Manual

For
OTIONAL JJGENCE SCALE
(For Secondary School Students)

By:
Dr. Neha Sharma
~ssociate, School of Education, J amia Millia Islamia,
New Delhi-110025
and
Dr. Sudha Kumari Sharma
iate Professor, Department ofEduation,
A.M.U. Aligarh-202002
 Manual

I For
EMOTIONAL INTEI,IJ"GENCE S CAT,E
I (For Secondary School Students)

p
By:

I
Dr. Neha Sharma
Research Associate, School of Education, Jamia Millia Islamia,
New Delhi-110025

,('
t I
and
Dr. Sudha Kumari Sharma
Associate Professor, Department ofEduation,
I

A.M. U.. Aligarh-202002

t9> APRC : 2017

Published By :
Agra Psychological Research Cell
, Tiwari Kot hi, Belanganj, Agra-2820~4
Email : vivekaprc@rediffmail.com,www.aprc.co.in
 ~lanual
For
Emotional Intelligence Scale
(For Secondary School Students)
Introduction
Our traditional educational system focussed only on acadelJlic
intelJigence, i.e. IQ. Goleman (1995) stated. •At beat, IQ
contributes about 20 percent to the factors that detennine lite I

success, which leaves 80 percent to other forces" (p. 36)." Social l'
I
scientists and educational psychologists, educationiata and :
researchers are describing the relationships of emotional
t, : 1
intelligence with other variables and mentioning the role of '
emotional intelligence in different phases of human life. These !
are : characteristically positive mood (Schutte, Malouff, '.
Simunek, Mckenley, and Hollander, 2002); family climate ;
:Kaur & Jaswal, 2005); and academic achievement :
(Ogundokun and Adeyemo, 2010; Khajehpour, 2011; ,
Chamundeswari, 2013). Goleman described it as an ability 1
distinct from, but complementary to, academic intelligence the :
purely cognitive capacities measured by IQ.
Review of Related Literature

Ogundokun and Adeyemo (2010) examined the i

moderating influence of emotional intellig~nce, age, and academic · ., ! I
!

motivation on the academic achievement of secondary school ·

·1-~-1:ij '
students. The study adopted a s,urvey research design. The .
participants in the study were 2563 (male= 826, female= 737).
l J~~,
. I
I I
Two valid and reliable instruments were used to assess emotion I ,

·intelligence and academic motivation while achievement tests Ii

lI
on English language and mathel,Ilatics were used as a measure ' :r-
.
!-,.

of academfo achievement.:Pearson's product moment correlation .

and hierarchical regression were used to analyse the data. ~suits
revealed that emotiona) intelligenc~ had a significant co~lation
with academic achievement.
 ( J )
Kbajchpour (2011) in,-esti~ted the rebt.km~hip b~twttn
El. Parent.al im·oh·cment and academic perfurm:1nre of300 high
,chooJ students in Tehran Iran. "He found that there were
lignificant posith-c relati;nship between El nod ncadcm1ic
ichie vement · and parental in,·o h·cment a n d ac ade mic
iehievemcnt. '
Lou r du swamy (2 011 ) in,·estigntcd t ho ncnd om ic
; hievement of higher secondary school s tudents in relation to
,eir Parental influcne;e and emotional intelligence. A snmplo of
980 higher secondary school students wns selected by using
1atified random sampling. The findings showed that the
~jority of the higher secondary school students had a moderate
ItEl of emotional intelligence.
I
Fabio and Kenny (2012) studied the relationship between
e~ti?nal intelligence and styles of decision making. 1\vo hundred ·
a~I six
•
Italian high school students completed two measures of
emt1onal intelligence, Bar-On Emotional Intelligence Inventory
b~d on a mixed model of emotional intelligence, l\'Iayer Salovey
c4s0 Emotional intelligence Test based on an ~bility based
mf l, in addition to the General Decision ·Making Style
Quetionnaire. The findings suggested that both mixed mod~l
an4bility based model were related to decision making style,
butf at ability based emotional intelligence did not predict
dec~on making style, beyond the effects of the mixed morlel.
T;tudy revealed that assessment of emotional intelligence
may useful in understanding career decision making difficulties
and identifying strategies for promoting adaptive career
·l ma k.1ng.
dec1'n ,
I _-
-ijvers;-Brack1t, Reyes, Mayer, Caruso, and Salovey
(20I~ easure1 emotional intelligence in early adolesc~nre with
MS3T-YV: p k/chometric properties and relationship with
acad!ijc perfor~nce and psychological functioning. They found
th at l her scores ·on MSCE!T-YV wete related to he~lth:ier
psyc~gical functioning and greater social competence.

\ aya, Juriah, Yahaya, Boon, Hashim, and Lee

2011
< lttamined the impact of the five emotional inte~gence
 ( 4 )
elements identified as self-awareness, emotional managemen~
self- motivation, empathy, and interpersonul skills toward,
secondary school students' academic achievement. The Pearso#
rand multiple regression were used~ analyse the data. Thi
results showed that the significant relationship between self
awareness, emotional management, and empathy with academiC
achievement. Multiple regression analysis (stepwise) result
showed that only three elements of emotional intelligence which
is self-awareness, self-motivation, and empathy accounted for
8. 7 pe'rcent of variation in criterion (academic achievement).
Bhadouria (2013) indicated that academic achievement
without emotional intelligence does not indicate future success
and absence of emotional intelligence also indicate the w~ak ·
personality and ability to build relations at working place as well
in schools and it is highly important for quality education. So all
the above studies shows that the emotional intelligence has a
significant impact on the academic and personal life of the
students.
Chamunde&wari (2013) investigated emotional intelligence
and academ.ic achievement at the higher secondary level. A
sample of 321 students drawn from the higher secondary leve,l.
The emotional intelligence scale by Hydes and others (2001) has
been used to assess the emotional intelligence and the marks
scored in science were taken from their half yearly performance.
The result showed a positive and significant correlation between_
emotional intelligence and academic achievement.
Kumar, Mehta, and Maheshwari (2013) examined the
effoct of emotional intelligence on achievement motivation,
psychological adjustment, and scholastic performance of
secondary school students. Emotional intelligence scale (EIS) by
Hyde, Pethe and Dhar (2001). They found that emotional
intelligence had a significant effect on the achievemen_t
in:otivation of the secondary school students.
1
Umadevi (2013) studied emotional intelligenc~ of the
adolescents. Two hundred adolescents in the age range of 16~ 18
years constitute~ _the sam__ple;-Emotional intelligence inventory ·
; evek,ped and siandardized by the investigator was used tQ .
 -~·•·
•., .. :~ !
It~.!:~•-
....
. . "
! _._._1'. ": .l'.':• ;t .... .. '.l ·.: . . ·~·
•,·~ ---~•,! .'!.';'! ', -·~ • ._•,.~ ~;\ ·.•.· ~· .'.' . L ,••.•. t•· . .•. ,
.:· •. •: ·• : , · : :. ~-•, • ,.•, ·• ,.,, :,,,.;.,_..,/~ ),,, 1_,l,•k•.•l~'"' .I !.,'.:\ ~" -''
• -• .... } .. - ., ,. • } - • ... .. _.._ ..........•..... ..... ... , .. ... • ... l: • ~I\.~... .. .... • •
' ...,
. .. • \ ..
,,,.
1

•~1-n .. ~_1" •~·11 \ ' : . , ··~ ' .•• , -- ,,~•a-J>a ; .• · ····•r;, •._._;\l i~·-~•.,tl}~\'\\l'\. l•
n•l~ . 1

.,,it~f ~- - ,. . ••·:
., .., - .. t - • ..,. ' - • •• , . . .-i. 'II ... .... ' .., •·
ill, lo,. ... •' - ... ','-..

...~ .-. -'·....&:,•- t'__••

, •..1, ,. :l:. ·,u,•d••·. '"'h~ W'.'r'\,. t~.\ tht~,.". t'wm
I·int f.•ur....;~-: ' .... . ••-
.....
-~•,;i. ~ : . •.. •, .. ...
,. 1 .,. ,,. .~ ~"\;;: .. ,... ..

-.-ti.•,.. tl'·r 1· .. • .. ll;.:,ar.t l'l'~~l' -•~imi th,J

. •••• - .="- -,.~., . . l• •& '-••' 'l;".__..,_, t A'- ....... ,• ••C f •
• "Ii '-

,.l!lit~
"I
hk" ·:_..,, -, .. ·t._ _:.., ....,-/.:-••··:, in•t'r"'r . ..'r-5'--'n.,l ~k,U~. h~\n~
..,,. ..... _,_.. ... 1 ;. ~ -~1u.., ••~ , ... ... .._ ... 1., , ,. • ,.
't41pathetic, Oeulle a~3 a!.,.,tA~!.e 111i~h hi~h :at~~~ h•l~r~m:~.
Kumar (%OU) ,tudicd the (\)ff\?\;\l\lll\ l'tm1 tion:\l or
ittll~c::nt-e, m~nt.al health anJ a,iju~tm~nt cf 100_~tmll'nt~ p(
1t claH (&O boys an:l 50 girl-'). Em\ltioMI intclh.:~nct1 i::c:,l\?
(llS) by Hyde, Pcthc and Dhar (:001). The fimtini,:~ ren.,;lll'd
tltl there wat a aignificant and positi\·c rd11tion~hi11 \i.,twt'''"
e,-,tional intelligence and mental henlth.
M.. nlng oC Emotlonal lntclllgcnco
Each and C\'cry indi\·idual is born with innnto cnpnbilitim1
which develops with time and moulded nccording to thoir
experience with the environment. In addition to thit1 1 God
cndtwcd them with some basic emotional sensitivity, omotionnl
tendency, and emotional learning. So that the individuuls'
pro,ess in their relationship with others as it is n vehicle to
drive their lives. Emotional intelligence is basically an ability
which~helps a person to know their own emotions and of others
which is quite helpful in thinking process that how to modulate
them in a proper way to realize the goal. It leads to happine~s
and welfare of self and others also.
Definition of Emotional Intelligence
Mayer and Salovey (1997) stated, "Emotional intelligence
involves the ability to perceive accurately, appraise and express
emotion; the ability to access and/or generate feelings when they
facilitate thought; the ability to understand emotion and
emotional knowledge; and the ability to regulate emotions to
promote emotional and intellectual g!owth" (p.10).
Douglas, Frink, and Ferris (2004) regarded emotional
intelligence construct as a forum of social effectiveness, a set of
skills, enabling one to "read and understand others,)and utilize
such knowledge to influence -others in the pursuit of1 individual
and/or organizational goal."

I
i •
 •
{ 6 )
Siplfica.nce or the Emotiona_l Intelligence Scale
A lot of l"t'search ba 9 be-en done on the relationship of
emotional intelligence and acsdemic achie':ment~ deviant
bcha,riollnl and other facton of human life. It ultunateb' prepares
a child to mce etruggles that come into his life a~d utilize his
emotions in a positive way. Therefore, -the measurement of
emotional intelligence is of immense ,~alue for harmonious
development of the child. Many studies ha\'-e been done which
showed that the impact of high emotional intelligence on academi«:
achievement and lives of the students. This instigated an 'Ul'ge
in the mind of the investigator to prepare a tool which is
specifically meant for assessing the emotional intelligence of
adolescents which is a better predictor of success more than IQ.
Tool Construction
Planning
The first step in the construction of s~ale is planning. The
scale attempts to measure the emotional intelligence of the .
secondary school students in five dimensions and also overall
emotional intelligence. For the development of the 'Emotional .
Intelligence Scale' the investigator identified five dimensions of ··
Emotional Intelligence such as .
·l
.1. Self-awareness [Emotional awareness, Accurate Self-
1

As~essment, Self Confidence].

2. Self-regulation [Self Control, Trust Worthiness, , .
Conscientiousness, Adaptability, Innovation] . .
3. Motivation [Achieve~ent Drive, · Commitments, ..,
Initiative, Optimism]. - ,
· 4. Empathy [Understanding Others, Developi~g Others 1 .
Service Orientation, Leveraging Diversity, Political Awareness] • :,
f 5. So'Cial skills [Influence, Communication, Conflict
Management, Leadership, Change Catalyst, Building Bonds ··
Collaboration & Cooperation, Team Capabilities]. . ·
These dimensions have been selected on the basis of Goleman ·
model of Emotional Intelligence (1998). . ·
Collecting and writing it~ms
•
:he ~vestigator prepared the scale based on Likert type . .
!fie investigator has read books, research papers, and fournals
 ( 7 )
<fl emotion.a,I intelliier:ce. She ~-·u al-o romulttd th-e t -i ~\1.s in
&be field of psycbolDgY and e..iucat~n; and m.1teri~I &\~it~t,~ on
tbe internet in order to unde rstand lhe ronstrlKt cf emo~1'.1n~l
jJltelligence. The investigator framed 82 statement~ k~ pmg in
.,ind the studies releYant to emotional intelligence"£ ~~nd1try
echool st-udenta and the adolescent Je,~l oft he students.. Th~~
st statements are re1e,"8nt to the dimensioM and sub dimensions
of emotional intelligence except the sub dimension, service
orientation of empathy, as this dimension deals witb thn
competencies to understand customer's needs and match thEl m
to services or products so, it is found to be irrelevant nt the
adi>lescent level. Therefore, in the fourth dimension of cmotjonul
intelligence i.e., empathy,. the researcher considers only sub
di11ensions i.e., understanding others, developing others,
leveraging diversity, and political awareness.
,This draft of 82 items has been used to explore the.emotional
intelligence of secondary school students. The items in this draft
have five alternatives. In order to make the testing more valid
negative statements have also been included. These negative
statements are in contradiction to the positive statementa, thus
making the evaluation more accurate.
Scru~iny and critique
'
After completion of the first draft of the scale, the researcher
subjected it to open criti~ism and healthy su'ggestions,
-~modifications from psychologists, experienced teachers,-
researchers and project workers in the field of education and
psychology in order to improve the scale. ·As per the comments
and suggestions, modifications given by them, the investigator
modified some statements, whereas some have been omitted from
the seal~ as they are not matching .to the respective field. The
researcher did not consider those items which receive more
rejections from the experts. Thus a draft consisting of 65 items
·has been developed for try-out.
Preliminary try-out
(a) Pre try-out
Before item analysis 65 items have been ad~istered to 50
second&?y school students (25 boys and 25 girls)·from Aligarh
 ( s )
city. The studeat.9 .-en 1:,-e-e to ft1IPC)Dd to ~ach item•~ ditcu~
ii they kJt any problem. 1beu t h e ~ did not consider tho.
· iterna •·hich ha,-e been rejected by a number of student&. ~ " ' a
finaJ draft of 56 itemt has been selected b- proper try,~t..
(b) Proper try-out
or
A sample 400 etudenta from secondary schools (200 Illa)~
and 200 females) of Aligarh city has been selected for item
analysis. The investigator personally approached all the aubJecta
from four secondary 8Chools of Aligarh city and requested t.o
answer all the items of this scale.
Item Analy1i1 .
· "Item analysis is a set of procedures that is applied to know
the indices for the truthfulness of items. In other words, item
analysis is a technique through which those items which are .
valid and suited to the purpose are selected and the rest is either
eliminated or modified to suit the purpose" (Singh, 2009).
. For item analysis, emotional intelligence scale (including 56-..
items) has been administered on 400 students (200 boys and
200 girls) from secondary schools of Aligarh city. As the basis for
'
I'
rejecting s~atements in the method of summ:ated ratings, use is ,
i'
I
made of some form of item analysis. The frequency distribution .
i
of scores has .been considered, based upon the responses to all ,
. i'
I statements. Then, 25 (or s~me other) percent of the subjects ~th :,
I the highest total sc~res and also the 25 percent of the subjects ,,.
/' with the lowest total scores· have been taken, these two groii.ps ·•
·1
·1,
.'
I
pr~vide criterion gro_ups in terms of which to evaluate the,• ,
r
I individual st~_te!lJints (Edward, 195 7). In evaluating , the ;'
.
responses of high and low groups to the individual statements ·.
'

the t-ratio was found using the following formula~

t = (xH-XL) I L(Xu-Xn>2 +L(XL -Xd

n(n-l)
. (Edward, 1957, p. 153)
The value oft is a measure of the extent to hi h ..
t te t d ·a- . w c a given
s a men 1uerent1ates between the high and low grou s t-
.vatue has been regarded equa} to or greater than tabulated p ai
(t - 2.60 at 0.01 level of si~ce with df-=Igs) •ue
that the average response of the h. h d 88 ting .
ig an 1ow groups to a
 -
f '4; '
~~';td ,,u I" G• ttt.t'! ftM~:-:d
ii, ti&'-! Mt!l_G,Ul,t,ltt (;.;c
~ A l}" eh f ..••t lrl:.W !:P. ~uuJl •ta.~ l fU"
tJJetJ ~t!~~t:t•!t ttfJ I:")..~ ~ll•e u.cnt.·t"lt • OJ
ffleV t ~ ah, ~ t t ~ lh~~ l!t!flt!i , , uu • t tY\Otli 11'!1.t tlt~wl
, _,.,_,- 1h,,
l
--

' Item Jiiv. i

1,Mt
t-•~
1:
d c.!®

......-.,~
~ •@ .. ttt.1 c.:.teitt--- 1

t c4 l':et-,i~I I t!.¢i!flitp».t.~
r....N~
~-
·
II ..
Sal.-.
,. .., - Ii_

1,

·-:.i1•• a t,S
&,fm
-

~· -
--
TOT
ff~

-
. N
~ -
:II•
••.
.1 •• 8,30
4 ,t& ,l'i, • G 46
. ~
e.·
a••
G.09
J.a.
••••
6 07
4. 4it\
1.• G. i (J 36. ~1.69
14 .• 4 . 18 30 • ,'. .aa
9. 1.88 37 • l'.G6
10.· G.24 3!. • 8.7G
11 . 3. l H 39.• 7. 16
1.2 .• 6 . 76 0.8ii
1s. • 6 .26 41 . • 7.20
14."' 4 . 16 42. S.92
15.* 8.87 43.* 6 .64
16.* 5.66 44.* 4.86
17. * 7.27 45.* 7.56
18.* 7.68 46.* 9 .58
19. * 6. 4 1 47.* 5.57
20.* 5.63 48.* 4.16
21 .* 5.09 49.* 7.24
·22.* 8.04 50.* 6.84
23.* 5.30 51.* 6.06
.
2 4.* 7.65 52.* 7.10 •
2 5.* 6.81 53.* 7.50
2 6.* 5.46 54.* 8.78
2 7.* 9.31 55. 2. 11
28 .* 11 .46 56.* 4.1 8
* Marked items which were significant at 0.01 level of
confidence, finally the tool consisted of 50 items.
 ( 10 )
Tb~ onb 39 1 tem,s haft? ~ n r&tained in fib• I
«:Etnobonat lute~oa,, Stale\ cbstributed ovu 6ft diroen~Nm.~
(&hown in abie.2)..

1'ahle-l : Db:nension wise Dis:triln1"ion of itefll* of

&notional l ntellipnce Scale
!INo.. Dbtw,..._.. IW!ll:Bwith Jtemwith Tbtal
--L posil:m!polal'iQ- nepti~ polarity
SeJf-A ~ U.26.31.50 27,ai 7
2. Self-HeeuJaaoo 34,35.38,«,'49 - 6
3. Motivation 3.4.6,20,45 6
. 6
E111pathy 7,8,9,10,16, 16,17, 18,30 15
19,21,22.23,24,48
5. Social Skills 12.13, 14,25.28.33, 11,29,37,42,46
17
36,39,40,4 1,43,47

50
ReliabJlity

To find out the reliability of the test, emotional intelligence

scalethhas beenth
administered on 400 randomly selected students
or-nc and x classes (200 boys and 200 girls). The Reliability
of the scale has been examined through two methods with the
he1p ,_o f SPSS 20.0 shown in table-3. (' ,
~abJe.:.a:
- Reliability of Emotional Intelhgence Scale
Component Coefficient of correlation Coefficient of correlation
•'

(Split Half method) (Cronbach's Alpha

; method)
50 it.ems of em?Jtional 0.744 0.857
.
·1
intelligence
,
0 · Validity
d
The validity may be defined as the accuracy with which it
measures what it purposes to measure.\ In the present scale
content validity and construct validity have been determined.
,.
!
I ( It )
The scale bas been sent to 25 e:<perts in the field of psychology
and education. They gave their suggestions based on definitions
of emotional intelligence and its dimensions. Only those items
have been retaj ned in the scale which got consens us of t he
experts. It is evident from the asses.'iment of the experts that
items of the scale are directly related to the content of emotional
intelligence. It ensures that the scale has high content validity.
Construct Validity : Koji (2009) describes the construct
validity as "the extent to which the assessment . method is
adequately measuring the theorized constructive concept that is
taken as the object of assessment. It is therefore necessary to
accurately define one's constructive concept beforehand."
Self-awareness, self-regulation, motivation, empathy, and
social skills are the dimensions Qf emotional intelligence taken in
the scale. In order to compute construct validity, the investigator
calculated the correlation between the scores of each dimension
and total score of the test.
Table-4 : Correlation between the Din1ensions and
Total Scores of Emotional Intelligence Scale
Dimension Self- Self- Motivation Empathy Social
Awareness Regulation Skills
'r' values .583** .633** .661** .879** 856"'*
Sig. .000 .000 .000 .000 .000

** Significant at 0.01 level

From the table-4, it is clear that the correlation coefficient of
all the dimensions with the total score i.e., .583**, .633**, .661**,
.879**, and .856** are high and significant at 0.01 level of
significance which indicates that all dimensions are related to
emotional intelligence and the scale has good construct validity.
Norms

Percentile Norms were computed for both males and females

secondary school students with regard to their emotional
inte lligence.
 ( ll )
Tahle,.g ;Qualitative DQl'lfttofBmolioftAI lntelllpntt
Scale of the·SecondarJ' School Student!L
hbl..- :
Percentile Level Male Fe-tnale

-
P99 2'41 .98 !40.92
.
P9:, 221.0 210.0
Poo 21~.8 215.0 OQ1

210.0 10
p 8& 210.0
7&(~
Pso 207.0 207.8
'70
P1~ 203.0 204.0 60
P10 200.7 202.0 80 %>
p 65 197.0 200.0 40
198.0 80
p60 194.0
26 (Ql)
PM 192.0 195.5
20
p 50 190.0 193.0
10
p 45 188.0 191.4
Scoring pro,
P40 185.0 189.4 The collE
P35 183.0 187.0 as given in ti
Pao 181.0 185.0 . Table-7

P25 177.25 181.0

Pio 173.0 177.0
Iten
Pis 167.15 174.15,
Pio 160.10 165.20 (Positive Iterr.
•
P5 156.0 158~1 1,2,3,4,5,7,8,9,l
17,19,20,21,22,:
pl 142.01 149.01 33,34,35,36,38,.
N= 47,48,49,50.
200 200 (Negative Iten
Mean= 189.64 192.43 6,11,18,27,29,~
Median= 190.0 Translatic
193.0
20.40 Transl
18.42
·of correlati,
 ( !3 )
Table-6 : Classificat ion of Emotional IntelUgence
Scores into Categories.
Percentile LeveI Male Female Categot'} Interpretation

99 241.98 240.92
- 90 214.8 215.0 Very High Emotional Intellil9nce
A
80 207 207.8
75 (Qa) 203 204 B High Emotional Intelligence
70 200.7 202
60 194 198 C Avera~ Emotional Intelligence
50 (Md) 190 193
40 185 189.4
30 181 185 D Low Emotional Intelligence
25 (Q1) 177.25 181
20 173 177 E Very Low Emotional Intelligence

10 160.10 165.20
. ,-,. - r t

Scoring procedure
The collected data has been scored as per the s ~oring table
as given in table-7.
Table-7 : Scoring Pattern of Emotional Intelligence
Scale
Scores

Strongly Agree Unableto Disagree Strongly

Items
Agree decide • Disagree

5 4 3 2 1
(Positive Items)
1,2,3,4,5, 7,8,9,10,12;13,14,15,16,
17,19,20,21,22,23,24,25,26,28,31,
33,34,35,36,38,39,40,41,43,44, 45,
4 7,48,49,50.
(Negative Items)
1 2 3 4 5
6, 11, 18,27,29,30,32,37,42,46

Translation of the tool

Translation work has been done by computing the coefficient
of correlation between Hindi and English version of the tooL i.e.,
 ( 1-1 )
Emotional l,ntelliKence. Scale denl.lpd hr lh-c io,~$liptur.
For this p ~ 50 s1udent.s of ~n.d:uy 1-e,~1 ha,;-c ~n ~~r«c~
from the t.a~l population, wbo ban? b«n able 1-o Fe$pOnd in
both English and Hindi medium as the subjecl.s. from .t~igarh
city. After the data collection, Product moment c-oeffic1enl of
corre•lation has been calculated and it is as follows-
Coefficient or correlation= 0.82,
Uee or the tool
The investigator envisaged the following uses of the tool
de~eloped.
(1) This tool will help in measuring the emotional
intelligettce of secondary school students.
(2) It provides opportunity to assess the emotional
intelligence dimension wise.
(3) It is self-administering and does not require any expertise
on the part of the tester.
( 4) It can be easily used for testing the emotional intelligence
of groups as well as individuals ..
(5) The teacher may use the tool to identify students with
low and high emotional intelligence which in turn
provides an opportunity to predict the success of those
students in their life.
REFERENCES
Bhadouria, P. (2013)~Role 'of Emotional Intelligence for Academic,
Achievement for students. Research Journal of Educational
Science. International Science Congress As_sociation, 1(2),
8-12.
Chamundeswari, S. (2013). Emotional intellige'nce and academic
. . achievement among students at the higher secondary level.
Interna_tional Journal of Academic Research in Economics
and Manageme~t Sciences, 2 (4), 178-187. doi:10.6007/
IJAREMS/v2-i4/126.
· Douglas, C., Frink,·D.D., and Ferris, G. R. (2004). Emotional
intelligence of a moderator of the relationship between

r.. conscientiousness and performance. Journal of Leadership

and Organizational Studies. 10 (3), 2~113.· .