERTIFIED ORGANISATION 10A, V'eer Savarkar Block, Shakarpur. New Delhi-110092, India www.prasadpsycho.com
Intellectual Property and Copyright©2011. All rights reserved. May not be reproduced in whole or part in any form or by any means
without permission of Prasad Psvcho Corporation. This booklet is printed in Orange ink on white paper. Any other version is
unauthorised.
REORDER #RO 16-0349-CB Printed in India
 S Most
No. Statement Always Often Occasionally Rarely Never

1. Ican easily impress others.

Iget anxious whenever my exanm result is about
to be declared.

3 Iperceive clear goals in my life with a"can do"

attitude.

4 Itake others view points while looking at or

while analyzing asituation.
5. Ifeel confident while talking to anew person.

6 Ican take criticism regarding my physique in a

healthy manner.

7. Day-dreaming is good for diverting attention.

Imostly set aside some time for relaxation
everyday to relive myself froma stressful life.
9. Itend to easily move to tears or laughter.
10. Itis always wise to avoid an argument.

11. Ifeel jealous when people give compliments to

my friends and not me.

12. I easily get aggressive with my friends.

13 I acceptmyself as I am; with all my strengths

and weaknesses.

14 Iam temperamentally more prone to be skeptic

than a believer in god.

15 Itis okay if parentssatisfy demands of younger

siblings prior to my demands.
16. lam academically brilliant in my class.
17 Itry to divert my attention to something
positive while feeling depressed.
18 There is always a chance to correct your
mistakes.

19. Iwould rather listen to a story than tell one.

20 It is better to talk less than being labeled as a

talkative person.
22 lamcapable of handling every situation in my
life.

1
 S. Most
Statement Always Occasionally Rarely Never
No. Often

21. Ifind myself tensed up because of petty

things in life.

23. Ibelieve in the "try, try, try, again, until you

succeed" theory.

24. Ieasily believe in the excuses that others give

for not doing ajob.
25. Ifeel adults impose things on me.
26. Iget upset upon missing an opportunity in life.

27. Hurting someone to make one-self happy is

okay.

28. Frequent rewards can increase my

performance.

29. Icorrect others not because they are wrong but

because they irritate me.

30. Ifindmyselfcriticizing others toooften.

31. I getirritated and depressed when I am unable

tosolve a given problem.

32. Ithink success depends on what we say and

how we say it.

33. Ifeelmotivated to do ajob in the right manner.

34. Ifeel it is alright to help others financially even

when Ican't afford it.

35. Ican learn from the mistakes of others.

36. Ifeel shy whern in a group.
37. Iblame failures on situations.

38.
I believe in forgiving others rather than
remembering their misdeeds.

39. I try to remain calm while discussing

sensitive/controversial issues.

40. Ibecome the center of attraction every where

thatI go.
41. Iam capable of doing any work in life if I am
interested in doing it.

2
 Most
No. Statement Always Often Occasionally Rarely Never

42. Ifeelguilty for not helping others when I

could.

43. Iapologise for my behaviour if I feel I am

Wrong.

44. Iam liked by everyone.

45. It is better to check oneself rather than being

checked by others.

46. Ican play jokes on myselflikeIplayat

others.

47. Ican get dishonest when the need arises.

One should take help of a counselor/friend to
48. resolve a conflict/problem rather than doing it
on theirown.

49. Ihelpothers at the time of need.

50. Ican handle a situation better than others can
handle it.

51. Ileavemy job in between if I find it to be very

difficult.

52. lact/behave keeping my interests as

priority.

There is usually a disagreement between

53. my brain and mny heart regardingwhatI
should do.

54. Icaneasily get involved in gossiping.

55. Ifind myself satisfiedin life.
56. Iface ego problems when Ihave to apologize.

57. Iuse words like sorry and thank you quite

often.

58. Ibelieve that nobodyis perfect and there is a

scope for improvement for everyone.
59 In matters of conduct, I prefer toconform to the
expected norms.

60. I thinkeverybody is right at their own place.