Manua\ For

·Emotional
Intelligence
Scale

Dr. Arun Kumar Singh Dr. Shruti Narain

Professor and Former
Head Department of Psycholo
University Departmen gy
t of Psychology Patna Wo men's Co llege
Patna University
PATN A (Biha r)
PPJNA (Bihar)

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 INTRODUCTIOr-.J
Emotional intelligence refers to the mental processes involved in the recognition,
use, understa nding, and management of one's and others' emotional state required in
solving problems and regu lating behavior (Ciccare lli & Meyer, 2006). It is the ability to
monitor one's own and others emotion s, to discriminate among them and to use the
information to guide one's thinking and actions (M ayer and Salovey, 1997; 1990).
Emotional intelligence includes traits like self-awa reness, social deftness, and the
ability to delay gratification, to be optimist ic in the face of adversity, to channel strong
emotions and to show empath y towards others.
The term Emotional Intelligence appeared in a series of academic articles authored
by Mayer and Salovey (1990, 1993, and 1995). Their first article presented the first
model of emotional intelligence. As a result of the growi ng acknowledgement by
professionals of the importance and relevance of emotions to wo rk outcomes , the
research on the topic continued to gain momentum, but it wasn't until the publication of
Goleman's (1995) best seller" Emotion al Intelligence: Why It Can Matter More Tha n
/O" that the term became widely popularized and entered the mainstream . He argues
in his book that IQ contribu tes only about 20% to success in life, and other forces
contribute to the rest.
After extensive review of literature, following four dimensions were finally included
in constructing ,this scale. Their brief description is given below :
(a) Understanding emotio ns-An individual's capacit y to identify emotions in
one's and others' physica l states, feelings, and thoughts.
(b) Unders tanding motiva tion-A high achieve ment drive togethe r with the
tendenc y to be optimis tic and take initiative.
(c) Empathy-Ability to identify oneself mentall y with others and to underst and a -
person or thing accurat ely and read how other people feel, underst and their perspec-
tives, develop others, leverag e-diversity, read the mood of a group, discern political ·
realities and a tenden cy to take an interest in the lives of others.
(d) Handlin g relation s- To be able to manage and handle relation s with others
in a better way.

This Emotio nal Intellige nce Scale is meant for use from 12 years and above of
age.
Item Analysis :

Origina lly, 80 items w ere written and submitt ed to a group of languag e experts
who made necess ary correcti ons and modific ations. Subsequently, they were submit-
 4 I Manual for EIS- sANs
ted to a group of expe rts (co ll ege teachers) of psychology for expressing their judg-
ment about th e suitability of th e contents of th e items. Out of th e 80 item s, 52 reached
com'l1on con sensus. Th en th e scale was administered on 200 adolescents and scores
w ere obtain ed . Th e re spon se w as to be given in either 'Yes' or 'N o'. A score of+ 1 and
o was given. Th e answe rs of thos e items which talli ed with th e an swers given in the
scori ng key were given a score of+ 1. If they didn't tally, th ey w ere given a sco re of
zero . The response of the subjects on each item wa s scored and a total score was
obtained. Following it, item analysis was done by using Point-biserial correlation (Singh,
201 3) . Out of the 52 items, only 31 items was found significant ,. some at .01 an d
othe :·s at .05 level. Finally a set of those 31 items were retained for El Scale . About 7 -
8 items were selected for each diemension. ,
TABLE 1
o;v;sion of the items
Sr.
Division of Items Serialwise Item No. Total
No.

I. Understanding emotions 5, 15, 18 and 28 4

II. Understanding motivation 3, 7, 9, 12, 16, 19, 20 and 21 8
~
I
IU. Empathy 6, 8, 10, 13, 17, 23, 25, 26, 29 and 31 10
IV. HandHng relations 1, 2, 4, 11, 14, 22, 24, 27 and 30 9
Total 31
Inter-dimension correlations were also calculated, which were found to be suffi-
ciently low and not significant.
In structions
For smooth administration of El scale clear instructions was printed at the top of
t he fi rst page. The examinees read the instruction carefully and if there was any
confusion , they were asked to clarify it by raising their hands. Each examin ee was
atte nded ve ry carefully. There was no fixed time limit as such . However, it generally
took about 10 to 15 minutes in its completion .
Scoring :
The an swers of those items which tallied with th e answers given in the scoring key
were given a score of +1. If th ey didn't tally, th ey were given a score of zero . The
scoring key is provided in Tabl e 2.
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Scoring Table
'
Sr. Item s Se rlalwi se Item s No. TOTAL
Dimensions
No.
I. Un derstanding Positive 5, 15, 18, 28 4 4
emotions Negative - -
11. Understanding Positive 3, 7, 9, 1,2, 16, 19 6
8
motivation Negative . .. 21
20, 2
111. Empathy Positive 6,8, 10,23,25,26, 29 , 31 8
10
Negative 13, 17 2
IV. Han d ling Positive 1,2, 4, 11 , 14,22,24 , 27 , 30 9
9
relation s Negative - -
Total 31 I

ReHabiHty

The test re-test reliability was calculated, by administrating the test on the same
sampl e (N ~ 100) with a gap of fortnight. It was found to be 0.86 alpha coefficients,
which was significant at .01 level.

Vafidity;

The prese nt scale was correlated against the Emotional Intelligence Scale
developed by Hyde, Pethe and Dhar (2001 ). The concurrent validity was found to be
0.86 , wh ich was significant at .01 level. For this purpose, both scales had been
administered on the same sample (l'J = 100).

Norms :

Percentile norms for Emotional Intelligence Scale have been developed. For this
purpose, the sca le was admin istered on a larger sample of N = 500 in which the
subjects from both sexes pa rti cipated . Perce ntil e norm s for both groups (Male, N =
230 ; Femal e, N = 270) w ere developed sopara1ely c1s th ere t-ratios were found to be
significan t (cf Table 3 and 4 .)
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TABLE 3

Percentile of Males

Percent ile Score Point Integral Score

p 95 26-20 27

p 90 24 -86 25

p 80 23-05 24
I

·p 70 21-46 22

p 60 19-97 20

p 50 18-61 19

p 40 17-31 18

p 30 16-16 17

p 20 15 -27 16

p 10 14 -30 15
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Percen tile of Females

Percentile Score Point Integral Score

p 95 28· 18 29

p 90 27 -35 28

p 80 25-70 26

p 70 24-65 25

p 60 23-69 24

p 50 22-72 23

p 40 21-50 22

p 30 20-19 21

p 20 18-38 19

p 10 15·98 16

Qualit ative Interpr etation

The obtained final score on Emotio nal Intelligence Scale can also be qualitatively
interpr eted with the help of followi ng Table 5:
TABLE 5
Qua litative Interpreta tion of Emotional Intelligence Scale Scores
Range of Score Interpr etation
ii
I
, 20 or less Low ·Emotiona l Intelligence
fr/
21 to 26 Averag e En,,otion al Intelligence
1
: 27 and above Hi gh Emoti onal Intelligence
·I
f)
I
'ti
l
.1
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REFERENCES
Ciccarelli , S .E. and Meyer, G. E. (2006). Psychology. Prentice Hall Higher Education

Goleman, D . (1 995). Emotiona l intelligence- Why It Can Matter More Than 10 ?

New York : Bantam Books.

Hyde , Pethe and Dhar (2001 ). Emotional Intelligence Scale. Agra : National Psycho
logical Corporation .

Mayer, J. D. , and Salovey, P. (1993) . The intelligence of emotional intelligence. Intel/,

gence, 17(4), 433-442.

Mayer, J. D. and Salovey, P. (1995). Emotional intel ligence and the construction anc
regulation of feelings. Applied & Preventive Psychology, 4(3), 197-208.

Mayer, J. D. , and Salovey, P. (1997). What is emotional intelligence? In P. Salovey c

D. Sluyter (Eds.) Emotional development and emotional in telligence : lmplica
tions for educators, 3-31, New York : Basic Books.

Salovey, P. and Mayer, J. D. (1990) . Emotional intelligence. Imagination, Cognitio

& Personality, 9, 185-211.

Singh , A. K. (201 3). Tests, Measurements and Research Methods in Behaviour,

Sciences. Patna : Bharti Bhawan Publishers & Distributors .

© 2014 . All rig hts re se rv ed . No portion of thi s Inventory mate, iRI should be re~11oduce d in any lorm without the
written permission of th e publist ,e1. Ma11ual lo, Emotional Intell igence Scale (ESl- sANs). RF