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Emotional Intelligence: How We Perceive, Evaluate, Express, and Control Emotions

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Shereen Lehman, MS, is a healthcare journalist and fact checker. She has co-authored two books for the popular Dummies Series (as Shereen Jegtvig).

Hinterhaus Productions / Getty Images 

• Signs and Examples
• How It's Measured

What Are the 4 Components of Emotional Intelligence?

How to use emotional intelligence.

• Tips for Improving

Emotional intelligence (EI or EQ for "emotional quotient") is the ability to perceive, interpret, demonstrate, control, evaluate, and use emotions to communicate with and relate to others effectively and constructively. This ability to express and control  emotions  is essential, but so is the ability to understand, interpret, and respond to the emotions of others. Some experts suggest that emotional intelligence is  more important than IQ  for success in life.

What Are the Signs of Emotional Intelligence?

Some key signs and examples of emotional intelligence include:

• An ability to identify and describe what people are feeling
• An awareness of personal strengths and limitations
• Self-confidence and self-acceptance
• The ability to let go of mistakes
• An ability to accept and embrace change
• A strong sense of curiosity, particularly about other people
• Feelings of empathy and concern for others
• Showing sensitivity to the feelings of other people
• Accepting responsibility for mistakes
• The ability to manage emotions in difficult situations

How Emotional Intelligence Is Measured

A number of different assessments have emerged to measure levels of emotional intelligence. Such tests generally fall into one of two types: self-report tests and ability tests.

Self-report tests are the most common because they are the easiest to administer and score. On such tests, respondents respond to questions or statements by rating their own behaviors. For example, on a statement such as "I often feel that I understand how others are feeling," a test-taker might describe the statement as disagree, somewhat disagree, agree, or strongly agree.

Ability tests, on the other hand, involve having people respond to situations and then assessing their skills. Such tests often require people to demonstrate their abilities, which are then rated by a third party.

If you are taking an emotional intelligence test administered by a mental health professional, here are two measures that might be used:

• Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is an ability-based test that measures the four branches of Mayer and Salovey's EI model. Test-takers perform tasks designed to assess their ability to perceive, identify, understand, and manage emotions.
• Emotional and Social Competence Inventory (ESCI)   is based on an older instrument known as the Self-Assessment Questionnaire and involves having people who know the individual offer ratings of that person’s abilities in several different emotional competencies. The test is designed to evaluate the social and emotional abilities that help distinguish people as strong leaders.

There are also plenty of more informal online resources, many of them free, to investigate your emotional intelligence.

Researchers suggest that there are four different levels of emotional intelligence including emotional perception, the ability to reason using emotions, the ability to understand emotions, and the ability to manage emotions.  

• Perceiving emotions : The first step in understanding emotions is to perceive them accurately. In many cases, this might involve understanding nonverbal signals such as body language and facial expressions.
• Reasoning with emotions : The next step involves using emotions to promote thinking and cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention.
• Understanding emotions :   The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of the person's anger and what it could mean. For example, if your boss is acting angry, it might mean that they are dissatisfied with your work, or it could be because they got a speeding ticket on their way to work that morning or that they've been fighting with their partner.
• Managing emotions : The ability to manage emotions effectively is a crucial part of emotional intelligence and the highest level. Regulating emotions and responding appropriately as well as responding to the emotions of others are all important aspects of emotional management.

The four branches of this model are arranged by complexity with the more basic processes at the lower levels and the more advanced processes at the higher levels. For example, the lowest levels involve perceiving and expressing emotion, while higher levels require greater conscious involvement and involve regulating emotions.

Impact of Emotional Intelligence

Interest in teaching and learning social and emotional intelligence has grown in recent years. Social and emotional learning (SEL) programs have become a standard part of the curriculum for many schools.

The goal of these initiatives is not only to improve health and well-being but also to help students succeed academically and prevent bullying. There are many examples of how emotional intelligence can play a role in daily life.

Thinking Before Reacting

Emotionally intelligent people know that emotions can be powerful, but also temporary. When a highly charged emotional event happens, such as becoming angry with a co-worker, the emotionally intelligent response would be to take some time before responding. This allows everyone to calm their emotions and think more rationally about all the factors surrounding the argument.

Greater Self-Awareness

Emotionally intelligent people are not only good at thinking about how other people might feel but they are also adept at understanding their own feelings. Self-awareness allows people to consider the many different factors that contribute to their emotions.

Empathy for Others

A large part of emotional intelligence is being able to think about and empathize with how other people are feeling. This often involves considering how you would respond if you were in the same situation.

People who have strong emotional intelligence are able to consider the perspectives, experiences, and emotions of other people and use this information to explain why people behave the way that they do.

Emotional intelligence can be used in many different ways in your daily life. Some different ways to practice emotional intelligence include:

• Being able to accept criticism and responsibility
• Being able to move on after making a mistake
• Being able to say no when you need to
• Being able to share your feelings with others
• Being able to solve problems in ways that work for everyone
• Having empathy for other people
• Having great listening skills
• Knowing why you do the things you do
• Not being judgemental of others

Emotional intelligence is essential for good interpersonal communication. Some experts believe that this ability is more important in determining life success than IQ alone. Fortunately, there are things that you can do to strengthen your own social and emotional intelligence.

Understanding emotions can be the key to better relationships, improved well-being, and stronger communication skills. 

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Are There Downsides to Emotional Intelligence?

Having lower emotional intelligence skills can lead to a number of potential pitfalls that can affect multiple areas of life including work and relationships. People who have fewer emotional skills tend to get in more arguments, have lower quality relationships, and have poor emotional coping skills.

Being low on emotional intelligence can have a number of drawbacks, but having a very high level of emotional skills can also come with challenges. For example:

• Research suggests that people with high emotional intelligence may actually be less creative and innovative.
• Highly emotionally intelligent people may have a hard time delivering negative feedback for fear of hurting other people's feelings.
• Research has found that high EQ can sometimes be used for manipulative and deceptive purposes.

What Are Some Ways to Improve Emotional Intelligence?

While some people might come by their emotional skills naturally, some evidence suggests that this is an ability you can develop and improve. For example, a 2019 randomized controlled trial found that emotional intelligence training could improve emotional abilities in workplace settings.

Being emotionally intelligent is important, but what steps can you take to improve your own social and emotional skills? Here are some tips.

If you want to understand what other people are feeling, the first step is to pay attention. Take the time to listen to what people are trying to tell you, both verbally and non-verbally. Body language can carry a great deal of meaning. When you sense that someone is feeling a certain way, consider the different factors that might be contributing to that emotion.

Picking up on emotions is critical, but you also need to be able to put yourself into someone else's shoes in order to truly understand their point of view. Practice empathizing with other people. Imagine how you would feel in their situation. Such activities can help you build an emotional understanding of a specific situation as well as develop stronger emotional skills in the long-term.

The ability to reason with emotions is an important part of emotional intelligence. Consider how your own emotions influence your decisions and behaviors. When you are thinking about how other people respond, assess the role that their emotions play.

Why is this person feeling this way? Are there any unseen factors that might be contributing to these feelings? How to your emotions differ from theirs? As you explore such questions, you may find that it becomes easier to understand the role that emotions play in how people think and behave.

Drigas AS, Papoutsi C. A new layered model on emotional intelligence . Behav Sci (Basel). 2018;8(5):45. doi:10.3390/bs8050045

Salovey P, Mayer J. Emotional Intelligence . Imagination, Cognition, and Personality.  1990;9(3):185-211.

Feist GJ. A meta-analysis of personality in scientific and artistic creativity . Pers Soc Psychol Rev . 1998;2(4):290-309. doi:10.1207/s15327957pspr0204_5

Côté S, Decelles KA, Mccarthy JM, Van kleef GA, Hideg I. The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior . Psychol Sci . 2011;22(8):1073-80. doi:10.1177/0956797611416251

Gilar-Corbi R, Pozo-Rico T, Sánchez B, Castejón JL. Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers . PLoS One . 2019;14(10):e0224254. doi:10.1371/journal.pone.0224254

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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17 Emotional Intelligence Tests & Assessments (+ Free Quiz)

Broadly speaking, emotional intelligence involves the capacity to understand and manage emotion. Yet, can this be measured?

IQ tests are well-known assessments of cognitive capacity, however, tests of emotional intelligence are more complicated. There are many free quizzes readily available to test EQ, but as is explained shortly, such self-report measures are not always accurate.

Ability tests of EQ fare better. The following article explores the ‘ins and outs’ of emotional intelligence testing. Along with a rich assortment of information, this article will also provide links to some free EQ assessments and samples of questions so that you can really get a feel for EQ tests.

I hope it sparks your interest!

Before you read on, we thought you might like to download our three Emotional Intelligence Exercises for free . These science-based exercises will not only enhance your ability to understand and manage your emotions but will also give you the tools to help foster the emotional intelligence of your clients, students or employees.

This Article Contains

What is an emotional intelligence test, what is an eq appraisal, the emotional intelligence 2.0 test, can ei really be measured with a quiz, what’s in an emotional intelligence questionnaire, how is ei measured, the emotional intelligence scale, 4 example emotional intelligence tests and questions, are there ‘right answers’ to eq assessments, what does an eq score mean, six eq self-assessments, measuring emotional intelligence in the workplace, the queendom emotional intelligence test, the emotional intelligence grid, emotional intelligence and eq quadrants, is an eq test the same as an intelligence test, a take-home message, frequently asked questions.

So, just what is a test of emotional intelligence?

Well, put simply, as opposed to a self-report scale of EI, an EI test is developed differently. You see, EI tests are based on the premise that EI consists of a group of skills that are employed in order to solve emotional problems.

Therefore, as explained by pioneers in the research area of EI, Mayer, Caruso, Salovey & Sitarenios (2003), because it is developed from a skill-base, that EI is, therefore, a distinct ability that can be measured objectively.

One example of an EQ appraisal is the Emotional Intelligence Appraisal that features in the best-selling work ‘ Emotional Intelligence 2.0 ’ (Bradberry & Su, 2006).

The appraisal was created in 2001 by Dr. Travis Bradberry and Dr. Jean Greaves and it may be administered in either online form or in a booklet. You can find more emotional intelligence books here .

The EQ appraisal is a skill-based assessment based on Daniel Goleman’s four-factor taxonomy (Bradberry & Su, 2006). According to Goleman, EI consists of four components:

• self-awareness,
• self-management,
• social awareness and
• relationship management.

The EQ appraisal consists of 28 items and is performance based – it is designed to assess the behavior linked to EI skills. The assessment gives an overall EQ score, and a score for each of the four EI factors (Bradberry & Su, 2006).

Research with The Emotional Intelligence Appraisal has found Cronbach alpha reliability ratings between .85 and .91 however, interestingly, a non-significant positive correlation was found between the appraisal and the popular EI test, the Mayer-Salovey-Caruso Emotional Intelligence Test.

In the following sections of this article, you can certainly read more about the MSCEIT. Briefly, however, for the purpose of an introduction to this discussion, the MSCEIT is an ability model of EI.

Researchers have suggested that there is a distinction between the constructs that are measured by the MSCEIT and EI Appraisal (Bradberry & Su, 2006). It was reasoned that this difference in models from which the assessments were developed – the MSCEIT is an ability-based assessment, whereas the EI Appraisal was based on Daniel Goleman’s ‘mixed’ model of EI.

It has been claimed that scores on the Emotional Intelligence Appraisal predicted job performance more than the MSCEIT, and what’s more, it also takes one-fifth of the length of time to administer.

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In this section of the article, I will be focusing on the Mayer-Salovey-Caruso Emotional Intelligence Test, Version 2.0 (MSCEIT, V 2.0). The MSCEIT is a 141 scale that measures the four branches of EI, each branch reflecting specific skills – perceiving emotions, using emotions to facilitate thought, understanding emotions and managing emotions (Mayer, Caruso, Salovey & Sitarenios, 2003).

Each of these four ‘branches’ is measured in the MSCEIT using two tasks, as described below:

Branch one – perceiving emotions: faces and pictures tasks

Branch two – facilitating thought: sensations and facilitation tasks

Branch three – understanding emotions: blends and changes tasks

Branch four – managing emotions: emotion management and emotional relationships tasks.

Each of these 8 tasks is measured either by a discrete, single item or a group of individual items that make up an ‘item parcel’ (Mayer et al., 2003). Item parcels are collections of related items – so, for example, the ‘faces task’ consists of four item parcels, each containing five responses. Some items only require one response per stimulus so are distinct and free-standing (Mayer et al., 2003).

Across the 8 tasks, the responses required take different forms. The test was designed this way so that the results across the response methods can be generalized, and also minimize the associated error in measurement (Mayer et al., 2003). So, some tasks use a 5-point rating scale, whereas others require a multiple-choice response.

Let’s look at this test a little closer…

The ‘faces’ task is made up of 4 item parcels, each with 5 responses (Mayer et al., 2003). In this task, participants are presented with a group of faces, and they are required to respond with the specific emotion they can identify as portrayed in the face (Mayer et al., 2003).

The ‘pictures’ task consists of six parcels each with 5 responses. It is similar to the ‘faces’ task, except that the target stimuli are abstract designs and landscapes, and to respond, participants select from cartoon faces that show specific emotions (Mayer et al., 2003).

The ‘sensations’ task consists of five parcels, each with three responses. Participants match sensations to the emotions they generate – e.g. describing how ‘hot’ or ‘cold’ a feeling of envy is (Mayer et al., 2003).

The ‘facilitation’ task is made up of 5 item parcels, each with three responses. This task requires a decision about the moods that are most closely associated with specific behaviors and cognitive tasks, in terms of accompanying them or assisting them. The example given by Mayer, Caruso, Salovey, and Sitanerios (2003) is “whether joy may assist planning a party” (p. 99).

The ‘blends’ task consists of 12 free-standing items. Responders choose which emotions could be combined to produce another emotion – for example, that malice could be formed by combining envy and aggression (Mayer et al., 2003).

The ‘changes’ task is made up of 20 free-standing items in which individuals choose the emotion that emerges due to another emotion intensifying – e.g. that depression is most likely to result from intensification of sadness and fatigue (Mayer et al., 2003).

The ‘emotion management’ task consists of 5 parcels, each with 4 responses. In this task, responders are required to form a judgment about the best actions that can be taken by an individual in a story in order to result in the specified emotional outcome (Mayer et al., 2003).

So, for example, the participant might read a story about a character and need to identify what this character can do to reduce their anger or prolong joy (Mayer et al., 2003).

Finally, the ‘emotional relationship’ task. This task is made up of 3 item parcels, each with 3 responses. This task requires test-takers to decide what are the most effective actions an individual can take in order to manage another person’s feelings (Mayer et al., 2003).

Putting this all together, it can be seen that the MSCEIT 2.0 is a comprehensive test of EI. In fact, it requires a total of 705 responses – 141 items are included, each with 5 responses (Mayer et al., 2003).

According to Matthews, Roberts, and Zeidner (2004), there are a number of problems and serious omissions in the area of EI as measured by a simple self-report assessment.

In actual fact, this issue is what led Mayer, Caruso, and Salovey to argue that performance-based measures are needed for EI to be understood as an actual cognitive ability (Matthews, Roberts & Zeidner, 2004).

Their argument then resulted in the development of the Multi-Factor Emotional Intelligence Scale (the MEIS) and, more recently, the MSCEIT.

To consider EI as a scientific construct, it is necessary to determine whether EI is a measurable phenomenon (Matthews et al., 2004). Self-report measures of EI have shown satisfactory internal consistency reliably across a variety of cultures, as well as more than adequate levels of test-retest reliability over 1 – and 4-month periods (Matthews et al., 2004).

On the other hand, performance-based measures of EI have been shown to present a number of problems in terms of reliability (Matthews et al., 2004). All these issues seem to suggest that EI may not be able to be measured.

Indeed. Whether or not EI tests actually measure a theoretical construct or trait is termed ‘construct validity’, and, in actual fact, Matthews and colleagues (2004) concluded that neither performance-based or self-report measures of EI meet the criteria for what is deemed ‘construct validity’.

However, past research has found a relatively modest association between self-report measures of EI and actual ability measures (Matthews et al., 2004). What a complicated picture EI presents! What are we to make of these claims?

Well, further research into the measurement of EI is certainly warranted – particularly into validation studies of self-report measures of EI. According to Matthews et al (2004), “there are major conceptual, psychometric, and applied problems and issues to be overcome before EI can be considered a genuine, scientifically validated construct with real-life practical significance” (p. 192).

Other research, however, argues against what Matthews and colleagues presented in the 2004 paper titled ‘Seven myths about emotional intelligence’. It does in actual fact support the notion that EI can be readily measured using tests, particularity self-report tests.

However, just because something is easily measured this does not mean that such measures are accurate.

The fact that EI is made up of a range of skills does mean that self-report is not the most accurate way to measure EI (Matthews et al., 2004). This also means, however, that even though self-report measures are not effective measures of EI, that because EI consists of a range of skills and abilities, in a similar vein to the measurement of other skills, these skills can be measured!

In other words, yes, EI ability tests are legitimate measures of EI.

It can be very difficult to understand Emotional Intelligence (EI) when there are so many definitions and models out there. What really is EI? How do scientists define it? Are these claims scientifically supported?

Emotional Intelligence is an ‘elusive’ construct. This means that scientists find it difficult to agree on how to define it. Self-help books and other popular media also view EI differently, making it even more difficult to come to a consensus about what EI truly is.

To show what to expect from an EI questionnaire, I will now provide an example of an EI-quiz (Mind Tools, 2019). In this quiz, 15 statements are presented and responders are asked to answer as to how they really are, rather than how they think they should be:

• I can recognize my emotions as I experience them
• I lose my temper when I feel frustrated
• People have told me that I’m a good listener
• I know how to calm myself down when I feel anxious or upset
• I enjoy organizing groups
• I find it hard to focus on something over the long term
• I find it difficult to move on when I feel frustrated or unhappy
• I know my strengths and weaknesses
• I avoid conflict and negotiations
• I feel that I don’t enjoy my work
• I ask people for feedback on what I do well, and how I can improve
• I set long-term goals and review my progress regularly
• I find it difficult to read other people’s emotions
• I struggle to build rapport with others
• I use active listening skills when people speak to me

For each of these statements, the responders would rate themselves from not at all, rarely, sometimes, often and very often (Mind Tools, 2019).

• Self-report
• Other-report
• Ability measures

A variety of scales, quizzes and questionnaires have been developed for each of these methods of measuring EI. There are four general types of EI tests, which are described in more detail soon!

• Abilities based tests (including the MSCEIT)
• Trait-based tests (such as the Bar-On EQi)
• Competency-based tests – (including the ESCI)
• Behavior-based tests – (for example, the Genos)

Whilst all provide measures of EI, for situations where an accurate, objective assessment of EI is wanted (such as recruitment) the consensus from the research is to use the MSCEIT (Bradberry, 2014).

Schutte and colleagues (1998) developed a measure of emotional intelligence based on the model that was published by Salovey and Mayer in 1990. Sixty-two items were found to be reflective of the dimensions of Salovey and Mayer’s model (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998).

Then, a factor analysis of results from a study of 346 participants lead to the development of this 33-item scale:

• I know when to speak about my personal problems to others
• When I am faced with obstacles, I remember times I faced similar obstacles and overcame them
• I expect that I will do well on most things I try
• Other people find it easy to confide in me
• I find it hard to understand the non-verbal messages of other people*
• Some of the major events of my life have led me to re-evaluate what is important and not important
• When my mood changes, I see new possibilities
• Emotions are one of the things that make my life worth living
• I am aware of my emotions as I experience them
• I expect good things to happen
• I like to share my emotions with others
• When I experience a positive emotion, I know how to make it last
• I arrange events others enjoy
• I seek out activities that make me happy
• I am aware of the non-verbal messages I send to others
• I present myself in a way that makes a good impression on others
• When I am in a positive mood, solving problems is easy for me
• By looking at their facial expressions, I recognize the emotions people are experiencing
• I know why my emotions change
• When I am in a positive mood, I am able to come up with new ideas
• I have control over my emotions
• I easily recognize my emotions as I experience them
• I motivate myself by imagining a good outcome to tasks I take on
• I compliment others when they have done something well
• I am aware of the non-verbal messages other people send
• When another person tells me about an important event in his or her life, I almost feel as though I have experienced this event myself
• When I feel a change in emotions, I tend to come up with new ideas
• When I am faced with a challenge, I give up because I believe I will fail*
• I know what other people are feeling just by looking at them
• I help other people feel better when they are down
• I use good moods to help myself keep trying in the face of obstacles
• I can tell how people are feeling by listening to the tone of their voice
• It is difficult for me to understand why people feel the way they do*

Further studies of this 33 – item measure found it to have good internal consistency and test-retest reliability.

1. The Emotional Quotient Inventory 2.0 (EQ-i-2.0)

This test was the first scientifically validated, and now the most extensively used, EI assessment worldwide (Australian Council for Educational Research, 2016).

It was developed from 20 years of global research. The EQ-i is a self-report measure for individuals aged 16 years and older and can be delivered online. It takes approximately 30 minutes, and participants are required to respond to questions designed to assess key aspects of emotional skills related to life and workplace performance.

Such skills have been shown to affect performance in complex areas such as conflict resolution and planning (ACER, 2016).

The results from the EQ-i can provide respondents with information about emotional skills they can improve as well as those areas that they excel in – which can then lead to individuals having the capacity to utilize their strengths to maximize performance in daily tasks (ACER, 2016).

The EQ-i 2.0 is administered from an online portal that achieves simple and efficient administration, scoring and reporting.

Once an individual completes the test, a report is produced that takes the form of an inventory. The inventory includes 15 competencies that center around 5 composite areas of EI – self-perception, self-expression, interpersonal, decision-making and stress management (ACER, 2016).

Although taking the test is free, in order to administer the test a practitioner must meet the requirements of the EQ-i qualification level.

The EQ-i is based on Bar-On’s model of emotional-social intelligence, and it is accompanied by the EQ-360 (Consortium for Research on Emotional Intelligence in Organizations – CREIO, 2018).

The EQ-360 provides a more comprehensive analysis of EQ because it also includes information provided by others. Observer ratings are then considered in conjunction with the results of an EQ-i-2.0 self-report to give a more detailed profile (CREIO, 2018).

2. Profile of Emotional Competence (PEC)

This test was developed by Brasseur & Mikolajczak and provides separate measures of intra-personal EI and inter-personal EI (CREIO, 2018). It looks at 5 core emotional competencies – identification, understanding, expression, regulation, and use of emotions – in the self and others.

It has been extensively validated in research, with results taken from a total sample of almost 22 000 individuals (CREIO, 2018). It is available free of charge for research and clinical purposes.

The full PEC consists of 50 items and takes approximately 1- 15 minutes to administer, and the short form includes 20 items and takes 5 – 10 minutes to complete. The PEC is a self-report measure, however, it needs to be administered by a psychologist who is familiar with the emotional intelligence and emotional competence research and theory (CREIO, 2018).

3. The Trait Emotional Intelligence Questionnaire (TEIQue)

The TEIQue was developed by Dr. K. V. Petrides and is available free of charge for academic and clinical research (CREIO, 2018).

The full-form consists of 153 items, measuring 15 distinct facets, 4 factors and global trait EI. The short-form is a 30-item test that measures global trait EI which was developed from the full-form TEIQue (CREIO, 2018).

Based on correlations with corresponding total facet scores, 2 items were selected for inclusion from each of the 15 facets of the full-form TEIQue.

This questionnaire is also presented to gather ratings from observers – the TEIQue 360° and 360° Short-form (CREIO, 2018). Dr. Stella Mavroveli also designed the TEIQue Child-form that is suited to children aged 8 – 12 years.

This questionnaire consists of 75 items which are responded to on a 5-point scale and looks at the nine distinct facets of trait EI in children (CREIO, 2018).

4. Wong’s Emotional Intelligence Scale (WEIS)

This is a self-report measure of EI designed to be used by Chinese respondents (CREIO, 2018). It is based on the four ability dimensions mentioned previously that make up EI. It consists of two parts:

• The first part includes 20 scenarios. Respondents choose the option that most closely reflects the reaction they are likely to have in each scenario that is described (CREIO, 2018)
• The second part is made up of 20 ability pairs. Respondents are required to select one of two types of abilities that best demonstrates their strength (CREIO, 2018).

Now that we have looked at EI tests, let’s consider the types of questions that appear in these assessments. The following questions, from the PEC (Profile of Emotional Competence), are similar to those used in a variety of EI tests.

Hopefully they can provide you with an idea of what it may be like to do an EQ test!

Sample Questions (accessed from CREIO, 2018):

• As my emotions arise I don’t know where they came from
• I don’t always understand why I respond in the way I do
• If I wanted, I could easily influence other people’s emotions to achieve what I want
• I know what to do to win people over to my cause
• When I feel good, I can easily tell whether it is due to being proud of myself, happy or relaxed
• I am good at describing my feelings
• I can easily get what I want from others
• I easily manage to calm myself down after a difficult experience
• Most of the time I understand why people feel the way they do
• When I am sad, I find it easy to cheer myself up
• I find it difficult to handle my emotions
• When I am angry, I find it easy to calm myself down
• I am often surprised by people’s responses because I was not aware they were in a bad mood
• My feelings help me to focus on what is important to me
• Others don’t accept the way I express my emotions
• When I am sad, I often don’t know why
• In a stressful situation I usually think in a way that helps me stay calm

In fact, yes, there are so-called ‘right answers’ to EQ assessments – however, this only applies to the objective measures of EQ… obviously, there is no such thing as a ‘correct’ answer in a self-report assessment!

Research has included efficacious ways to identify ‘correct’ alternatives in EQ tests– e.g. in facial perception, or meanings of emotions terms (Mayer et al., 2003). This has been claimed due to the convergence between expert and general consensus on EI measures (Mayer et al., 2003). So-called ‘right answers’ are based on criteria developed from research (Mayer et al., 2003).

It is found by assessing the behavioral factors that reflect EI.

For example, the EQ score reflects the way in which a person reacts in a variety of situations, including:

• Stressful or frustrating situations
• Failures, or disappointing situations
• Positions of leadership
• How an individual manages the emotions of people of a range of different ages, and
• Handling diversity and cultural sensitivities (My Frameworks, 2017).

EQ distinguishes emotional capacity as a distinct type of intellect. The average EQ score is in the range of 90 – 100, whilst the perfect EQ score is 160. What does an EQ score actually mean? Well, as well as contributing to success, EQ plays a role in everyday life (My Frameworks, 2017).

Maybe you are interested in testing your own EQ? Listed below are 6 readily available EQ self-assessments:

• Emotional Intelligence Test (2019). Psychology Today. Access here .
• Test your E.I: Free EQ quiz (2018). Institute for Health and Human Potential. Access here .
• How Emotionally Intelligent are You? Boosting Your People Skills (2019). Mind Tools. Access here .
• Emotional Intelligence Test (2019). Psych Tests. Access here .
• Emotional Intelligence Test Free – EQ Test Free Online (2019). Alpha High IQ Society. Access here .
• How Emotionally Intelligent Are You? (2017). My Frameworks. Access here .

TalentSmart, a worldwide leader in the provision of emotional intelligence, examined EI alongside 33 other key workplace skills. It was discovered that EI was, in this case, the strongest predictor of performance (Bradberry, 2014). Actually, EI explained 58% of success in all job types!

How, then, is EI measured in the workplace?

The Consortium for Research on Emotional Intelligence in Organizations (CREIO) have reviewed a number of tests that promise to measure EI in workplace settings, and have selected those for which there is a substantial body of research. Let’s examine these different measures.

The Emotional and Social Competence Inventory (ESCI)

This is used to measure EI and enables workplaces to raise awareness of EI based on feedback (CREIO, 2018).

A multi-rater assessment, this test also encourages the coaching and development of crucial work capabilities. It takes approximately 30 – 45 minutes to administer.

It looks at the following competency scales:

• emotional self-awareness,
• emotional self-control,
• adaptability,
• achievement orientation,
• positive outlook,
• organizational awareness,
• coach and mentor,
• inspirational leadership,
• conflict management and
• teamwork (CREIO, 2018).

The Emotional and Social Competence Inventory – University Edition

The ESCI-U provides universities with an emotional and social intelligence test at a much lower cost than the corporate version (CREIO, 2018).

It assesses 14 key competencies – 5 emotional intelligence, 7 social intelligence, and 2 cognitive competencies. The multi-rater version is said to be the most well validated and widely used behavioral measure of emotional and social intelligence (CREIO, 2018).

It has been used in schools. colleges and universities, and is currently used at undergraduate, Masters and doctoral levels in a number of countries (CREIO, 2018).

The ESCI-U takes approximately 30 – 45 minutes to administer.

The Genos Emotional Intelligence Inventory (Genos E.I).

This assessment was developed from a wide range of peer-reviewed research, is available in many languages and is used in approximately 500 multi-national companies (CREIO, 2018). It is delivered via an online survey system which is modern and responsive.

The Genos EI consists of 42 items and takes approximately 10 minutes to complete. Although it is designed to be used in workplaces, it has been claimed that it is a valid assessment for individuals aged 17 – 75 years (CREIO, 2018).

It looks into six competencies that reflect the skills and behavior that develop as a result of EI abilities:

• awareness of others,
• authenticity,
• emotional reasoning,
• self-management and
• positive influence.

The Group Emotional Competence (GEC) Inventory

This assessment of EI in the workplace was developed from the work of Vanessa Druskat and Steven Wolff who have led the application of emotional competence at the group level (CREIO, 2018).

It provides a measure of 9 group norms that have been associated with team effectiveness. Also, this feedback can help groups to recognize their strengths and weaknesses, and therefore detect areas for improvement (CREIO, 2018).

The GEC Inventory contains 57 items that measure the nine dimension of group EI reported by Druskat and Wolff.

The Work Group Emotional Intelligence Profile (WEIP)

This is a self-report measure that looks at EI of individuals in teams.

Respondents choose from a seven-point reference format (from 1 – strongly disagree to 7 – strongly agree) to items that are designed to engage them in a reflection of their own behavior. For example, “ I am able to describe accurately the way others in my team are feeling ” (CREIO, 2018).

The WEIP is designed to look at two dimensions of EI – the ability to deal with one’s own emotions (which makes up scale one, consisting of 18 items) and, the ability to deal with others’ emotions (this is measured in scale two, which has 12 items) (CREIO, 2018).

Scales 1 and 2 are each comprised of 5 subscales. Team EI is discovered by calculating the average scores of the WEIP for all team members.

As you can see, whilst EI is crucial in a work environment, employers and leaders in team settings have a few options for assessments to choose from that measure EI.

Relevant:  Emotional Intelligence and Leadership Effectiveness

Queendom.com is a subsidiary of PsychTests AIM Inc, which is a high-tech psychometric company that produces a range of services and products based on an extensive battery of psychological assessments (Queendom, 2019).

PsychTests AIM provides psychometric services and related products to a very diverse range of groups: recruiters, HR professionals, business owners, therapists, life coaches, athletic organizations, students, researchers, marketers, and even professors! (Queendom, 2019).

As such, Queendom has developed ‘scientifically developed and validated tests and quizzes’, including the Emotional Intelligence Test.

What is this test?

Well, the Queendom EI Test consists of 341 questions and takes approximately 60 – 90 minutes to complete (Queendom, 2019). The questions take the type of self-assessment, situational, and image-based questions. A test specifically developed to measure EI, the Queendom EI Test includes self-report and skill-testing components.

What does the test provide?

The Queendom EI Test provides an introduction to EI, an overall score, assesses a range of scales, and also advice – tips that are tailored from an individual’s results.

The scales are as follows:

• Emotional competencies This scale measures the ability to identify one’s emotions, and being comfortable with emotional expression and emotional situations or people who are emotional. The emotional competency scale also examines emotional reflection, emotional regulation, and emotional integration (Queendom, 2019)
• Social competencies Looks at a person’s adaptable social skills and social insight. It examines the area of conflict – by looking at a knowledge of conflict resolution and conflict resolution behavior. The social competency scale also looks at empathy, flexibility, and the ability to read body language (Queendom, 2019).
• Drive The ‘drive’ scale focuses on goal-setting, striving, self-motivation and self-awareness which are all a component of EI.
• Stress management This scale looks at coping skills, emotional selectivity (in terms of magnitude) and emotional selectivity (in regards to precision). Furthermore, the stress management scale measures resilience, adaptability, and contentment. It looks at an individual’s positive mindset, their extreme rumination, and the congruence of their behavior according to values (Queendom, 2019).
• Self-regard The self-regard scale measures the aspects of self-esteem, self-confidence, and assertiveness. It also looks at self-efficacy and the need for approval (Queendom, 2019).

The grid below is an interesting graphical depiction of the dimensions and components of EI.

The grid provides a clear ‘snapshot’ of EI, portraying what is a complicated concept in an easy-to-understand form.

According to research, EI consists of 4 key skills that fall under two primary ‘competencies’ (Bradberry, 2014). These are personal competence and social competence. These skills can be portrayed in four separate ‘quadrants’.

What would such EQ quadrants look like?

Well, the four quadrants would be labeled as ‘ what I see ’ and ‘ what I do ’ (Bradberry, 2014). The quadrants of self-awareness and self-management make up ‘personal competence’. These two skills focus more on the individual and their interactions with others (Bradberry, 2014). On the other hand, social awareness and relationship management make up ‘social competence’.

Briefly, let’s look at each of these 4 core skills of EI, the EQ quadrants are:

• Self-awareness This quadrant looks at being aware of emotions as they happen, and being able to perceive these emotions accurately.
• Self-management Includes being able to apply an awareness of emotions in order to remain flexible and direct behavior positively.
• Social-awareness This EQ quadrant is associated with correctly perceiving and understanding emotions in other people.
• Relationship management Taps into being able to apply the awareness of the emotions being experienced by the self and others in order to successfully manage social interactions (Bradberry, 2014).

For many years, intelligence tests have been used to look at quantifying a person’s cognitive ability – their capacity to reason and ‘think’. However, EI is a relatively new concept. Hopefully, this article has shown that EI (or ‘EQ’) can be measured, so, can an EQ test be compared to an IQ test?

There is a key, crucial difference between testing EQ versus testing IQ. Notably, IQ (the intelligence quotient) measures, broadly speaking, the ability to learn. It is stable, changing very little across the lifespan. On the other hand, the emotional quotient (EQ) taps into EI – which is a flexible group of skills.

Therefore, like all skills, EI can be learned/acquired. It can be improved with practice.

In other words, it is possible to develop a high EI even if a person is not necessarily ‘born with it’. As has been argued in this article, the ‘ability’ of EI can be measured…therefore, the closest comparison between tests of EQ and so-called ‘intelligence tests’ (such as the Wechsler tests and more recently, the Woodcock-Johnson test) is an abilities-based emotional intelligence test such as the MSCEIT.

Abilities-based EQ tests, such as the MEIS and the MSCEIT assess the actual emotional ‘ability’ of a person, in the same way that an IQ test measures cognitive ability.

Therefore, while not ALL EQ tests are the same as an intelligence test, abilities-based EI assessments share similar properties to IQ tests.

The issue of emotional intelligence testing is a really complicated one. Although not all tests of EI can be compared to IQ tests, hopefully this article has explained that EQ is a construct that can be measured. Emotional intelligence is a relatively new area of positive psychology, so expect to hear more about it as time goes on!

This article has provided a detailed look at emotional intelligence testing, including an examination of some EI tests, a closer look at whether EI can be measured by a simple quiz, and exploration of EI in the workplace. However, a highlight for me in writing this article was reading some sample questions from EQ tests – it gave me a good picture of what EI taps into.

Have you ever measured your own emotional intelligence? Perhaps you can follow one of the links and do it today? If you have completed an EI test, were you surprised by the findings? Did they help you learn more about yourself?

Please take a moment to share your thoughts below!

For further reading, see:

• 13 Emotional Intelligence Activities & Exercises
• How To Improve Emotional Intelligence Through Training
• Teaching Emotional Intelligence to Teens and Students
• Emotional Intelligence Frameworks, Charts, Diagrams & Graphs

We hope you enjoyed reading this article. Don’t forget to download our three Emotional Intelligence Exercises for free .

There is no specific highest score for emotional intelligence, as different tests may use different scoring systems and scales.

Emotional intelligence is not tested by traditional IQ tests, as IQ tests typically focus on cognitive abilities such as problem-solving, reasoning, and memory. However, some newer IQ tests may include sections that assess social or emotional intelligence.

You can increase your EQ level by:

• Practicing empathy and active listening
• Increasing self-awareness through reflection, journaling, or seeking feedback from others
• Developing emotional regulation and stress management skills, such as mindfulness or relaxation techniques
• Improving social skills, such as assertiveness, conflict resolution, and communication
• Seeking out diverse experiences and perspectives to broaden your understanding and empathy for others.
• Australian Council for Educational Research. (2016). Emotional Quotient Inventory 2.0 (EQ-i-2.0). Retrieved from https://shop.acer.edu.au/emotional-quotient-inventory-2-0-eq-i-2-0
• Bradberry, T. (2014). Emotional Intelligence – EQ. Forbes. Retrieved from https://www.forbes.com/sites/travisbradberry/2014/01/09/emotional-intelligence/#3919f8be1ac0
• Bradberry, T. R., & Su, L. D. (2006). Ability- versus skill-based assessment of emotional intelligence. Psicothema, 18 , 59 – 66
• Consortium for Research on Emotional Intelligence in Organizations (2018). Measures. Retrieved from www.eiconsortium.org/
• My Frameworks (2017). How EI are you? Retrieved from www.myframeworks.org/testmyeq
• Matthews, G., Roberts, R. D., & Zeidner, M. (2004). Seven myths about emotional intelligence. Psychological Inquiry , 179 – 196
• Mayer, J. D., Caruso, D. R., Salovey, P., & Sitanerios, G. (2003). Measuring emotional intelligence with the MSCEIT V 2.0. Emotion, 3 , 97 – 105.
• Mind Tools (2019). What’s in an E.I. Questionnaire. Retrieved from https://www.mindtools.com/pages/article/ei-quiz.htm
• Queendom. (2019). Emotional Intelligence Test. Retrieved from https://www.queendom.com
• Roberts, R. D., Schulze, R., Reid, J., O’Brien, K., MacCann, C., & Maul, A. (2006). Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures. Emotion, 6 , 663 – 669.
• Schutte, N. J., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25 , 167 – 177.

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Hi Nicole and team, my name is Joy and I am an MSc Student currently working on my dissertation. My topic is ‘Employee Motivation: The Role of Emotional Intelligence and Leadership Style within the health and social care services.’ I thoroughly enjoyed reading your publication and found it quite insightful. Can you kindly recommend any free scales/surveys that I can use for my study to measure the above? Kind regards.

Sounds like a very interesting study you are working on!

I have taken a look and I could come up with the following scales: (1) Job Diagnostic Survey (JDS): This survey is designed to measure various aspects of jobs that are believed to influence employee motivation, satisfaction, and performance. (2) Leadership Style Questionnaire (3) The Emotional Intelligence Scale .

I hope this helps! Kind regards, Julia | Community Manager

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Emotional Intelligence

Reviewed by Psychology Today Staff

Emotional intelligence refers to the ability to identify and manage one’s own emotions, as well as the emotions of others. Emotional intelligence is generally said to include a few skills: namely emotional awareness, or the ability to identify and name one’s own emotions; the ability to harness those emotions and apply them to tasks like thinking and problem solving; and the ability to manage emotions, which includes both regulating one’s own emotions when necessary and helping others to do the same.

• The Roots of Emotional Intelligence
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The theory of emotional intelligence was introduced by Peter Salovey and John D. Mayer in the 1990s, and further developed and brought to the lay public by Daniel Goleman . The concept, also known as emotional quotient or EQ, has gained wide acceptance. However, some psychologists argue that because EQ cannot be captured via psychometric tests (as can, for example, general intelligence ), it lacks true explanatory power.

The emotionally intelligent are highly conscious of their own emotional states, even negative ones—from frustration or sadness to something more subtle. They are able to identify and understand what they are feeling, and being able to name an emotion helps manage that emotion . Because of this, the emotionally intelligent have high self-confidence and are realistic about themselves.

A person high in EQ is not impulsive or hasty with their actions. They think before they do. This translates into steady emotion regulation , or the ability to reduce how intense an emotion feels. Taking anger or anxiety down a notch is called down-regulation . The emotionally intelligent are able to shift gears and lighten mood, both internally and externally.

Such people are especially tuned into the emotions that others experience. It’s understandable that sensitivity to emotional signals both from within oneself and from one's social environment could make one a better friend, parent, leader , or romantic partner. Being in tune with others is less work for others.

This person is able to recognize and understand the emotions of others, a skill tied to empathy. The person with a high EQ can hear and understand another person’s point of view clearly. The empathic are generally supportive of the people in their lives, and they easily modulate their emotions to match the mood of another person as well.

This is a subject of active debate within the field. Some personality psychologists argue that emotional intelligence can be more parsimoniously described by traits such as agreeableness , and even charisma . A  highly charismatic person, for example, is socially adept and can quickly read a room.

We are naturally drawn to a person with high EQ. We are comfortable and at ease with their easy rapport. It feels as though they can read social cues with superhuman ability. Perhaps they can even mind-read how other people feel to some extent. This effortlessness is welcome in all domains of life—at home, in social settings, and at work. Who wouldn’t want a boss who understood how you are feeling and what you are trying to accomplish?

Yes, you can. You can start by learning to identify the emotions you are feeling as well as understanding them. If you are able to name the emotion you are feeling, you have a better chance of understanding what you are feeling. You can also learn to better regulate your emotions just by stopping and thinking before you act and judge. These skills will help you martial inner resolve and stick to what really matters in life.

While some studies have found a link between emotional intelligence and job performance, many others have shown no correlation whatsoever, and the lack of a scientifically valid scale makes it difficult to truly measure or predict how emotionally intuitive a person may be on the job or in other areas of life.

These people are able to mobilize and utilize their emotions, and they are motivated to manage tasks and problem-solve obstacles. They are connected to who they are and what they value in life, which are foundational for prioritizing and reaching any objective or goal. Knowing what matters is crucial for productivity .

In recent years, some employers have incorporated emotional intelligence tests into their application and interview processes, on the theory that someone high in emotional intelligence would make a better leader or coworker . However, it is not clear if these measures are accurate or even useful.

Testing for EQ in the workplace, for example, is difficult because there is no validated psychometric test or scale for emotional intelligence as there is for the general intelligence factor—and many argue that emotional intelligence is therefore not an actual construct, but a way of describing interpersonal skills.

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Emotional Intelligence: Why It Can Matter More Than IQ Test | Final Test - Hard

This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.

Short Answer Questions

1. Psychologist Richard Davidson discovered a link between temperament and what?

2. Dr. David Spiegel is one of the most respected experts in the clinical uses of what?

3. When was Dr. Charles Nemeroff born?

4. What did a Stanford University Medical School study find to be the emotion that does the most damage to the heart?

5. Psychologist Richard Davidson works at what university?

Short Essay Questions

1. What is the impact of post-traumatic stress disorder in children, according to the author in Part Four: Chapter 13, “Trauma and Emotional Relearning”?

2. What study did Hilda Bruch develop in the 1960s? What discoveries did she make?

3. What study on the engineers at Bell Labs is described in Part Three: Chapter 10, “Managing with Heart”? What results were found?

4. What advice does Harry Levinson give to managers on coaching employees in Part Three: Chapter 10, “Managing with Heart”?

5. What does the author state regarding “age-appropriate learning” in Part Five: Chapter 16, “Schooling the Emotions”?

6. Why is “bullying” an inadequate managerial technique, according to the author in Part Three: Chapter 10, “Managing with Heart”? What does good management mean?

7. What does the author give as reasons for the higher divorce rates today than 100 years ago in Part Three: “Chapter 9, Intimate Enemies”?

8. What is the impact of emotional illiteracy, according to the author in Part Five: Chapter 15, “The Cost of Emotional Illiteracy”?

9. What health impacts from anger are described in Part Three: Chapter 11, “Mind and Medicine”? Who conducted studies on anger?

10. What did Leslie Brody and Judith Hall discover about the developmental differences between boys and girls?

Essay Topics

Write an essay for ONE of the following topics:

Essay Topic 1

Discuss the work of Joseph LeDoux and Dr. Antonio Damasio. What is the specialization of each of these individuals? What discoveries did each make regarding the amygdala? How does Dr. Damasio describe the process of the amygdala in an emotional hijacking?

Essay Topic 2

Describe and analyze the five categories of knowing one’s emotions devised by Peter Salovey and John Mayer. What are examples of each of these categories? How can these skills be improved upon?

Essay Topic 3

Describe self-fulfilling prophecies and the Pygmalion Effect. How does Robert Rosenthal define the Pygmalion Effect? Based upon Rosenthal’s findings, how can teachers best approach their relationships with their students?

(see the answer keys)

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Emotional Intelligence Test

✅ Verified by World Mental Healthcare Association

Are you in tune with your own emotions? Do you have a knack for deciphering non-verbal cues from others? Are you skilled at cultivating positive relationships with those around you? Take this free Emotional Intelligence Test and check your understanding of emotions.

What Is Emotional Intelligence?

Emotional intelligence (EI) refers to the ability to identify, understand, and manage one’s own emotions, as well as the emotions of others. It involves the capacity to recognize and regulate one’s feelings, empathize with others, and use emotions to guide thought and behavior.

EI is considered an important skill for success in both personal and professional settings, as it can help individuals communicate effectively. EI includes four components: self-awareness, self-management, social awareness, and relationship management. Developing emotional intelligence can have numerous benefits.

Signs of high emotional intelligence in people are as follows:

• Better mental health functioning
• Higher job satisfaction
• Stronger interpersonal relationships
• More adaptable and resilient in the face of stress
• Greater success and fulfillment

Read More About Emotional intelligence Here

Instructions For Online Emotional Intelligence Test

Below is a list of statements related to an individual’s emotional intelligence. Please read each statement carefully and rate the extent to which these are relevant to you.

Please note: This emotional intelligence test is a self-assessment .

No. of questions – 15

Assessment Summary

0 of 15 Questions completed

Information

You have already completed the assessment before. Hence you can not start it again.

Assessment is loading…

You must sign in or sign up to start the assessment.

You must first complete the following:

Assessment complete. Results are being recorded.

Time has elapsed

You have scored 0 out of 0 point(s)

Earned Point(s): 0 of 0 , ( 0 ) 0 Essay(s) Pending (Possible Point(s): 0 )

• Mental Health Assessment 0%

Sign Of Low Emotional Intelligence

Your score indicates that you have a low sign of emotional intelligence. It is evident from your score that you might have a low level of capability of understanding your own and others’ emotions. It also seems that you might rarely engage in sharing your actual emotions and helping others to make them feel better. Also, your score seems that you rarely prefer to build strong interpersonal relationships with others. It can be seen from your response that you might tend to give up mostly while facing a stressful situation in life. Besides this, it can be seen that you seem to rarely assess a situation before reacting and judging it.

However, it should be noted that your responses have a chance to impact your social, occupational, personal, and other areas of functioning.

Want to learn more?

Some ways can help to improve an individual’s emotional intelligence, such as developing strategies for managing one’s emotions, such as deep breathing, meditation, or exercise, seeking feedback from others to gain more insight, practicing active listening and empathy to better understand the emotions and perspectives of others, seeking out opportunities for social connection, build strong, positive relationships with others, and taking courses or read books on emotional intelligence to deepen one’s understanding and skills. If you want to know how to improve your emotional intelligence skills, talk to our professional psychologists.

You can use our Mood Tracker to stay mindful of your mood every day, and identify your innermost thoughts & emotions on a daily basis. It will help you in doing the things you love while limiting activities that might dampen your mood.

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Sign Of Moderate Emotional Intelligence

Your score indicates that you have a moderate sign of emotional intelligence. It is evident from your score that you have a moderate level of understanding of your own and others’ emotions as well. It also seems that you might be somewhat capable of sharing your actual emotions and helping others to make them feel better in their difficult time. Also, your score seems that you might be somewhat capable of building a strong interpersonal relationship. It can be seen from your response that sometimes you seem to give up easily in some of the stressful situations in life. Besides this, it can be seen that often you seek activities that make you feel better and also try to some extent to react in a situation after assessing and judging the conditions.

However, it should be noted that these signs might impact your social, occupational, personal, and other areas of functioning.

Sign Of High Emotional Intelligence

Your score indicates that you have a high sign of emotional intelligence. It is evident from your score that you have a high level of understanding of your own and others’ emotions as well. It also seems that you know when and how to share your emotions and help others to feel better when they are feeling low. Also, your score seems that you like to build strong interpersonal relationships with others. Further, it can also be seen that you seem not to give up easily while facing a stressful situation in life. Besides this, you strongly seem to love seeking activities that make you feel better and in most cases react to a particular situation after correctly assessing and judging it.

However, it should be noted that all these signs seem to indicate a positive impact on social, personal, occupational, and other areas of functioning in your life.

1 . Question

I am able to identify and express my emotions.

2 . Question

I can recognize the emotions people are experiencing, by looking at their facial expressions.

3 . Question

I have a tendency to work independently rather than collaborate with others.

4 . Question

I like to share my emotions with others.

5 . Question

I am unaware of how my emotions impact my thoughts and behavior.

6 . Question

I have control over my emotions.

7 . Question

I compliment others when they have done something well.

8 . Question

I am able to build positive relationships with others.

9 . Question

I find it hard to understand the non-verbal messages of other people.

10 . Question

I am able to learn from my mistakes and failures.

11 . Question

I seek out activities that make me happy.

12 . Question

I help other people feel better when they are feeling low.

13 . Question

I present myself in a way that makes a good impression on others.

14 . Question

I know when to speak about my personal problems to others.

15 . Question

I tend to give a sudden reaction to a situation before assessing and judging it.

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Emotional Intelligence Test Results Analysis

An emotional intelligence test is an effective tool applied to determine the ability to understand and recognize feelings, excitements, and interests. It helps explain how one can become close to others, gain motivation, as well as manage emotions (Fischer et al., 2018). It consists of questions where one is expected to choose the most appropriate answer from two close choices. The test requires about 10 minutes and it ends with the generation of the score based on the provided response. This paper explores my emotional intelligence and explains how I plan to improve my capabilities in every domain.

I scored 129 on the IQ score with a 97 percentile. My scores were fairly good indicating that I can handle and understand emotions. On emotional identification, expression and perception, I scored 78 out of 100 points. These results show that I am considerably skilled in the core ability to express, perceive and identify emotions both for others and myself. I believe that I am well positioned to understand myself and relate well to the emotions of other people (Fischer et al., 2018). My strong understanding of my strengths and weaknesses helps me handles emotions appropriately, particularly when they are intense.

My plan for improving this domain is enhancing the use of an assertive communication style and responding to conflict instead of reacting. This will help me earn respect from others without being too passive or aggressive. I will always strive to express my needs and opinions directly while showing respect to everyone. Moreover, I will avoid emotional feelings and outbursts during conflict instances by remaining calm (Schlegel et al., 2018). Since impulse decisions can influence many problems, I am determined to evaluate all the necessary factors before making decisions.

Scores on emotional facilitation of thought were 85 out of 100 implying that I am aware of my emotion guiding potential. I know how to manage my feelings to influence actions, reasoning, and judgment. This means that I am skilled to figure out situational aspects to make logical and reasonable decisions. By looking at situations from diverse angles, I interpret occurrences and learn the most justifiable decision to make. My positive mindset enables me to achieve an effective resolution to handle obstacles, setbacks, and challenges appropriately (Schlegel et al., 2018). I tend to follow principles and values which can improve the quality of my life. I am planning to improve my emotional facilitation of thought by utilizing active listening skills in a better way. I will emphasize listening properly to enhance clarity and the understanding of the communicated information before responding. This will ensure consideration of both verbal and nonverbal details while avoiding misunderstandings.

I scored as high as 92 points in the emotional understanding domain implying that I have a strong ability to both analyze and understand emotions, as well as address related problems. These results are an indication that I understand profoundness and its effect on life. I have a strong ability to solve conflicts and ensure that everyone remains motivated. Since I am an insightful and empathetic person, I like understanding issues affecting others and play a role in the provision of a reliable solution (Ranasinghe et al., 2017). I am determined to improve my score by enhancing my self-motivation and developing a positive attitude towards others. I will be resilient and set goals to ensure the application of the best approach to challenges.

I performed well on emotional management and scored 92 points suggesting that I am responsible for my emotions. Although strong feelings are sometimes out of control, the high marks show that I am accountable for my actions. This means that I deal with situations appropriately to avoid undesirable consequences (Schlegel et al., 2018). My plan for improving this domain focuses on practicing diverse means of promoting a positive attitude. I will strive to enhance my mood awareness and take everything positively.

On ego maturity, I scored 88 marks since I am determined to attain emotional advancement and growth. I have a healthy and strong sense of self marked with stable self-esteem. Moreover, I like treating myself with respect and love while expecting the same from others. Since I am contented with what I have, I like appreciating everything and feeling happy. I am intending to improve my ego maturity by practicing self-awareness, taking critiques properly, utilizing leadership skills, and empathizing with others (Ranasinghe et al., 2017). I will boost my communication skills by considering the body language and emotions of other people.

The test results are accurate because they have offered a real reflection of my capabilities and potential. They enhanced my self-awareness and encouraged the establishment of effective strategies to promote my emotional intelligence. From the results, I have learned more about my self-regulation, self-awareness, social skills, empathy, and motivation. For instance, I have always been avoiding conflicts by evading unnecessary conformations with my colleagues implying that the good score was accurate and I deserved it. Moreover, I like collaborating and asking other people to enhance growth and advancement. Emotional intelligence enables me to evaluate and understand critics instead of getting defensive or offended. Since I understand that my actions and behaviors can affect others, I always strive to resolve issues constructively.

Fischer, A. H., Kret, M. E., & Broekens, J. (2018). Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis. PloS One , 13 (1), e0190712. Web.

Ranasinghe, P., Wathurapatha, W. S., Mathangasinghe, Y., & Ponnamperuma, G. (2017). Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates. BioMed Central (BMC) Medical Education , 17 (1), 1-7. Web.

Schlegel, K., Mehu, M., van Peer, J. M., & Scherer, K. R. (2018). Sense and sensibility: The role of cognitive and emotional intelligence in negotiation. Journal of Research in Personality , 74 , 6-15. Web.

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Emotional intelligence Essay

Emotional intelligence(EI) is defined as “the capacity for recognizing a person’s own feelings and those of others, for motivating themselves and for managing emotions well in themselves and other relationships” (Goleman, 1998). Serat (2009) on the other hand defines EI as the “ability, capacity, skill or self-perceived ability to identify, assess, and manage the emotions of one’s self, of others and of groups” (p. 2).

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EI has significantly gained popularity in the world mainly because of its association with a person to manage his/her own emotions and handling other people. It is believed that people with high EI are not only good in knowing and understanding themselves, but are also able to sense and respect other people’s emotions.

More to this, Serat (2009) argues that high EI people are more optimistic, affable and resilient than people who have lower EI. Over the years, analysts have drawn a fine distinction between Intelligence Quotient and Emotional intelligence while stating that people with high EI are able to cope and relate with others better than people who have high IQ but are devoid of high EI levels.

Analysts agree that EI is important. However, they are yet to device ways through which IE can be measured. The different instruments available for measuring the same sometimes overlap or divulge thus making it hard for ordinary people to know just what is the appropriate tool of measurement (Cherniss & Goleman, 2001). Admittedly, EI is a complex issue that has been the debate of numerous debates.

One thing that analysts seem to agree on is the fact that EI is a combination of emotional and cognitive abilities. To this end, Goleman (1998) states that EI is the combination of “emotional centers of the brain (the limbic system) and the cognitive centers (prefrontal cortex)”.

Cherniss & Goleman (2001), states that EI provides a bedrock for effective performance by individuals in their respective places of work, thus encouraging development in any given society. In managers, the authors argue that high EI is a tool that enables conflict resolution to take place more easily and effectively that would be the case if the manager had low IE levels.

According to Goleman (1998), EI has varied competencies, some which has a clear relation, while it is still unclear about how some of the competencies are related. The author suggests that self-awareness produces social awareness and self control. The two on the other hand are responsible for breeding social skills in a person.

According to arguments presented by different authors, this essay holds the opinion that EI unlike IQ is not a pre-programmed quality in the brain. One gets the impression that some of the qualities of EI can be deliberately acquired. Mersino (2007) for example argues that getting in touch with one’s feeling is a good starting point to developing EI. Further, the author states that self-awareness can be learnt. This then means that a person with low EI can still work at developing the same to higher levels.

In addition to self-awareness, Mersino (2007) suggests developing accurate self-assessment skills. This regards viewing one-self accurately and even seeking opinions regarding one’s behaviors from others. Citing Daniel Goleman, Mersino (2007) identifies self-assessing people as those who are conscious of their strengths and weakness; reflect and learn from past experiences; open to feedback, lessons, perspectives and beneficial comments; and possess a sense of humor towards their achievements and failings.

Citing Gardner (1983), Goleman (1998) identifies seven categories of intelligence. They are: Intrapersonal, interpersonal, bodily/kinesthetic, musical, visual/spatial, logical/mathematical and verbal/linguistic. Goleman (1998) however associates EI with emotional competence, which he argues is responsible for self-awareness, self-management, social awareness and relationship management.

Under self awareness, a person develops emotional awareness, self-assessment skills and self-confidence. Under self-management, one gains emotional control, transparency, optimism, initiative, adaptability and transparency. Under social awareness, one develops service orientation, organizational awareness and empathy. Under relationship management, one is able to relate with others, develops conflict management skills, and is able to develop inspirational leadership skills, in addition to team working skills (Goleman et al, 2002).

Ruderman et al. (2001) argues that while high IQ can result to high competencies, it does not automatically result in high EI. As such, the authors identify a need for highly intelligent people to develop their EI capabilities in order to be able to relate well with other people.

Most notably, Ruderman et al. (2001) notes that people with high IQ levels are good performers at work, but rarely know how to relate with other people. Because of their skills and competencies, they look down on other people who are not as skillful as they are, and if put in managerial positions, are more likely to command people under them rather than create work teams where strengths can be shared. “Such characters make you wonder how people can be so smart, yet so incapable of understanding themselves and others” (p.3).

According to Ruderman et al. (2001) emotional intelligence can not only be learnt, but can also be enhanced. They suggest that the first step to developing IE is coming to terms with ones emotions. The next step would be to deliberately guide thoughts and actions towards a particular identified path.

In management, Rudeman et al (2001) argues that EI has been in existence for much longer but was known as ‘peoples skills’. People’s skills were a management concept that was endorsed for use in managers, since analysts had proved that managers who possessed the same were more successful than those who did not. While the importance of intellect was not underrated in workplaces, the same in management positions was seen as a complementary attribute.

According to Ruderman et al. (2001), a manager needs to engage other people in the management process. This calls for proper people engagement through talking and listening, influencing decisions and laying a good environment for consensus building. The manager is also responsible for putting people working under him or with him at ease.

This however is closely related to the manager’s happiness. If the manager is always angry, impatient and fails to understand other people’s positions, he or she is more prone to knee-jerk responses. This means he can be quick to anger and lashing out at other people.

Generally, people who are self-aware have a better understanding of their strengths and weaknesses and are therefore more willing to seek assistance beyond their strengths. They also appreciate other people’s strengths and are more willing to chip in when others need help.

Emotional intelligence no doubts seem to be the missing link that would lead to success on a personal level as well as success in the workplace. No one wants to be around a person who cannot quite grasp the extent of his strengths and weaknesses.

More to this, as much as people admire a skillful person, they detest such a person if he or she cannot pass on the skills to others or better still, a person who is patient with people who are not as equally gifted. As the different authors covered in this essay agree, emotional intelligence is indeed the bedrock of better relationships. Once a person understands him/herself, he/she is able to know the limits of what he/she can do. More to this, he is able to respect others for what they can do.

People with high EI are therefore easier to cope with, they are more willing to change and adapt to new environments and are more empathetic to other people’s causes. In an organizational setting, high EI people are relied upon as moderators and people who are capable of fostering good working relationships based on understanding. They are also able to foster harmony, continuity and stability.

Cherniss, C. & Goleman, D. (2001). The emotionally intelligent workplace: how to select for, measure, and improve emotional intelligence in individuals, groups, and organizations . London: John Wiley & Sons.

Goleman, D. (1998). Working with Emotional Intelligence. NY: Random House.

Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: HBS press.

Mersino, A. (2007). Emotional intelligence for project managers: the people skills you need to achieve outstanding results . New York: AMACOM Div American Mgt Assn.

Ruderman, M., Hannun, K., Leslie, J & Steed, J. (2001). Making the connection leadership skills and emotional intelligence. LIA journal . 21(5), 2-7.

Serat, O. (2009). Understanding and developing emotional intelligence. Knowledge solutions, 49(1), 1-9.

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Emotional Intelligence Test - Essay Example

• Subject: Psychology
• Type: Essay
• Level: Ph.D.
• Pages: 1 (250 words)
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• Author: schultzmacey

Extract of sample "Emotional Intelligence Test"

The emotional intelligence curve gives an account of the overall level of intelligence possessed. The first question with the percentage falling around 60 percent which falls below the average intelligence level. It marks for the 14 percent of the overall result. The question with score of 4.8 reveals a high level of intelligence in that category with reference to the question asked.A certain set of questions comprise a 6 out of 6 score .which reveals an extra ordinary level of intelligence with regard to that question.

Out of the overall population only 2 percent depict this figure and characteristic. Out of the overall 25 questions response, my score is on average between 3.6 to 4.8 percent. This makes my in the 34 percent +1 Standard Deviation Range meaning I possess a high level of intelligence and as a result my response would be fast, adaptive and honest in many cases and scenarios when faced with different circumstances. I will be able to handle and resolve the issues in a more effective manner. Exceptions showed areas with Level 3 standard Deviation towards the positive side of curve.

Share goals accomplishment and mutual benefit were the standout areas in terms of the scores achieved.Since psychological understanding is subject to training, the Module will help me identifying the areas where I lag behind in terms of the natural intelligence and effective responses. The areas with negative -1 Standard Deviation can be explored for further improvement in overall behavior.References:

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