MANGAL EMOTIONAL INTELLIGENCE SCALE
OBJECTIVE
The objective of the Mangal Emotional Intelligence Inventory (MEII) is to assess the emotional
intelligence of individuals, particularly students aged 16 and above, who are proficient in both
Hindi and English. The inventory is designed to measure emotional intelligence across four
distinct areas:
1. Intrapersonal Awareness – Understanding and awareness of one's own emotions.
2. Interpersonal Awareness – Understanding and awareness of the emotions of others.
3. Intrapersonal Management – The ability to manage and regulate one’s own emotions.
4. Interpersonal Management – The ability to manage and navigate emotional
interactions with others effectively.
The primary goal of the inventory is to provide a standardized, reliable, and valid tool that can
measure emotional intelligence in a straightforward, binary format (yes/no answers), allowing
educators, counselors, and researchers to evaluate and support emotional intelligence
development in students across schools, colleges, and universities.
THEORETICAL FRAMEWORK
The **Mangal Emotional Intelligence Inventory** was developed for use with students aged 16
and above who are proficient in both Hindi and English. It is designed to measure emotional
intelligence across four key dimensions: **intrapersonal awareness**, **interpersonal
awareness**, **intrapersonal management**, and **interpersonal management**. The
inventory consists of 100 items, with 25 items allocated to each of the four areas. The response
format is binary (yes or no), making it simple and accessible for respondents to complete.
### Construction and Item Selection
The construction of the inventory began with an initial pool of 180 items. These items were
presented to a panel of five judges, who reviewed the items for relevance and clarity. Only the
items that received unanimous approval from the judges were retained, leading to the
elimination of 30 items. Afterward, the remaining 150 items were subjected to **item
analysis**, which involved calculating biserial correlations for each item—both with the total
inventory score and with the scores for each specific area.
Only items that showed significant biserial correlations at the **0.01 level** were retained.
This process resulted in the elimination of 48 additional items. Two further items were
discarded due to redundancy, resulting in a final inventory with an equal number of 25 items
for each of the four areas.
### Standardization
To standardize the inventory, it was administered to a large sample of 2,200 students aged 16
and above. These students were drawn from:
1. **12th-grade students** from higher secondary schools in Haryana, affiliated with the
Haryana Board of School Education or CBSE.
2. **College students**, including those from engineering and B.Ed programs affiliated with
M.D. University, Rohtak.
3. **Postgraduate students** from M.D. University, Rohtak.
A **stratified proportionate cluster random sampling technique** was used to ensure that the
sample was representative. The distribution of scores for both male and female students was
tested for normality using the **chi-square test**, which confirmed that the distribution did
not significantly deviate from normality.
### Reliability
Three methods were used to examine the reliability of the inventory:
1. **Split-half method** using the Spearman-Brown prophecy formula.
2. **KR formula** (likely Kuder-Richardson Formula).
3. **Test-retest method** after a four-week interval.
The reliability coefficients derived through these methods are as follows:
- **Split-half reliability** (n=600): 0.89
- **KR formula reliability** (n=600): 0.90
- **Test-retest reliability** (n=200): 0.92
These results indicate a high level of reliability across different methods.
Validity
The validity of the inventory was established through two approaches:
1. **Factorial validity**: Inter-correlations among the four areas of emotional intelligence were
calculated, revealing that the four areas are significantly interrelated, with correlation
coefficients ranging from **0.437 to 0.716**. Factor analysis using **Thurstone’s centroid
method** further confirmed the interdependence of the four areas.
2. **Criterion-related validity**: Two external measures were used to establish criterion-
related validity:
- **Adjustment Inventory for College Students** developed by A.K.P. Sinha and R.P. Sinha.
- **Emotional Maturity Scale** developed by Yashvir Singh and Mahesh Bhargava.
The product-moment correlation between the Emotional Intelligence Inventory and these
measures was found to be:
- **Adjustment Inventory**: -0.662
- **Emotional Maturity Scale**: -0.613
These negative correlations indicate that lower scores on the adjustment and emotional
maturity scales (which represent better adjustment and higher maturity, respectively)
correspond to higher emotional intelligence scores, highlighting the inventory’s validity.
Norms
Percentile norms were computed separately for males and females for each of the four areas,
as well as for the total inventory score. These norms, presented in tables 6 and 7, provide a
benchmark for interpreting individual scores relative to a broader population.
In conclusion, the Mangal Emotional Intelligence Inventory is a well-constructed, reliable, and
valid tool for assessing emotional intelligence in students. Its simplicity, bilingual design, and
focus on the four core areas of emotional intelligence make it an effective measure for
educational settings.
SCORING AND INTERPRETATION
[04:43, 22/10/2024] Aafrin: *Intrapersonal Awareness*
*Meaning*: Intrapersonal awareness involves recognizing and understanding one’s own
emotions, strengths, weaknesses, values, and motivations. It is about being in tune with oneself
and having a clear perception of one’s emotional state.
- *High Scorers*:
- Exhibit strong self-awareness and can accurately identify their emotions and how these
emotions impact their thoughts and behaviors.
- They understand their strengths and weaknesses, which allows them to set realistic goals
and make informed decisions.
- High scorers often engage in self-reflection and seek feedback, facilitating personal growth
and development.
- *Low Scorers*:
- May struggle to identify their emotions, leading to confusion or misunderstanding of their
reactions in various situations.
- They might lack clarity about their values and motivations, which can result in difficulty
setting goals or making decisions.
- Low scorers may avoid self-reflection, leading to missed opportunities for personal growth
and self-improvement.
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### 2. *Interpersonal Awareness*
*Meaning*: Interpersonal awareness refers to the ability to recognize and understand the
emotions of others. This includes empathy and the ability to respond appropriately to the
emotional cues of those around you.
- *High Scorers*:
- Display high levels of empathy, easily understanding and relating to the emotions and
feelings of others.
- They are adept at interpreting non-verbal cues and can gauge the emotional climate of a
group or environment.
- High scorers often build strong, meaningful relationships and effectively navigate social
situations, fostering trust and collaboration.
- *Low Scorers*:
- May struggle to read social cues and may misinterpret the emotions of others, leading to
misunderstandings in interactions.
- They might have difficulty empathizing with others, which can result in strained
relationships and a lack of emotional connection.
- Low scorers may benefit from actively practicing empathy and improving their social
awareness to enhance interpersonal relationships.
---
### 3. *Intrapersonal Management*
*Meaning*: Intrapersonal management involves the ability to manage and regulate one’s
own emotions, thoughts, and behaviors. This includes coping with stress, making choices based
on emotional awareness, and maintaining motivation.
- *High Scorers*:
- Exhibit strong emotional regulation, effectively managing their emotions and reactions in
various situations.
- They are skilled at coping with stress and can maintain composure during challenging or
high-pressure scenarios.
- High scorers often demonstrate resilience, bouncing back from setbacks and maintaining
motivation to achieve their goals.
- *Low Scorers*:
- May struggle with emotional regulation, often reacting impulsively to situations or
becoming overwhelmed by their emotions.
- They might find it challenging to cope with stress, leading to anxiety or avoidance
behaviors.
- Low scorers may benefit from developing coping strategies and mindfulness practices to
improve their emotional management skills.
---
### 4. *Interpersonal Management*
*Meaning*: Interpersonal management refers to the ability to effectively manage
relationships and influence the emotions of others. This includes conflict resolution,
communication skills, and the ability to inspire and lead others.
- *High Scorers*:
- Demonstrate strong communication skills and can articulate their thoughts and feelings
clearly and effectively.
- They are skilled in resolving conflicts, facilitating collaboration, and fostering positive
relationships in various settings.
- High scorers can inspire and motivate others, often taking on leadership roles and creating
a supportive environment.
- *Low Scorers*:
- May struggle with communication, leading to misunderstandings and difficulties in building
relationships.
- They might avoid conflicts or handle them poorly, resulting in unresolved issues and
tension in relationships.
- Low scorers may benefit from enhancing their communication and conflict resolution skills
to improve their interpersonal effectiveness.
