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The USM Emotional Quotient Inventory (USMEQ-i) Manual

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 The USM Emotional
Quotient Inventory
(USMEQ-i)
Manual

A detailed explanatory guide on your Emotional Intelligence, to help you

increase your understanding of the nature of emotion, your own profile and
the many possible applications for you to benefit.

Saiful, Fuad & Rahman

 First Publication: February 2010

© Dr Muhamad Saiful Bahri Yusoff

© All rights reserved. No part of this publication may be

reproduced stored in a retrieval system, or transmitted, in any form
or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without prior permission of author/s or publisher.

ISBN: 978-967-5547-00-3

Authors:

Dr Muhamad Saiful Bahri Yusoff

Dr Ahmad Fuad Abdul Rahim

Prof Dr Ab Rahman Esa

Medical Education Department,

School of Medical Sciences,
USM, Kubang Kerian,
16150 Kota Bharu
Kelantan, Malaysia

Published by:

KKMED Publications
Medical Education Department,
School of Medical Sciences,
USM, Kubang Kerian,
16150 Kota Bharu
Kelantan, Malaysia

Published in Malaysia

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Contributors
Professor Dr Rogayah Ja’afar
Medical Education Department
School of Medical Sciences
Universiti Sains Malaysia
16150 Kubang Kerian,
Kelantan, Malaysia.
Dr Rosniza Abd Aziz
Medical Education Department
School of Medical Sciences
Universiti Sains Malaysia
16150 Kubang Kerian,
Kelantan, Malaysia.
Professor See Ching Mey
School of Educational Study,
Universiti Sains Malaysia
Minden, Pulau Pinang,
Malaysia
Dr Mohamad Najib Mat Pa
Medical Education Department
School of Medical Sciences
Universiti Sains Malaysia
16150 Kubang Kerian,
Kelantan, Malaysia.
2
Contents

What is Emotional Intelligence? ........................................................................................ 1

What influences Emotional Intelligence (EQ)? ................................................................. 3

Outcomes of EQ .................................................................................................................. 4

USM Emotional Quotient Inventory (USMEQ-i) ............................................................... 6

The validity of the USMEQ-i............................................................................................... 7

Significance of USMEQ-i scores ......................................................................................... 8

High, Average & Low score of each EQ domain, what does it mean to us? .................... 9

Detailed Description of the Seven EQ Dimensions ......................................................... 10

DOMAIN I: Emotional Control ..................................................................................... 10

DOMAIN II: Emotional Maturity .................................................................................. 11
DOMAIN III: Emotional Conscientiousness ................................................................. 11
DOMAIN V: Emotional Commitment........................................................................... 12
DOMAIN VI: Emotional Fortitude ................................................................................ 13
DOMAIN VII: Emotional Expression............................................................................. 13
Checking your consistencies ........................................................................................ 14
DOMAIN H: Faking Index ......................................................................................... 14

The USM Emotional Quotient Inventory (USMEQ-i) ...................................................... 15

How do I score the test? .................................................................................................. 19

Where to get the full version of USMEQ-i? ..................................................................... 20

References ........................................................................................................................ 21
 1

What is Emotional Intelligence?

Emotional Intelligence (EQ) is defined as the ability to perceive, express, understand,

motivate, control and regulate emotion [1-5]. Emotionally intelligent people are self-
aware. They manage their emotions without being hijacked by overwhelming stress,
depression, anxiety, or anger. They can delay enjoyment in pursuit of long-term
rewards, rather than being overtaken by immediate impulses. Their empathy enables
them to read others’ emotions. They handle others’ emotion skillfully, knowing what to
say to a grieving friend, how to encourage colleagues, and how to manage conflicts well.
As Doug Lennick [2], an executive vice president at American Express Financial Advisors
stated, “The aptitudes you need to succeed start with an intellectual powerhouse, but
people need emotional competence too, to get the full potential of their talents. The
reason we don’t get people full potential is emotional incompetence.” Emotional
competence is a learned capability based on EQ that results in outstanding performance
at work.

There are three theoretical approaches of EQ [9]:

1) The specific ability approach
2) The integrative approach
3) The mixed-model approach

The specific ability approach of emotional intelligence focuses mainly on specific skill
areas that can be considered as basic to emotional intelligence such as Diagnostic
Analysis of Nonverbal Accuracy 2 (DANVA-2), Japanese and Caucasian Brief Affect
Recognition Test (JACBART), and Levels of Emotional Awareness Scale (LEAS).

The integrative approach of emotional intelligence focuses on how multiple relevant

specific abilities join together so as to obtain an overall sense of emotional intelligence
as an integrated group such as Emotion Knowledge Test (EKT), Mayer-Salovey-Caruso

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Emotional Intelligence Scale (MSCEIT), and Multibranch Emotional Intelligence Scale

(MEIS).

The mixed-model approach of emotional intelligence focuses on mixed qualities that

such models target. This approach uses very broad definitions of emotional intelligence
that include ‘non-cognitive capability, competency or skill’ and/or ‘emotional and
socially intelligence behaviour’ and take account of ‘disposition from the personality
domain’. It consists of diverse psychological traits, abilities, styles and other
characteristics to emotional intelligence. Emotional Quotient Inventory (EQ-i), Self-
Report Emotional Intelligence Test (SREIT), and Multidimensional Emotional Intelligence
Assessment (MEIA) are examples of the mixed-model approach.

Reliability refers to the consistency with which a test measures; without consistency,
measurement is compromised. A number of studies reported that reliability of the
emotional intelligence (r) ranges from 0.80 to 0.92, which is adequate for research and
assessment of an individual [9].

A number of studies suggest that measures of emotional intelligence do form a

coherent, recognizable factor structure and thus an evidence of validity. Intelligence
researchers have long found that higher IQ participants are able to solve problems with
less brain activity than those with lower IQ. Applying the same concept, researchers
have found that those with a higher EQ exert less brain activity to solve emotional
problems, as indicated by brain wave activity [10-11]. Studies have shown that there
was poor correlation between EQ and cognitive functions [9]. The difference is perhaps
due to the different in anatomical structures that control both cognitive (cerebral) and
emotion (limbic).

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 3

What influences Emotional Intelligence (EQ)?

The hippocampus and the amygdala are the two parts of the primitive “nose brain” that,
in evolution, gave rise to the cortex and then the neocortex. To this day these limbic
structures do much or most of the brain’s learning and remembering; the amygdala is
the specialist for emotional matters. If the amygdala is severed from the rest of the
brain the result is a striking inability to gauge the emotional significance of events; this
condition is sometimes called “affective blindness”. A young man whose amygdala had
been surgically removed to control severe seizures became completely uninterested in
people, preferring to sit in isolation with no human contact. Without an amygdala he
seemed to have lost all recognition of feelings, as well as any feelings about feelings [6].

Goleman [1, 2] argued that Intelligence Quotient (IQ) only contributes about 20% to
success in life, and other forces contribute to the rest. Emotional Intelligence is not
necessarily related to academic ability. Dr Antonio Damasio, a neurologist at the
University Of Iowa College Of Medicine, made careful studies of just what was impaired
in patients with damage to the prefrontal-amygdala circuit. He found that their decision
making is terribly flawed and yet they show no deterioration at all in IQ or any cognitive
ability. Despite their intact IQ, they made disastrous choices in business and their
personal lives, and could even obsess endlessly over a decision as simple as when to
make an appointment. Their decisions were so bad because they have lost access to
their emotional learning. Dr Damasio argued that brain damage may diminish EQ while
leaving IQ intact [7].

IQ has little to do with emotional life. In short, how we do in life is determined by both;
it is not just IQ, EQ also matters [8]. When these partners interact well, EQ rises as does
the IQ. To do that well in our lives means we must first understand more exactly what it
means to use emotion intelligently.

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Outcomes of EQ

There are considerable evidences showing that emotional intelligence is a determinant

of success in a variety of occupational settings [13, 14]. Studies concerning EQ have
been reported from Asia, Australia, Europe, the Middle East, and North America.
Although they vary widely in their quality, they include a number of well-done and
convincing demonstrations of the predictive power of EQ. Accumulating findings
suggest EQ may predict important outcomes in several areas [9] as below:

1. Better relationships for children

Among children and adolescents, EQ positively correlates with good social relations and
negatively correlates with social deviance, measured both in and out of school as
reported by children themselves, their family members and their teachers.

2. Better social relationships for adults

Among adults, higher EQ leads to greater self-perception of social competence and less
use of destructive interpersonal strategies.

3. High EQ individuals are perceived more positively by others

Others perceive high EQ individuals as more pleasant to be around, more empathic, and
more socially adroit than those low in EQ.

4. Better family and intimate relationships

EQ is correlated to some aspects of family and intimate relationships as reported by self

and others.

5. Better academic achievement

EQ is correlated with higher academic achievement as reported by teachers, but

generally not with higher grades once IQ is taken into account.

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6. Better social relationship during work

EQ is correlated with more positive performance outcomes and negotiation outcomes in

the laboratory, and also with more success at work, according to some preliminary
research.

7. Better psychological well being

EQ is correlated with greater life satisfaction and self-esteem and lower rating of
depression. It also is correlated with fewer negative physical and behaviour such as
headaches, insomnia and substance abuse.

EQ, validly measured, is a predictor of significant outcomes across diverse samples in a

number of real world domains. It predicts social relations, workplace performance, and
mental and physical well-being (9).

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USM Emotional Quotient Inventory (USMEQ-i)

USM Emotional Quotient Inventory (USMEQ-i) was developed to measure EQ of medical

students in Malaysian universities. The seven dimensions of USMEQ-i were developed
based on the mixed-model theoretical approach of EQ [9]. The items of the inventory
were framed from literature review related to EQ research. All the items were designed
based on its suitability and compatibility with the local cultures and values.
Furthermore, the items of USMEQ-i were created and written primarily in Malay
Language making it a more reliable and valid instrument to measure EQ of Malaysian
students especially medical students. Apart from that, the inventory is also suitable to
measure EQ of other groups such as adults, medical teachers and workers.

The USMEQ-i grouped EQ into seven dimensions, each based on a common underlying
EQ dimensions:

1. Emotional Control (Pengawalan Emosi)

2. Emotional Maturity (Kematangan Emosi)
3. Emotional Conscientiousness (Kehematan Emosi)
4. Emotional Awareness (Kepekaan Emosi)
5. Emotional Commitment (Komitmen Emosi)
6. Emotional Fortitude (Keanjalan Emosi)
7. Emotional Expression (Ekspresi Emosi)

The seven dimensions are discussed further in the next chapter. It is noteworthy that no
one of us is perfect on this scale; we inevitably have a profile of strengths and limit.

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The validity of the USMEQ-i

The USMEQ-i initially consisted of 50 items representing the seven emotional

intelligence dimensions. After validation procedures a total of 46 items out of the
original 50 items remained. The final validation process was done on 469 students who
came from all over Malaysia; the sample was multi-ethnic, multi-religion and multi-
cultural. The validation procedure found that the USMEQ-i has good psychometric
properties; it is a valid and reliable instrument that can be used to identify students’ EQ.
Factor analysis showed that all the items are well distributed according to the seven EQ
dimensions. Reliability analysis showed that the USMEQ-i has a high internal
consistency; Cronbach’s alpha coefficient value was 0.96 which is more than the
acceptable cut-off point of 0.7 [12]. The Cronbach’s alpha coefficient values for each
domain are shown in table 1 below:

Table 1: The Cronbach’s alpha value for each personality domain.

EQ Domain Cronbach’s alpha value

Emotional Control (Pengawalan Emosi) 0.899
Emotional Maturity (Kematangan Emosi) 0.816
Emotional Conscientiousness (Kehematan Emosi) 0.827
Emotional Awareness (Kepekaan Emosi) 0.789
Emotional Commitment (Komitmen Emosi) 0.773
Emotional Fortitude (Keanjalan Emosi) 0.656
Emotional Expression (Ekspresi Emosi) 0.603
Faking Index 0.827

Seven items of the 46-items USMEQ-I were the ‘faking index items’. These items
measure the tendency of respondents to over rating themselves or so called as the
‘faking-good’ tendency. The faking good items have been validated on 469 students and

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found to be valid and reliable items; all the 6 items grouped in the faking index domain
and had a high internal consistency (Cronbach’s alpha value was more than 0.7) as
shown in table 1.

The USMEQ-i was also tested on postgraduate students and they were asked to write
down what are the idea or insight that they have gained as result of knowing their EQ as
well as what they hope to apply. Among their comments were:

“Hope I can improve on my EQ into something beneficial.”

“By knowing my EQ, I hope can be a better person not only to my future students
but also to my friends and family.”

“I realize much more on my EQ.”

These comments are also taken as evidence of the USMEQ-i validity.

Significance of USMEQ-i scores

Having a high score in a particular EQ domain does not represent a similarly high EQ of
our whole person, because different domains are needed for different tasks, often at
different periods in our life. As EQ does not change much throughout our lives, we
should try to do things that are complimented by our strengths. Having an insight about
our EQ dimensions that are strong and weak can help us choose a more rewarding
career, job, task or profession, as well as provide a deeper understanding of ourselves.
On top of that, it helps us to improve on our weak points to be a better person.

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High, Average & Low score of each EQ domain, what does it mean to us?

EQ domain High Score* Average Scores* Low Scores*

Indicates that you are skillful at Indicates that you are able to Indicates that you are, most of
controlling your disruptive control your disruptive the time, not able to control
Emotional Control emotions and impulsive feelings. emotions and impulsive feeling your disruptive emotions and
You are calm and cool even in certain situations. However, impulsive feelings. You are
under pressure. you tend to lose control once easily distressed once you are
you are under pressure. under pressure.
Indicates that you are skillful at Indicates that you are Indicates that you seem not to
Emotional facilitating and guiding your reasonably skillful at facilitating know how to facilitate and
emotion to reach intended your emotion toward intended guide your emotions. You tend
Maturity goals. People consider you as a goals. But sometimes you tend to be unmotivated with what
motivated person. to be unmotivated with your you are doing.
work.
Indicates that you are a person Indicates that you possess Indicates that your internal
Emotional with strong internal values and some degree of strong internal principles and values are not
principles People consider you values and principles. However, that strong. You tend to
Conscientiousness as responsible and with high you may sometimes compromise your values most
integrity. compromise your values in of the time.
certain situation.
Indicates that you are skillful at Indicates that you are Indicates that you are not
Emotional sensing and understanding your reasonably skillful in skillful at sensing and
own and other people’s feelings. understanding your and other understanding your and other
Awareness People consider you as a people’s feelings. people’s feelings. You are
pleasant person to talk to. insensitive to your and other
people feeling.
Indicates that you are able to Indicates that you are willing to Indicates that you do not know
Emotional align your emotions with other align your emotions with others how to align your emotions
group members towards toward achieving common with others. To a certain extent
Commitment achieving common goals. People goals but not at the expense of people tend to see you as an
consider you as a loyal and sacrificing your own feelings. uncooperative person and
committed person. difficult to be handled.
Indicates that you are skillful in Indicates that you are Indicates that you have
Emotional negotiating and resolving reasonably skillful in difficulty in negotiating and
disagreements without hurting negotiating and resolving resolving disagreements.
Fortitude other people’s feelings. People disagreement, but not to the People consider you as an
consider you as a diplomatic expense of sacrificing your own undiplomatic person.
person. feelings.
Indicates that you are skillful in Indicates that you are Indicates that you have
Emotional expressing your emotions reasonably skillful in expressing difficulty in expressing your
effectively to others. People your emotions, but sometimes emotions towards yourself and
Expression consider you as a great it is not that effective. others effectively.
motivator and counselor.
Indicates that you are skillful in Indicates that you are Indicates that you are having
Emotional perceiving, expressing, reasonably skillful at perceiving, difficulty in perceiving,
understanding, motivating, expressing, understanding, expressing, understanding,
Quotient (EQ) controlling and regulating your motivating, controlling and motivating, controlling and
emotions effectively. regulating your emotions. regulating emotions.
* Mean domain score: 0 – 1.20 = LOW, 1.21 – 2.80 = AVERAGE & 2.81 – 4.00 = HIGH

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Detailed Description of the Seven EQ Dimensions

DOMAIN I: Emotional Control

Emotional control is referred to the ability of self-control from disruptive emotions and
impulsive feelings.

People with this ability are skillful at handling their impulsive and disruptive emotions.
They stay composed, positive and unflappable and they look so calm and cool even
under great pressure. They think clearly and stay focused under pressure. They bounce
back from setbacks and change misfortune into fortune. They have very strong inner self
and internal control. They are the people who thrive under pressure.

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DOMAIN II: Emotional Maturity

Emotional maturity is referred to the ability to facilitate and guide emotional tendencies
to achieve and reach intended goals.

People with this competence are outcome-oriented, with a high drive to achieve their
objectives and standards. They set challenging goals, pursue it beyond what is required
or expected of them and take calculated risks. They search for information to minimize
uncertainty and find ways to do better as well as learn how to improve their
performance. They operate from hope of success rather than fear of failure. They see
setbacks as due to controllable circumstances rather than a personal flaw.

DOMAIN III: Emotional Conscientiousness

Emotional conscientiousness is referred to the ability of taking responsibility and

maintaining integrity for personal performance.

People with this competence take a tough, principled stand even if they are unpopular.
They act ethically, built trust, meet commitment and keep promises. They are
accountable, organized and careful in their work for meeting objectives. They know
their values and principles, intentions and feelings, and act in a way that is reliably
consistent with them.

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DOMAIN IV: Emotional Awareness

Emotional awareness is referred to the ability of knowing and understanding one’s own
and other persons’ internal states, preferences, resources and intuitions as well as their
effects.

People with this competence recognize which emotions they are feeling and why it
happens. They realize the connections between their feelings and what they think, say
and do as well as potential effects to others that may result from it. They have a guiding
awareness of values and goals.

DOMAIN V: Emotional Commitment

Emotional commitment is referred to the ability of aligning and working with others in a
group or organization towards common goals.

People with this competence are ready to make sacrifices to meet a larger
organizational goal. They find a sense of purpose in the larger mission and use the
group’s core values in making decisions and clarifying choices. They actively seek out
opportunities to fulfill the group’s mission.

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DOMAIN VI: Emotional Fortitude

Emotional fortitude is referred to the ability of negotiating and resolving disagreements

as well as sending convincing messages.

People with this competence handle difficult people and tense situations with
diplomacy and tact. They spot potential conflict, bring disagreement into the open, and
help to resolve it. They encourage debate, open discussion and win-win solutions. They
admit their own mistakes and confront unethical actions in others. They are effective in
give-and-take, registering emotional cues in attuning their message.

DOMAIN VII: Emotional Expression

Emotional expression is referred to the ability of conveying and adjusting one’s

emotions, thoughts and behaviours to changing situations and conditions.

People with this competence know how to react towards self and others’ feelings
effectively. They fine-tune their presentation to appeal to the listener. They express
their emotions effectively through non-verbal communications such as appropriate
voice tone, body language and facial expression. They are skilled at winning people over.
They use complex strategies like indirect influence to build consensus and support.

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Checking your consistencies

DOMAIN H: Faking Index

Faking index measures the tendency of respondents to overrate him/herself. Faking

index is grouped into 3 groups:

Low = 0.00 – 2.00

Average = 2.01 – 2.99
High = 3.00 – 4.00

Low scores indicate that there is no tendency of overrating him or herself. Results of the
test are reliable and show the true colours of the respondent.

Average scores indicate that there is some tendency of overrating him or herself.
Results of the test are reliable and have acceptable accuracy.

High scores indicate that there is tendency of over rating him or herself. Results of the
test should be interpreted cautiously because it may not show the true colour of the
respondent’s EQ. It is good to counter check with colleagues’ opinions regarding the test
results and the respondent’s characteristics.

High scores do not indicate we are cheating, but rather the tendency of over rating
ourselves based on what we wish to be in the future. Therefore if we score high on this
scale, it is recommended to repeat the test; respond to statements that describe
ourselves as we are generally now, not as we wish to be in the future.

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The USM Emotional Quotient Inventory (USMEQ-i)

Q1 Saya sering nasihat-menasihati di antara satu sama lain.
(I give advice to my friends and myself regularly)
Q2 Apabila mendapat kejayaan saya bersyukur.
(when I successed I pray to god)
Q3 Saya mudah mengakui kesalahan saya sekiranya saya memang bersalah.
(I apologies for mistakes I made)
Q4 Apabila ditimpa masalah saya akan cuba melihat daripada sudut yang berbeza agar ia
menjadi positif.
(When I’m in trouble I look at the bright side of it)
Q5 Saya melaksanakan apa yang saya janjikan.
(i keep my promise)
Q6 Saya sentiasa berkeyakinan dalam melakukan tugasan harian.
(I always confident in doing daily work)
Q7 Saya mampu untuk membuat keputusan sendiri berdasarkan pemikiran yang rasional.
(I can make my own decision rationally)
Q8 Saya menggunakan bahasa yang baik ketika bercakap dengan ahli keluarga dan orang
lain.
(I speak politely with my family members and others)
Q9 Saya tidak suka membuat orang tertunggu-tunggu.
(i don’t like to let people waiting for me)
Q10 Apabila mendapat musibah atau kegagalan saya bersabar.
(When I’m in setback or failure I will be patience)
Q11 Saya boleh menumpukan perhatian terhadap apa sahaja yang saya lakukan walaupun
saya merasa tertekan.
(I can focus on what I do even I’m stressed)
Q12 Apabila ditimpa musibah, saya menerima hakikat bahawa ianya telah berlaku dan
mencari langkah yang sesuai untuk mengatasinya.
(When I’m in setback, I accept it is happened and try to find solutions)
Q13 Saya sentiasa proaktif dalam menyelesaikan sesuatu tugasan.
(I always proactive in completing a task)
Q14 Saya mengetahui keupayaan dan potensi diri .
(I know my ability and potential)
Q15 Saya akan mengatakan pandangan dan kritikan dengan tujuan menolong dan
menambahbaik situasi.
(I will express my opinion and critic to improve a situation)

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Q16 Saya suka melibatkan diri secara aktif dalam sesuatu perbincangan.
(I love to participate actively in a discussion)
Q17 Saya akan melakukan tanggungjawab saya walaupun orang lain tidak berbuat demikian.
(I will continue to carry out responsibilities given to me even other won’t do it)
Q18 Saya sentiasa merasakan yang saya dapat menyelesaikan apa jua masalah dalam apa
jua keadaan
(I always feel that I can solve any problems regardless of situations)
Q19 Kegagalan menjadikan saya lebih bersemangat untuk berjaya.
(Failure motivate me to be more successful)
Q20 Saya memikul sesuatu amanah dengan penuh tanggungjawab.
(I carry out my duty full-heartedly)
Q21 Saya sentiasa jujur terhadap diri sendiri.
(I always honest to myself)
Q22 Saya dapat memahami dan merasai perasaan orang lain seolah-seolah diri sendiri
berada dalam situasi orang itu.
(I can understand and feel other feelings as if I was them)
Q23 Saya terdorong untuk mengkaji sesuatu perkara di atas dasar minat terhadap perkara itu.
(I’m motivated to learn something because of I want to learn it)
Q24 Saya sentiasa bermuhasabah diri dengan cara menghitung setiap amalan yang baik atau
buruk yang telah saya lakukan untuk memperbaiki diri.
(I always do self-reflection on what I did to improve myself)
Q25 Saya dapat mengawal emosi sedih atau marah walaupun saya mempunyai masalah.
(I can control my sadness or angry feelings even I’m in problem)
Q26 Apabila diberi tugasan, saya akan mendorong diri dan memikirkan cara-cara untuk
melakukan yang terbaik.
(When I’m given a task, I will do it at my best)
Q27 Sentiasa peka dengan perkara dan keadaan yang berlaku di sekeliling saya.
(I always sensitive to changes occur around me)
Q28 Saya peka terhadap kehendak naluri dan emosi sendiri
(I sensitive to my instinct and emotion)
Q29 Saya bergaul mesra dengan jiran tetangga.
(I minggle around with my neighbours)
Q30 Matlamat saya mempelajari sesuatu perkara adalah untuk menambahkan pengetahuan
dan mengamalkannya dalam kehidupan seharian.
(The purpose of I’m learning something because I want to expand my knowledge and
apply it in daily life)

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Q31 Saya mudah memberi kemaafan kepada mereka yang melakukan kesalahan terhadap
saya.
(I easily forgive to those who did wrong doing to me)
Q32 Dalam apa jua situasi, saya dapat tenangkan diri dan membuat keputusan terhadap
sesuatu perkara.
(In any situation, I can calm down myself and make rationale decision to the situation)
Q33 Apabila menghadapi tugas yang mencabar, saya akan menyelesaikannya dengan cara
yang terbaik.
(When I’m facing a difficult task, i will try to solve is properly)
Q34 Saya menghargai keupayaan diri sendiri.
(I appreciate with what I have)
Q35 Saya menghormati orang lebih tua dan jiran.
(I respect elder people and neighbours)
Q36 Saya memberikan kerjasama yang baik kepada aktiviti-aktiviti yang dijalankan oleh
institusi atau masyarakat.
(I give good commitment to activities planned by my institution or society)
Q37 Saya mencari maklumat untuk memahami sesuatu perkara atau mempelajari sesuatu.
(I search for relevant information to understand or learn certain thing)
Q38 Saya menempuhi kehidupan seharian dengan tenang walaupun berada dalam
kesusahan.
(I face daily life calmly even I’m in difficulty)
Q39 Saya sentiasa mengkaji sesuatu masalah secara teliti terlebih dahulu untuk mencari jalan
penyelesaian terbaik kepada masalah itu.
(I always investigate problems arise thoroughly in order to solve it appropriately)
Q40 Saya peka terhadap perasaan orang lain
(I sensitive to others feelings)
Q41 Saya menghargai pandangan dan perasaan orang lain.
(I appreciate others opinion and feelings)
Q42 Saya tahu menggunakan keupayaan dan potensi saya untuk berjaya.
(I know how to use my ability and potential for my success)
Q43 Saya boleh menyatakan hasrat, kehendak dan pandangan terhadap sesuatu yang
dikehendaki atau tidak dikehendaki.
(I can express my intention, need and suggestion toward want I want and what I don’t
want)
Q44 Saya dapat mengawal diri dalam apa jua keadaan dan situasi.
(I can control myself in any situation)

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Q45 Apabila menghadapi kesukaran saya mendapatkan nasihat dan bantuan daripada orang
lain tentang apa yang seharusnya dilakukan.
(When I face difficulties I will get advice and help from others on what shall I do next)
Q46 Saya mengasihi orang lain sebagaimana mengasihi diri sendiri.
(I loved others as if I loved myself)

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How do I score the test?

Below are the rating scales for each statement of USMEQ-i.

Below is the USMEQ-i Form to be filled by respondents based on the rating scales.

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Below is the scoring method of USMEQ-i:

0 – 1.20 = LOW

1.21 – 2.80 = AVERAGE

2.81 – 4.00 = HIGH

Where to get the full version of USMEQ-i?

The USMEQ-i can be obtained for free. To obtain the full version of USMEQ-i and
USMEQ Form please contact Dr Muhamad Saiful Bahri Yusoff through email:
msaiful@kb.usm.my.

Disclaimers:

1) Researchers are allowed to use this inventory for non-profit purposes and are
permitted to duplicate or photocopy the USMEQ-i and USMEQ form as many as
needed as long as proper citations and acknowledgements are given.
2) Upon completion of your study, raw data of the USMEQ-i must be submitted to
Dr. Muhamad Saiful Bahri Yusoff through email msaiful@kb.usm.my. It will be
used for the following reasons:
a. To establish population distribution reference score according to age,
gender and ethnic groups.
b. To establish the validity and reliability of USMEQ-i across samples.

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References

1. Goleman D. Emotional intelligence. New York. 1995.

2. Goleman D. Working with emotional intelligence: Bantam Books New York, 1998.
3. Mayer JD, Geher G. Emotional intelligence and the identification of emotion.
Intelligence. 1996; 22(2):89-113.
4. Mayer JD, Salovey P, Caruso D, Strategies WL. Models of emotional intelligence.
Emotional Intelligence: Key Readings on the Mayer and Salovey Model. 2004.
5. Myers DG. Exploring psychology; Worth, 2004.
6. Ekmen P, Davidson R. Questions About Emotion. New York: Oxford University
Press, 1994.
7. Damasio A. Decartes’ Error: Emotion, Reason and the Human Brain. New York:
Grosset/Putnam; 1994.
8. De Beauport E, Diaz AS. The three faces of mind: Developing your mental,
emotional, and behavioral intelligences; Quest Books: 1996.
9. Mayer JD, Roberts RD, Barsade SG. Human abilities; Emotional intelligence. 2007.
10. Jausovec N, Jausovec K. Differences in induced gamma and upper alpha
oscillations in the human brain related to verbal/performance and emotional
intelligence. International Journal of Psychophysiology, 2005; 56: 223-35
11. Jausovec N, Jausovec K, Gerlic I. 2001. Differences in event-related and induced
electroencephalography patterns in the theta and alpha frequency bands related
to human emotional intelligence. Neuroscience Letters, 2001; 311: 93-6
12. Downing S.M. Reliability: on the reproducibility of assessment data, Medical
Education, 2004; 38: 1006-1012.
13. Ann G. Emotional Intelligence, The Witness, and Education. Education for
Meaning and Social Justice. 2002;15(4):21-9.
14. Habibah E, Rahil M, Maria CA, Samsilah R, Nooreen N, Omar F. Emotional
Intelligence of at risk students in Malaysian secondary children. The International
Journal of Learning. 2007; 14(8):51-6.

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