EMOTIONAL INTELIGENCE SCALE

Aim

To administer, score, interpret Emotional Intelligence Scale.

Objective

To measure Emotional Intelligence of the test-taker.

Introduction

The Latin word "embower", from which the word "emotion" is derived, means "to shake up," or
"to stir up," and this sound can be heard regularly across all of the literature on emotions, both
academic and popular. Additionally, different authors may refer to it as "disorganized responses" or
"wasted reflexes" or "conflict of impulses" using varied phrasings. The majority of them imply a
difficulty, involvement, or flaw in the individual adjustment. Emotion, according to the Oxford
English Dictionary's definition from (1961), is "any agitation or disturbance of mind, feelings,
passion, and any vehement or excited mental state." (Murray, Bradley, Craigie, & Onions,1961).

Emotions play a vital role in ordering human experiences. Without them life would be flat and
devoid of excitement. Emotions often provide the stimulus or motivation to act in a certain way. They
provide the inner force that attracts one person to another, or that repels one person from another.
Emotions provide a sense of feeling with and for others. They provide a sense of security, help person
cope with frustration, alert them to dangers and force them into action. Emotions are inherent neither
positive nor negative. Exhibiting emotions at right time and place and also the person involved in it
and to what degree it is exhibited is important. If all these factors are perfectly balanced then the
individual is said as emotionally balanced. Emotional intelligence involves the ability to perceive
accurately, appraise and express emotions; the ability to access and/or generate feelings when they
facilitate thoughts; the ability to understand emotions and emotional knowledge.

Buck (1985) has defined emotions as the process by which motivational potential is realized or
read out when activated by challenging stimuli. In other words, emotion is seen as a read-out
 mechanism carrying information about motivation system. Emotion have long been considered to be
off such depth and power that in Latin e.g., they were described as Motus Anima which means spirit
that moves us (Buck, R.,1985).

Crow and Crow, (1964) convey that, “An emotion is an affective experience that accompanies
generalized inner adjustment and mental and psychological stirred – up states in the individual and
that shows itself in his overt behaviour (Crow, L. D., & Crow,1964).

Emotion V/S Mood

In the argument between mood and emotion, moods and emotions can be separated based on
how long they last and, presumably, also based on the brain circuitry that controls and sustains each
of these affective states. Although there is disagreement over the duration of an emotion, the majority
of researchers who examine the distinction between mood and emotion agree that moods are longer-
lasting. When comparing the management of emotions and moods, it becomes much more
challenging to modulate (control) one's emotion(s) if they happen to coincide with or be a part of a
mood. It stands to reason that someone who is irritated will not be able to control their anger as fast or
readily as they would otherwise. Expression is a further characteristic that is utilized to distinguish
between moods and emotions. While many emotions have their own distinctive facial expressions,
moods do not (in fact, there are seven universal emotions that exhibit the same facial gestures
regardless of age, sex, or social context). There is no particular face expression for irritation alone,
nor is there one for any other mood, emotional qualities, or affective diseases. However, one can infer
an irritable mood by observing a lot of angry facial expressions.

Type of Emotions:

According to Goleman, (1995), the types of emotions and some of the members of their families
are as follows:

1) Anger – Outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity,

annoyance, irritability, hostility, fury and perhaps at the extreme, pathological hatred and violence.
2) Sadness – Grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair
and when pathological severe depression is caused.
3) Fear – Anxiety, apprehension, nervousness, concern consternation, misgiving, worriness, qualm
edginess, dread, fright, terror result into psychological phobia and panic.
4) Enjoyment –Happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure,
thrill, gratification, satisfaction, euphoria, whimsy and at the far edge mania.
5) Love- Acceptance, friendliness, trust, kindness, affection, opportunity, devotion, adoration,
infatuation.
6) Surprise –Shock, astonishment, amazement, wonder.
7) Disgust – Contempt, disdain, scorn, abhorrence, aversion, distaste, revolution.
8) Shame – Guilt, embarrassment, chagrin, remorse, humiliation, regrets.

Emotional Intelligence

In 1993, Salovey and Mayer described emotional intelligence as a social intelligence that
involves the ability to monitor own and others feelings and emotions, to discriminate among them and
to use this information to guide one’s thinking and actions.

Cooper and Sawaf (1997) defined Emotional intelligence is the ability to sense, understand and
effectively apply power and acumen of emotions as a source of human energy, Information,
connection and influence.

The term emotional intelligence was popularized in 1995 by psychologist and behavioural
science journalist Dr. Daniel Goleman in first book, Emotional Intelligence. Dr. Goleman described
emotional intelligence as a person's ability to manage his feelings so that those feelings are expressed
appropriately and effectively. According to Goleman, emotional intelligence is the largest single
predictor of success in the workplace.

Origin of Emotional Intelligence

Historically, psychologists have worked on intelligence by concentrating on cognitive

components. However, several scholars understood early on the significance of the non-cognitive
factors. Long before the phrase "Emotional Intelligence" was coined, researchers examined aspects
of emotional intelligence (EI) by assessing related ideas including social skills, interpersonal
 competence, psychological maturity, and emotional awareness. The earliest evidence of emotional
intelligence dates back to Charles Darwin's (1872) early research on the value of emotional
expressiveness for survival and secondary adaptation. Even though traditional definitions of
intelligence focused on cognitive abilities like memory and problem-solving in the 1900s, numerous
significant scholars in the field of intelligence have started to acknowledge the significance of non-
cognitive abilities. For instance, E.L. Thorndike first introduced the term "social intelligence" in
1920. For some time, psychologists have been discovering additional intelligences, which they have
primarily categorized into three clusters: social intelligence (the capacity to comprehend and relate to
others), concrete intelligence (the capacity to comprehend and manipulate with objects), and abstract
intelligence (the capacity to manipulate with verbal and mathematical symbols). Thorndike described
social intelligence as "the ability to understand and manage men and women, boys and girls-to act
wisely in human relations" in 1920.

The same definition of intelligence was given by David Wechsler in 1940: "the aggregate or
global capacity of the individual to act purposefully, to think rationally, and to deal effectively with
his environment." Wechsler came to the conclusion that in order to forecast someone's likelihood of
success in life, non-intellectual qualities were crucial. R. Plutchik provided a three-dimensional
structure for the description of emotion in his contemporary theory of emotion (1970). He has
provided a number of consequences for that model. "Emotions involve cognition" is one such
inference. It demonstrates that there is such a thing as emotional intelligence.

David McClelland strengthened this school of thought in 1973 by contending that the
traditional notion of IQ could not foretell how well people would succeed in the workplace. In 1983,
Harward Gardner put up a multiple intelligences theory that has since gained much acclaim. His
hypothesis of multiple intelligences develops a list of seven intelligences based on biological and
cultural studies. It encompasses linguistic intelligence, musical intelligence, spatial intelligence,
kinetic body intelligence, logical mathematical intelligence, and personal intelligence. Two distinct
intelligences are included in the personal intellect category.

A. A] Interpersonal intelligence (the ability to understand the feelings and others)

B. B] Intrapersonal intelligence (the ability to understand one’s own feelings and motivations).

Afterwards, he added naturalist and existential dimensions. In Gardner’s view, traditional types
of intelligence such as IQ, fail to fully explain cognitive ability. He proposed that intrapersonal
 and interpersonal intelligences are the type of intelligence (typically measured by IQ and
related tests) are equally important. Thus, even though the names given to the concept varied, there
was a common belief that traditional definitions of intelligence are lacking in ability to fully explain
performance outcomes.

Ability models approach EI as a standard intelligence that utilizes a distinct set of mental
abilities that (1) are intercorrelated, (2) relate to other extant intelligences, and (3) develop with age
and experience (Mayer, Caruso, & Salovey, 1999; Mayer, Salovey, Caruso, & Sitarenios, 2003). In
1990, Drs. Peter Salovey and John D. Mayer first explored and defined EI. They explained EI as “the
ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and use
this information to guide one’s thinking and actions” (Salovey & Mayer, 1990). EI, according to these
researchers, asserts that all individuals possess the ability to leverage their emotions to enhance
thinking, judgment, and behavior. This module aims to unpack this theory by exploring the growing
empirical research on EI, as well as what can be learned about its impact on our daily lives. This
model proposes that four fundamental emotion-related abilities comprise EI:

1. perception/expression of emotion,
2. use of emotion to facilitate thinking
3. understanding of emotion,
4. management of emotion in oneself and others.

Additionally, they started a study to build reliable emotional intelligence metrics and
investigate its relevance. The research on the subject kept gaining momentum as more professionals
began to recognize the significance and relevance of emotions to work outcomes, but it wasn't until
the release of Danial Goleman's best-selling book "Emotional Intelligence: Why it can Matter More
Than IQ" that the term became widely known. Early in the 1990s, Danial Goleman learned about
Salovey and Mayer's work while conducting research for his first book. In his widely read best book
"Emotional Intelligence," which he co-wrote with David McClelland while a psychologist at
Harward, Goleman provided the first "Proof" that emotional and social elements matter. After that,
pieces on EI started to emerge more frequently in a variety of scholarly and popular outlets.

The Bar-On model provides the theoretical basis for the EQ-I, which was originally developed
to assess various aspects of this construct as well as to examine its conceptualization. According to
this model, emotional-social intelligence is a cross-section of interrelated emotional and social
competencies, skills and facilitators that determine how effectively we understand and express
ourselves, understand others and relate with them, and cope with daily demands. The emotional and
social competencies, skills and facilitators referred in this conceptualization include the five key
components described above; and each of these components comprises a number of closely related
competencies, skills and facilitators which are described in the Appendix.

Consistent with this model, to be emotionally and socially intelligent is to effectively

understand and express oneself, to understand and relate well with others, and to successfully cope
with daily demands, challenges and pressures. This is based, first and foremost, on one’s
intrapersonal ability to be aware of oneself, to understand one’s strengths and weaknesses, and to
express one’s feelings and thoughts non-destructively. On the interpersonal level, being emotionally
and socially intelligent encompasses the ability to be aware of others’ emotions, feelings and needs,
and to establish and maintain cooperative, constructive and mutually satisfying relationships.
Ultimately, being emotionally and socially intelligent means to effectively manage personal, social
and environmental change by realistically and flexibly coping with the immediate situation, solving
problems and making decisions. To do this, we need to manage emotions so that they work for us and
not against us, and we need to be sufficiently optimistic, positive and self-motivated.

Emotional Quotient versus Intelligence Quotient

According to Wechsler intelligence means the aggregate and global capacity of an individual
to think rationally act purposefully and deal effectively in with his environment. Emotional Quotient
(EQ) comes to the aid of Intelligence Quotient (IQ) when there is a need of solving problems or to
make key decision.

IQ and emotional intelligence are not opposing competencies, but rather separate ones.
According to Goleman, (1995), there is slight Co-relation between IQ and some aspects of emotional
intelligence. All of us have mix IQ and emotional intelligence in varying degree and these dimensions
add separately to a person’s qualities. Emotional intelligence adds for more of the qualities that make
us more fully human.

Mixed Model of Emotional Intelligence: The model introduced by Daniel Goleman, focuses
on EI as a wide array of competencies and skills that drive leadership performance. Goleman includes
a set of emotional competencies within each construct of emotional intelligence. Emotional
competencies are not innate talents, but rather learned capabilities that must be worked on and
developed to achieve outstanding performance. Goleman posits that individuals are born with a
general emotional intelligence that determines their potential for learning emotional competencies. He
calls emotional intelligence,’ a master aptitude, a capacity that profoundly affects all other abilities,
either facilitating or interfering with them.’ Goleman, (1998) defines, “Emotional intelligence is the
capacity to recognizing our own feelings and those of others, for motivating ourselves and for
managing emotions well in ourselves and in our relationship”. Goleman’s model outlines five main
EI construct:

1] Self-awareness – The ability to read one’s emotions and recognize their impact while using gut
feelings to guide decisions.

2] Mood– management – Involves controlling one’s emotions and impulses and adapting to changing
circumstances.

3] Self-motivation – gathering up one’s feelings n emotions and directing towards the determined
goal.

4] Empathy – recognizing the feeling of others and turning into verbal or nonverbal responses.

5] Managing relationships – The ability to inspire, influence and develop others while managing
conflict. There is multiplicity of definitions of emotional intelligence and psychologists have various
view and ideas regarding the abilities at need.

Measures of Emotional Intelligence

The authors have come across two measures of emotional intelligence-Emotional Quotient in
business and life. These can be understood by Four-Cornerstone Model explained by Cooper (1997).
This model assumes emotional intelligence as out of the realm of psychological analysis and
philosophical theories and moves into the realm of direct knowing, exploration and application. The
first cornerstone is ‘emotional literacy’, which builds a locus of self-confidence through emotional
honesty, energy, emotional feedback, intuition, responsibility and connection. The second
cornerstone, ‘emotional fitness’ strengthens authenticity, believability and resilience, expanding circle
 of trust and capacity for listening, managing conflict and making most of constructive discontent. The
third cornerstone has been ‘emotional depth’ that explores ways to align one’s life and work with his
or her unique potential and purpose, and accountability, which in turn, increases influence without
authority. The fourth cornerstone have been ‘emotional alchemy’, through which one can extend
creative instincts and capacity to flow with problems and pressure and to complete for the future by
building one’s capacity to sense more readily

Development of the scale

After consulting relevant literature, 106 items have been developed. Each item had been
transferred on a card. A panel of 50 judges with postgraduate degree and more than 10 years of
experience in their relevant fields had been prepared. Definition of emotional intelligence was also
written on a card along with necessary instructions for the selection of the items on the card. The
cards were placed before each judge who was contacted individually. The choice for categorization of
each card was noted and the frequency of choice was calculated. The items, which have been chosen
75% or more times, had been spotted out. The 34 items thus chosen had been administered on 200
executives. The data have been then tabulated and total item correlations were calculated. Items
having correlation less than the value of 0.25 (p<0.01) were dropped. The value had been taken from
Fisher and Yates (1992) table of correlation coefficients and their levels of significance. The final
form of the scale constituted 34 items. The inter-item correlations of the final items have been also
determined.

Factors of Emotional Intelligence

A. Self-awareness involves recognizing and understanding one's emotions, strengths, weaknesses, and
values, enabling better decision-making and behavior regulation.
B. Empathy is the ability to understand and share the feelings of others, allowing for better
communication, relationship-building, and the capacity to respond appropriately to others'
emotions.
C. Self-motivation entails being driven by internal goals and values, allowing individuals to persist in
the pursuit of objectives despite challenges, and using emotions effectively to fuel achievement.
D. Emotional stability refers to the capacity to manage and regulate emotions effectively, remaining
composed and adaptable in various situations, both positive and challenging.
E. Managing relations involves the skill of nurturing and maintaining positive relationships, managing
conflicts, and fostering cooperation and teamwork, even in adverse circumstances.
F. Integrity involves holding strong moral and ethical principles, being honest, dependable, and staying
true to one's values even when faced with pressure or adversity.
G. Self-development refers to the commitment to continuous personal growth, learning, and
improvement, seeking opportunities for self-reflection and development.
H. Value orientation concerns an individual's dedication to ethical conduct, upholding honesty, and
confronting unethical behavior, emphasizing the importance of integrity and morality.
I. Commitment involves being reliable, fulfilling promises and obligations, demonstrating dedication to
tasks, and being organized and diligent in work and responsibilities.
J. Altruistic trait represents the inclination to show selfless concern for others' well-being, engaging in
acts of kindness, generosity, and considering others' needs before one's own.

Uses of the scale:

The scale can be used for research and survey purpose. It can be also used for individual
assessment. It is self-administering and does not require the service of a highly trained tester. It is
suitable for groups as well as in individual testing.

Limitations of the scale:

In all tests of this nature, subjects manage to get some insight into what the purpose is. There
is always a factor of “social desirability and faking.” The scale purports to measure learned optimism
of which the subject has some awareness about. It should not be used as a tool for individual
diagnosis until supported by other evidence. Observations of others self-related perceptions is also
required.
 Psychometric Properties

Norms of the scale

Norms of the scale are available on a sample of 200 subjects. These norms can be regarded as
reference points for interpreting emotional intelligence scores. The uses of this scale are advised to
develop their own norms based on their own samples. Individuals with high scores can be considered
to have a high level of emotional intelligence and are likely to be high performers.

1) The instructions printed on the answer sheet are sufficient to take care of questions asked.
2) No time limit should be given for completing the scale. However, most respondents should complete
it in about 10 minutes.
3) Before administering the scale it is advisable to emphasize orally that responses should be checked as
quickly as possible and sincere cooperation is sought for the same. The responses should be kept
confidential.
4) It should be emphasized that there is no wrong or right answers to the statements. The statements are
designed to understand the differences in individual’s reaction to various situations.
5) It should be duly emphasized that all statements have to be responded to and no statement should be
left unanswered.
6) It is not desirable to tell all subjects the exact purpose for which the scale is being used.
7) Though the scale is self-administered, it has been useful to read aloud the printed instructions of the
answer sheet to the subject.
8) Manual scoring is done easily hence no scoring key is provided.
9) Each item should be scored 5 for completely agree, 4 for agree, 3 for undecided, 2 for disagree and 1
for completely disagree.

Reliability

The reliability of the scale has been determined by calculating reliability coefficient on a
sample of 200 subjects. The split- half reliability coefficient has been found to be 0.88.
 Validity

Besides face validity, as all items are related to the variable under focus, the scale has high
content validity. It is evident from the assessment of experts that items of scale are directly related to
the concept of emotional intelligence. In order to find out the validity from the coefficient of
reliability (Garrett, 1981), the reliability index has been calculated, which indicated high validity on
account of being 0.93.

Application of Emotional Intelligence Scale

1) Application of Emotional Intelligence for Health, Mental Health, and Well-being

Numerous studies have claimed that EI has a positive impact on health, mental health, and
well-being in light of the evidence that it may help with daily functioning in a number of different
domains. According to EI proponents, creating more positive and harmonious interpersonal
interactions can lead to higher wellbeing and satisfaction and provide individuals a unique advantage
in daily life (Goleman, 1995; Salovey & Mayer, 1990). According to research, those with higher
emotional intelligence (EI) are also likely to be healthier than those with lower EI because they are
better at understanding and controlling their emotions, which makes them capable of more adaptive
responses (Zeidner, Matthews, & Roberts, 2012). In most countries, the patterns of health and illness
have changed in recent decades. New health problems and chronic illnesses have emerged as a result
of unhealthy lifestyles, ongoing stress, and the complexity of connected health behaviors. Modern
biopsychosocial disease models view physical well-being and disease as a result of a combination of
biological, psychological, and social variables. The importance of emotions in health processes has
also been emphasized recently. In light of this understanding, EI might work as a safeguard for
positive health outcomes.

2) Application of Emotional Intelligence in School

Better social and academic performance have been linked to emotional intelligence
(Shanwal, 2004). Studies have also shown a high correlation between students' emotional intelligence
and their behavior in class. Children who are emotionally intelligent exhibit high emotional
intelligence, a sense of subjective well-being, and adaptive resilience in the face of future adverse
situations (Saarni, 2000). Conversely, persons lacking in these abilities could find it difficult to build
 positive relationships with their peers and might even be more likely to act aggressively. The
significance of developing emotional competence and emotional intelligence cannot be overstated in
the modern era, when students are under increasing pressure to perform well academically as well as
to meet and maintain standards set by peer groups and the virtual world. For the past few years,
school education systems in Western nations have concentrated on giving pupils organized help for
social and emotional learning. One such umbrella term is social-emotional learning (SEL), which is
used to refer to a range of educational initiatives that concentrate on the ways in which people acquire
and use the social, emotional, behavioral, and character skills necessary for success in the classroom,
workplace, interpersonal interactions, and civic engagement (Jones & Doolittle, 2017).

3) Application of Emotional Intelligence in Workplace

Social and interpersonal skills are essential tools for being successful at work. Emotional
intelligence has come to be recognized as the key component of professional success due to the
complexity of work, cross-cultural partnerships, and more business conflicts. Empathy and social
skill are two EI pillars that are crucial for professional success (Rosenthal, 1977). Empathy is the
capacity to recognize the feelings of another, and it affects how we view another person or a situation.
Empathy not only makes it easier for people to work together, but it also makes people less likely to
be prejudiced, aggressive, or violent (Bridgeman, 1981; Feshbach & Feshbach, 1982). Utilizing social
skills effectively is the second factor that contributes to success at work. When it comes to managing
interpersonal interactions, resolving problems, and negotiating, social skills are crucial in the
workplace. Social skills must also include successful teamwork, effective team communication,
effective team collaboration, and effective attempts to attain goals.

4) Application of Emotional Intelligence in Leaders

Leaders who have strong emotional intelligence also have excellent people skills, which aid
in their ability to attract followers. They can read people and situations to respond appropriately
because they have empathy for others. They never lose sight of the fact that their coworkers and
subordinates are individuals, and they appreciate and acknowledge them as people first and
coworkers second, even while they concentrate on attaining professional goals. They get respect and
trust as a result of this.
Administration
Aim
The aim of the Emotional Intelligence Scale is to assess an individual’s ability to
recognize, understand, manage, and effectively use emotions in themselves and in their
interactions with others.

Materials
EIS Answer Sheet, Stationery, and Scoring key.
Scoring and Interpretation

Name Age Gender Education Location Emotional State

Sadhana 19 Female FYBCOM P.N. Doshi Calm
Gupta College
Test taker Profile

Table 1

Factors Scores Interpretation

Self-Awareness 19 High
Empathy 24 High
Self-Motivation 23 High
Emotional stability 19 High
Managing relationships 20 High
Integrity 14 High
Self-Development 09 High
Value Orientation 09 High
Commitment 09 High
Altruistic Behavior 08 High
Total 155 High EI
Self-Awareness
Self-awareness measures ones ability to recognize and understand own emotions. A
score of 19 implies that the person is quite conscious of their own feelings. They are able to
effectively identify, comprehend, and evaluate their emotions.

Empathy
Empathy assesses our capacity to understand and empathize with the emotions of others.
The ability to comprehend and empathize with the emotions of others is highly developed in
someone who has a score of 24 on the empathy scale. They have no trouble understanding and
appreciating the thoughts and viewpoints of others around them.

Self-Motivation
Self-motivation gauges our intrinsic drive and motivation to achieve our goals. A score of
23 in this area shows that the person is organically motivated to accomplish their goals. They
probably have a strong sense of purpose and can stay enthusiastic despite difficulties.

Emotional Stability
Emotional stability measures our ability to manage our own emotions effectively,
particularly during difficult or stressful situations. A score of 19 suggests that the person has
good emotional stability and control, which means they can effectively manage their own
emotions, particularly in trying circumstances.

Managing Emotions
Managing emotions assesses our skill in regulating and handling our own emotions. A
score of 20 indicates that the person is adept at controlling their emotions. They have good
emotional control and are capable of handling pressure and stress.

Integrity
Integrity evaluates our commitment to honesty and ethical behavior. Score of 14, which is
a little lower than the others, may show that the person appreciates honesty and ethical behavior.
It's critical to keep in mind that emotional intelligence has several elements, of which integrity is
only one.
Self-Development
Self-development measures our willingness and effort to work on personal growth and self-
improvement. A score of 9 in this category may indicate that, although being emotionally
intelligent in other areas, the person may still have room to develop personally and strive for
personal improvement.

Value Orientation
Value orientation assesses the alignment of our values with our actions and decisions.
Similar to self-development, a score of 9 in this category indicates that the person may have
room to improve on how their values and behaviors are in line.

Commitment
Commitment measures our dedication to our goals and responsibilities. A score of 9 in this
category may suggest that the person is committed to their duties and goals, but there is still
room for development.

Altruistic conduct
Altruistic behavior evaluates your inclination to help others and engage in selfless actions
for the well-being of others. Although there may be some space for improvement, this score
indicates that the individual demonstrates a decent amount of altruistic conduct, demonstrating a
willingness to assist others.
Overall, the participant has a high level of emotional intelligence, scoring 155 on the scale.
They thrive in a variety of areas, including emotional stability, controlling emotions, self-
awareness, empathy, and self-motivation.
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