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Assessing Emotional Intelligence:
A Practical Approach
Emotional Intelligence Practical
Introduction
Emotional Intelligence emerged as a major psychological construct in the early 1990s, where it was conceptualized as a set of abilities largely analogous to general intelligence. In recent research, emotional intelligence has been conceptualized in two distinct ways:
As a set of abilities for processing emotional information, championed by Professors Jack Mayer, Peter Salovey, and David Caruso at the University of New Hampshire.
As a set of personality traits, taken by Professor Reuven Bar-On in Denmark, author of the Emotional Quotient Inventory, by Daniel Goleman and colleagues, and by Professor Richard Cooper.
According to Mayer, Caruso, and Salovey's (2000) ability model, emotional intelligence refers to the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and actions. On the other hand, Bar-On (2000) in his model states that 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. Finally, Goleman (1995) described emotional intelligence as a person's ability to manage their feelings so that those feelings are expressed appropriately and effectively.
Determinants of Emotional Intelligence
Dr. Daniel Goleman (1995) in his Emotional Competency Inventory (ECI) defines emotional intelligence by four attributes:
Self-awareness: Includes emotional self-awareness, accurate self- assessment, and self-confidence. Social awareness: Includes empathy, organizational awareness, and having a service orientation. Self-management: Includes self-control, trustworthiness, conscientiousness, adaptability, achievement orientation, and initiative. Social skills: Includes developing others, leadership, influence, communication, change catalyst, conflict management, building bonds, and teamwork.
Differences Between Intelligence and Emotional
Intelligence
Intelligence refers to the ability to reason, mentally focus, process visual information, and have a working memory, which is often measured by IQ. Emotional intelligence, on the other hand, is the ability to identify emotions, relate to others, and communicate socially.
Differences Between Emotional Intelligence and Emotional
Quotient
Emotional intelligence (EI) is the ability to monitor one's own emotions, as well as those of other people, to discriminate between different emotions, and to label them appropriately. Emotional quotient (EQ) is a testing measurement of our ability to understand and apply our own minds emotionally.
Differences Between Social Intelligence and Social
Quotient
Social intelligence refers to a person's ability to understand and manage interpersonal relationships, including their ability to understand and act on the feelings, thoughts, and behaviors of other people. Social quotient, on the other hand, is the measure of social intelligence, which is the ratio between social age and chronological age.
Measurement of EI
There are several models of emotional intelligence, including:
I. Mayer, Salovey, and Caruso's ability model of emotional intelligence, which includes four branches: emotional perception, emotional integration, emotional understanding, and emotional management.
II. Bar-On's personality model of social and emotional intelligence, which includes the intrapersonal, interpersonal, adaptability, stress management, and mood domains.
III. Other models, such as those proposed by Daniel Goleman and Richard Cooper.
Goleman's Mixed Model
Emotional Competency Inventory (ECI)
In the Emotional Competency Inventory (ECI) developed by Goleman, he outlined four main EI constructs:
Self-awareness Emotional self-awareness
Norms
The norm table is presented on the left-hand side.
Introduction to Subject
Name: Ritika Age: 22 years Sex: Female Educational Qualification: Bachelor of Arts Physical and Mental Condition: Physically fit and healthy, mentally sound and prepared. Day, Date, Time of Test: Wednesday, 30th August, 3: pm Place: Psychology Lab, Vasant Kanya Mahavidyala
Methodology
Preliminary Arrangement
Before calling the participant in for the administration, all the necessary items for testing were prepared. Variables like temperature, noise, and lighting were controlled. The participant was then called inside and seated comfortably. Rapport was established, and the participant was reassured that her personal information and test data would be kept confidential. Subsequently, the instructions were provided.
Procedure
The MSREIS-R and response sheet were given to the participant, and she completed the test in 15 minutes. After the test, the participant was thanked for her participation and debriefed on the purpose of the testing.
Precautions or Control
Instructions should be given carefully, and all doubts regarding the marking of items should be cleared. Noise, light illumination, and temperature variables should be controlled and monitored.
Introspective Report
The participant felt excited before giving the test, as she thought she had a good grasp of her emotions. The questions were quite varied and focused on different aspects of emotions and their management. The test was not too difficult to understand, and the participant felt satisfied with her performance.
Scoring and Interpretation
The scores for each subscale and the whole test were calculated. The total score of the full scale was found to be 269, indicating that the participant lies in the 80-95th percentile and has above-average emotional intelligence.
Ability to Express and Appraise Emotions: The participant scored 96, indicating that she lies in the 97 and above percentile and has extremely high emotional intelligence in this factor. Ability to Utilize Emotions: The participant scored 74, indicating that she lies in the 35-76th percentile and has average emotional intelligence in this factor. Ability to Manage Emotions in Self: The participant scored 51, indicating that she lies in the 35-76th percentile and possesses average emotional intelligence in this factor. Ability to Manage Emotions in Others: The participant scored 48, which is the 97 and above percentile. The participant has an extremely high emotional intelligence in this factor.
Interpretation
The aim of the practical was to assess the emotional intelligence of the participant using the MSREIS-R. The results indicate that the participant has a high level of emotional intelligence, with an overall score of 269 on the full scale, placing her in the 80-95th percentile.
The participant's strengths lie in her ability to perceive, appraise, and express emotions (extremely high in the first subscale) and her ability to manage emotions in others (extremely high in the fourth subscale). However, she has average competency in utilizing emotions (second subscale) and managing emotions in herself (third subscale).
Overall, the participant is capable of monitoring her own and other people's emotions, discriminating between different emotions, and using emotional information to guide thinking and behavior. This suggests that she has the potential to foster personal and social growth through her emotional intelligence.
References
Positive psychology: The science of happiness and human strengths. Lewis, M., Haviland-Johns, J. M., & Barrett, L. F. (2008). Handbook of Emotions. New York: The Guilford Press. O'Connor, P. J., Hill, A., Kaya, M., & Martin, B. (2019). The measurement of emotional intelligence: A critical review of the literature and recommendations for researchers and practitioners. Frontiers in psychology, 1116. Pandey, R., & Anand, J. (2008). Manual for multidimensional self-report emotional intelligence scale- revised. Varanasi: Rupa psychological center.
