- Business Case for Emotional Intelligence
- Do Emotional Intelligence Programs Work?
- Emotional Competence Framework
- Emotional Intelligence: What it is and Why it Matters
- Executives' Emotional Intelligence (mis) Perceptions
- Guidelines for Best Practice
- Guidelines for Securing Organizational Support For EI
- Johnson & Johnson Leadership Study
- Ontario Principals’ Council Leadership Study
- Technical Report on Developing Emotional Intelligence
- Emotional Intelligence Quotient (EQ-i)
- Emotional & Social Competence Inventory 360 (ESCI)
- Emotional & Social Competence Inventory-University (ESCI-U)
- Genos Emotional Intelligence Inventory (Genos EI)
- Group Emotional Competence Inventory (GEC)
- Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT)
- Schutte Self-Report Inventory (SSRI)
- Trait Emotional Intelligence Questionnaire (TEIQue)
- Wong's Emotional Intelligence Scale
- Work Group Emotional Intelligence Profile (WEIP)
- Model Programs
- Achievement Motivation Training
- Care Giver Support Program
- Competency-Based Selection
- Emotional Competence Training - Financial Advisors
- Executive Coaching
- Human Relations Training
- Interaction Management
- Interpersonal Conflict Management - Law Enforcement
- Interpersonal Effectiveness Training - Medical Students
- JOBS Program
- Self-Management Training to Increase Job Attendance
- Stress Management Training
- Weatherhead MBA Program
- Williams' Lifeskills Program
- Article Reprints
The Emotional Quotient Inventory (EQ-i)
The Emotional Quotient Inventory (EQ-i), EQ-360 and EQ-i: YV were developed to assess the Bar-On model of emotional-social intelligence. The EQ-i is a self-report measure designed to measure a number of constructs related to EI. The EQ-i consists of 133 items and takes approximately 30 minutes to complete. It gives an overall EQ score as well as scores for the following five composite scales and 15 subscales (Bar-On, 2006).
Many tests that promise to measure emotional intelligence have appeared in recent years. Some of these tests seem promising, but many have not been empirically evaluated. As a service to our visitors, we have reviewed many of these tests and selected those for which there is a substantial body of research (at least five published journal articles or book chapters that provide empirical data based on the test). However, inclusion of a test on this web site does not constitute an endorsement of that test by CREIO.
Ages: 16 and Older
Administration: Self Report and Mulit-rater versions available
Qualification Level: B
- Click here to visit the MHS website and download the EQ-i Technical Brochure
- Click here to visit Dr. Bar-On's website for additional information
EQ-i Composite Scales and Subscales*
INTRAPERSONAL (self-awareness and self-expression)
Self-Regard: To accurately perceive, understand and accept oneself
Emotional Self-Awareness: To be aware of and understand one’s emotions
Assertiveness: To effectively and constructively express one’s emotions and oneself
Independence: To be self-reliant and free of emotional dependency on others
Self-Actualization: To strive to achieve personal goals and actualize one’s potential
INTERPERSONAL (social awareness and interpersonal relationship)
Empathy: To be aware of and understand how others feel
Social Responsibility: To identify with one’s social group and cooperate with others
Interpersonal Relationship: To establish mutually satisfying relationships and relate well with others
STRESS MANAGEMENT (emotional management and regulation)
Stress Tolerance: To effectively and constructively manage emotions
Impulse Control: To effectively and constructively control emotions
ADAPTABILITY (change management)
Reality-Testing: To objectively validate one’s feelings and thinking with external reality
Flexibility: To adapt and adjust one’s feelings and thinking to new situations
Problem-Solving: To effectively solve problems of a personal and interpersonal nature
GENERAL MOOD (self-motivation)
Optimism: To be positive and look at the brighter side of life
Happiness: To feel content with oneself, others and life in general
*From “The Bar-On Model of Emotional-Social Intelligence (ESI), R. Bar-On, 2006, Psicothema, 18, supl., p. 21. Reprinted with permission of the author.
Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and psychometric properties. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy. Hauppauge, NY: Nova Science.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18 , supl., 13-25.
Butler, C. J., & Chinowsky, P. S. (2006). Emotional intelligence and leadership behavior in construction executives. Journal of Management in Engineering, 22(3), 119-125.
Day, A. L., Therrien, D. L. & Carroll, S. A. (2005). Predicting psychological health: Assessing the incremental validity of emotional intelligence beyond personality, Type A behaviour, and daily hassles. European Journal of Personality, 19(6), 519-536.
Dawda, D. & Hart, S.D. (2000). Assessing emotional intelligence: Reliability and validity of the Bar-On Emotional Quotient Inventory (1997; 2000) in university students. Personality and Individual Differences, 28, 797-812.
Gerits, L., Derksen, J.J.L., Verbruggen, A.B., & Katzko, M. (2005). Emotional intelligence profiles of nurses caring for people with severe behaviour problems. Personality & Individual Differences, 38(1), 33-43.
Kafetsios, K., & Loumakou, M. (2007). A comparative evaluation of the effects of trait emotional intelligence and emotion regulation on affect at work and job satisfaction. International Journal of Work Organisation and Emotion, 2(1), 71-87.
Slaski, M. & Cartwright, S. (2003). Emotional intelligence training and its implications for stress, health and performance. Stress & Health: Journal of the International Society for the Investigation of Stress, 19(4), 233-239.