The document discusses various models and approaches to measuring emotional intelligence, including ability, trait, and mixed models. It describes the Mayer and Salovey ability model, Daniel Goleman's mixed model, and Reuven Bar-On's trait model. The most commonly used tests for assessing emotional intelligence are also outlined, such as the MSCEIT, TEIQue, EQ-i, STEM, and STEU. Brief versions of the STEM and STEU have been created. Other measures discussed include the Schutte Emotional Intelligence Scale, Emotional and Social Competence Inventory, and Trait Emotional Intelligence Questionnaire.

1. Emotional Intelligence Assessment
Neha Bhansali

2. 3 basic approaches
1. Ability
2. Trait
3. Mixed

3. Mayer Salovey Ability Model
Perception – perceiving emotion in yourself, others and your environment
Facilitation – using emotion to interpret the world and changes in different ways
Understanding – conceptual knowledge of emotions, how they change and their impact
Management/Regulation – the ability to steer your emotions and those of your peers

4. Daniel Goleman (Mixed Model)
1. Self-awareness.
2. Self -Regulation
3. Internal Motivation
4. Empathy
5. Social skills

5. The Bar-On Model of Social and Emotional Intelligence
The most comprehensive definition is perhaps that outlined by Israeli psychologist Reuven Bar-On , in various publications since
1982.
In his perception, the term ESI embodies:
“ a cross-section of interrelated emotional and social competencies, skills and facilitators that impact intelligent behaviour .”
There are five main markers of emotional and social intelligence as defined by Bar-On, namely:
1. Interpersonal
2. Decision-making
3. Self-expression
4. Self-participation
5. Stress management

6. They are divided into 15 representative subdivisions:
● Interpersonal relationships, empathy, social responsibility
● Problem-solving, reality testing, impulse control
● Emotional expression, assertiveness, independence
● Self-regard, self-actualization, emotional self awereness
● Flexibility, stress tolerence,and optimism
he outlined a method of quantifying and measuring; a self-report measure known as Emotional Quotient Inventory (EQ-i).

7. Trait EI- K. V. Petrides et al

8. Most used tests
1. Mayer-Salovey-Caruso Emotional Intelligence Tests (MSCEIT) (Mayer et al., 2002a,b).
2.. Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides and Furnham, 2001)
3. Bar-On Emotional Quotient Inventory (EQ-i) (Bar-On, 1997a,b)
4. i) The Situational Test of Emotional Management (STEM) (MacCann and Roberts, 2008)
ii) The Situational Test of Emotional Understanding (STEU) (MacCann and Roberts, 2008)
5.. Emotional and Social competence Inventory (ESCI) (Boyatzis and Goleman, 2007)

9. The most researched and supported measure of ability EI is the Mayer, Salovey, Caruso Emotional
Intelligence Test (MSCEIT)
cited in more than 1,500 academic studies.
It uses a 4 branch approach to ability EI
measures ability dimensions of perceiving emotions, facilitating thought, understanding emotions and
managing emotions.
These scales broadly map onto the broad constructs present in many measures of EI as follows:

11. However, this is a highly commercialized test a)nd relatively expensive to use. The test is also relatively long
(141 items) and time consuming to complete (30–45 min )

12. MacCann and Roberts (2008) . These tests are called the Situational Test of Emotion Management (STEM)
and the Situational Test of Emotional Understanding (the STEU). These tests are becoming increasingly used
in academic articles; the original paper has now been cited more than 250 times. The two aspects of ability EI
measured in these tests map neatly onto two of the broad EI constructs present in multiple measures of EI.
Specifically, the STEM can be regarded as a measure of emotional regulation in oneself and the STEU can be
regarded as a measure of emotional understanding.

13. The STEU and STEM target the third and the fourth branch of the four-branch ability EI model, respectively.
the four hierarchically ordered EI branches monotonically increase in cognitive complexity from the first to
fourth branch, and can be grouped into two areas: experiential EI (encompassing the lower two branches) and
strategic EI (encompassing the two higher branches) (Mayer et al., 2002).
Thus, the STEU and STEM provide a comprehensive picture of strategic EI. The understanding emotions
branch is the “most cognitively saturated” and regarded as the key focus of abstract processing and reasoning
with respect to emotion

14. The STEU measures an individual's’ ability to understand the connections between events and emotions (i.e.,
the understanding emotions branch)
The STEU consists of 42 scenarios covering the following emotions: sadness, pride, relief, joy, regret,
gratitude, distress, hope, contempt, surprise, frustration, anger, fear, and dislike. The scenarios contain ample
multiple-choice items, including 14 context-reduced items, 14 with a personal-life context, and 14 with a
workplace context (MacCann and Roberts, 2008). In each scenario, an emotional situation is described, and
five emotions are presented. Respondents are asked to indicate which emotion is most likely to be generated
by that particular situation.

15. The STEM measures individuals’ ability to cope with stressful events by regulating negative emotions and
enhancing positive emotions through emotional management (i.e., the regulating emotions branch), which is
developed on the basis of the situational judgment test paradigm
The test consists of 44 scenarios covering three emotions, namely, fear, anger, and sadness. In each scenario,
an emotional situation is described and four options regarding the action to manage the emotions and solve
the problems in that scenario are presented. The respondents are asked to select the most effective option.

16. Brief Versions - Allen et all - 2014
19-item STEU( STEU-B) and 18-item STEM scales( STEM -B) created using ITR modelling

17. Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997)
133 items, 15 subscales, and 5 higher-order factors: “intrapersonal”,
“interpersonal”, “adaptation”, “stress management”, and “general mood”.
Empirically, however, there is no evidence for a higher-order structure, as the
questionnaire seems to be unifactorial (Petrides & Furnham, 2001). Another
limitation of the EQ-i is that it includes several irrelevant facets (e.g., “problem
solving”, “reality testing”, “independence”) and neglects many relevant ones (e.g.,
“emotion perception”, “emotion expression”, “emotion regulation”).

18. EQ-I 2 2011

19. Now has a 360 degree form
Leadership
Higher Education form

20. Schutte Emotional Intelligence Scale (SEIS Schutte et al., 1998) The SEIS
consists of 33 items responded to on a 5-point Likert scale. Its psychometric
properties have been scrutinized in several papers (e.g., Austin, Saklofske,
Huang, & McKenney, 2004; Petrides & Furnham, 2000b; Saklofske, Austin, &
Minski, 2003) and it has been found to have between three and four factors.
it has been used extensively in the literature and can be employed as a short
measure of global trait EI (Schutte et al., 2001)

21. The Trait Emotional Intelligence Questionnaire (TEIQue) developed by K. V. Petrides,
The Trait Emotional Intelligence Questionnaire (TEIQue) - Scales*
TEIQue-Full Form
The TEIQue is a self-report inventory that covers the sampling domain of trait EI
(reprinted below) comprehensively. It comprises 153 items, measuring 15 distinct facets,
4 factors, and global trait EI (Petrides, 2009).

22. TEIQue-Short Form
This is a 30-item questionnaire designed to measure global trait emotional intelligence
(trait EI). It is based on the full form of the TEIQue. Two items from each of the 15
facets of the TEIQue were selected for inclusion, based primarily on their correlations
with the corresponding total facet scores (Cooper & Petrides, 2010; Petrides & Furnham

23. TEIQue 360° and 360°-Short Form
These forms are used for the collection of other-ratings and are available for both the full- and the short-forms of the
TEIQue. They are especially useful for contrasting self versus observer-ratings on trait EI (e.g., in Leadership research
and applications).
TEIQue-Child Form
The Child Form has been designed with Stella Mavroveli, PhD and is based on a sampling domain that has been
specifically developed for children aged between 8 and 12 years. It comprises 75 items responded to on a 5-point scale
and measures nine distinct facets (Mavroveli, Petrides, Shove, & Whitehead, 2008).
SAMPLE REPORT - https://static.webshopapp.com/shops/125630/files/060903746/teique-sample-report.pdf

24. Emotional and Social Competence Scale(Goleman, Boyatzis &
Hay group,2007-2008)
ESCI Competency Scales
Emotional Self-Awareness: Recognizing one’s emotions and their effects
Emotional Self-Control: Keeping disruptive emotions and impulses in check
Adaptability: Flexibility in handling change
Achievement Orientation: Striving to improve or meeting a standard of excellence
Positive Outlook: Persistence in pursuing goals despite obstacles and setbacks
Empathy: Sensing others’ feelings and perspectives, and taking an active interest in their concerns
Organizational Awareness: Reading a group’s emotional currents and power relationships
Coach and Mentor: Sensing others’ development needs and bolstering their abilities
Inspirational Leadership: Inspiring and guiding individuals and groups
Influence: Wielding effective tactics for persuasion
Conflict Management: Negotiating and resolving disagreements
Teamwork: Working with others toward shared goals. Creating group synergy in pursuing collective goals.

25. The ESCI-U assesses 14 competencies (5 emotional intelligence, 7 social intelligence , and 2 cognitive). The multi-rater version of the ESCI-U is unique as the most
well validated and widely used behavioral measure of emotional and social intelligence. The ESCI-U has a track record for use with students in schools, colleges and
universities.