PROBLEM: To construct a situational test assessing 2 dimensions of Emotional Intelligence

namely AGGRESSION AND INITIATIVE.

INTRODUCTION

Psychological Tests
A psychological test is nothing but a measurement device. It can be defined as a standardized
instrument consisting of a series of questions which assess certain aspects of a person’s
individuality and describe it in terms of scores or categories.

Murphy defined Psychological test as a measuring instrument that has 3 defining characteristics:
a) a test is a sample of behavior.
b) sample is obtained under standardized conditions.
c) there are established rules for scoring or obtaining qualitative information from behavior
sample.

Anastasi defined a Psychological test as an objective and standardized measure of a sample of

behavior and this sample is used to make inferences about the psychological attributes of people.

Gregory defined a test as a standardized procedure for sampling behavior and describing it with
categories or scores. In addition, most of the tests have norms or standards by which results can
be used to predict other more important behaviour.
CHARACTERISTICS OF A PSYCHOLOGICAL TEST

 Standardization: A test is considered to be standardized if the procedures for administering

the test are uniform from one examiner and setting to another.

 Objectivity: The term objective means that the administration, scoring and interpretation of
test scores are objective insofar they are independent of subjective judgment of examiner.

 Reliability: Reliability is concerned with the accuracy of the actual measuring instrument or
procedure. Reliability has been defined as “the degree to which test scores for a group of test
takers are consistent over repeated applications of a measurement procedure and hence are
inferred to be dependable and repeatable for an individual test taker”(Berkowitz,
Wolkowitz, Fitch, and Kopriva, 2000)

 Validity: Validity refers to the degree to which a study accurately reflects or assesses the
specific concept that the researcher is attempting to measure when compared to a standard
criterion. While reliability is concerned with the accuracy of the actual measuring instrument or
procedure, validity is concerned with the study's success at measuring what the researchers set out to
measure.

TYPES OF PSYCHOLOGICAL TESTS:

The classification of psychological tests with reference to the aspects of behavior can be done on
the following basis:
Content of the test:
According to the content of the test, it can be classified into:

1. Achievement Test: Achievement tests are designed to measure the outcomes of instruction;
the progress pupils made in attaining proficiency as the result of training or learning. Results
obtained through achievement tests are useful in predicting each individual’s future level of
quality and learning. They are useful in diagnosing specific abilities and disabilities in school-
learning. They can also help in making inter-group comparisons and comparative evaluation of
varied- teaching methods.
2. Mental Ability/ Intelligence Tests: Intelligence has been defined variously by various
authors. One group of definition places emphasis on the adjustment/ adaptation of the individual
to his environment. Second group of definition suggests that intelligence is mainly the ability to
learn. A third group suggests that intelligence is the ability to carry on abstract thinking. Most
ability tests probe and sample all the three aspects of intelligence, usually presenting novel
situations and problems to tap the learning ability and the ability to adapt, ability to carry on
abstract thinking is tested through the utilization of symbols and ideas. Intelligence tests are
extensively used to classify children according to their ability. They are also used to distinguish
between standard and gifted children.

3. Aptitude Test: Warren’s Dictionary of Psychology defines aptitude as a condition or set of

characteristics symptomatic of an individual’s ability to acquire with training. Some knowledge,
skill or set of responses, such as the ability to speak a language, to produce music. Aptitude tests
include the probable degree of successful learning and achievement in a particular and limited
type of activity i.e. mechanical, musical etc. They assess knowledge skill & other characteristics
that serve to predict learning success.

4. Interest Inventories: Interests are usually defined as the likes and dislikes of an individual on
the feeling of interest, concern or curiosity about some object. Interest has been described as one
of the main factors and motivations in the learning situation. Interest inventories are designed to
assess the individuals interest in different fields of work. These tests have predictive value for
broad vocational areas as well as certain specific occupations. For example; Strong- Campbell
Vocational Interest Inventory.

5. Personality tests: these are most frequently designed for the measurement of non-intellectual
traits of personality such as the emotional, motivational, interpersonal and attitudinal aspects of
behavior. Personality can be assigned by a number of ways:

6. Free Association Test: Subject is given a specially selected stimulus word and he is required to
respond to each with the first word that comes to mind.

7. Performance or Situational Tests: Subject is given a task to perform who objectives is

genuinely disguised.

8. Projective Techniques: Subject is given an ambiguous stimulus and he is required to respond.

9. Self- Report questionnaire: Subject is presented with a list of items and is required to
answer.

Other types of tests are:

According to mode of administration

 Individual v/s Group tests

1. Individual tests are those administered by a trained examiner to one subject at a time. The
examiner observes subject’s responses to oral questions or assigns specific tasks and then records
the subject’s responses. Such tests are usually clinical instruments which involve intensive study
of individual cases. For example; WAIS
2. Individual testing is a costly & time consuming affair so we employ Group testing as the more
convenient alternative.
o Group tests are those that can be administered to more than one individual at a time. They use
simplified instructions & administration requires minimum training of the examiner. For
example; Army alpha & Army Beta tests.

According to rate of performance

 Speed v/s Power tests
1. A speed test is one in which the examinees compute as many as possible items within the
specified time limits. It contains items of uniform & generally simple level of difficulty. For
example; Clerical Speed, Allway test in DAT
2. A power test is one in which the examinees demonstrate the extent of their knowledge & the
depth of their understanding, with the time limit either eliminated or made very generous. Items
on a power test usually range from easy to extremely difficult.

According to medium used

 Performance v/s Paper- pencil test
1. Performance tests provide a perceptual situation in which the subject is required to manipulate
objects, to assemble parts or to actually perform tasks. For example; Alexander Pass along test.
These tests do not require the ability to deal with words, numbers or abstract concepts.
Therefore, they can be used for testing individuals with language handicap.
2. Paper & Pencil Test require the examinee to mark an answer sheet or to provide written
responses. For example; DAT, MMPI

On the basis of nature of items

 Verbal vs nonverbal tests

1. The tests in which responses of the testee are recorded in the verbal format and the emphasis is
on reading, writing and oral expression. Examples of verbal tests are Mehta group test of
intelligence
2. Non- verbal tests are those which emphasize but don’t altogether eliminate the role of
language by using the role of language by using symbolic materials like pictures, figures and so
on. Such tests use the language in instructions but in items they don’t use language. Raven’s
progressive matrices is an example of non verbal test.
There is another classification according to the nature of items, where tests are classified tnto the
objective type tests and essay type tests.

According to mode of interpretation

 Norm based criteria vs criterion referenced tests

A norm referenced tests compares an individual’s results on attest to a statistically representative

sample. Example MMPI. Criterion refers to the measure of performance that we expect to
correlate with test scores. So in the case of criterion reference test, the testee’s score is compared
with an objectively stated standard of performance.

According to the mode of scoring

 Self scored tests vs expert scored tests.

In case of self scored the testee himself can score his responses using a scoring key, while in
the case of expert scored tests , the test are scored by an expert person ( usually the test
administrator). The tests can also be hand scored or machine scored.

According to the scope

 They can be classified as culture free or culture specific tests.

USES OF PSYCHOLOGICAL TESTS:

1. CLASSIFICATION: The term classification encompasses a variety of procedures that share a

common purpose: assigning a person to one category rather than the other. Of course the
assignment of individuals to categories is not an end but a basis for differential treatment of some
kind. Thus classification can have important effects such as granting or rejecting access to a
specific college or determining whether a particular person is hired for a particular job. There are
many variant forms of classification, each emphasizing a particular purpose in assigning persons
to categories.

Placements: the sorting of persons into different programs appropriate to their skills or needs.
For example-universities often use a mathematics placement exam to determine whether students
should enroll in calculus, algebra or remedial courses.

Screening: Screening refers to a quick and simple test or procedure to identify persons who have
special characteristics or needs. Ordinarily, psychometricians acknowledge that screening tests
may result in misclassifications. Examiners are therefore advised to do follow up testing with
additional instruments before making important decisions on the basis of screening tests. For
example- to identify children with highly exceptional talent in spatial thinking, a psychologist
might administer a 10 minutes paper pencil test to every child in a school system. Students who
scored in the top 10 % might then be singled out for more comprehensive testing.
Certification and selection: Both certification and selection have a pass/fail quality. Passing a
certification exam confers privileges. Examples include the right to practice psychology or drive
a car. Thus certification typically implies that a person had at least a minimum proficiency in
some discipline or activity. Selection is similar to certification in that confers privileges such as
the opportunity to attend a university or to gain employment.

2. DIAGNOSIS AND TREATMENT PLANNING: Diagnosis consists of 2 intertwined tasks:

determining the nature of a person’s abnormal behavior and classification the behavior pattern
with an accepted diagnostic system. Diagnosis is usually a precursor to remediation or treatment
of personal distress or impaired performance. Psychological tests often play an important role in
diagnosis and treatment planning. For example-intelligence tests are absolutely essential in the
diagnosis of mental retardation. Personality tests are helpful in diagnosing the nature and extent
of emotional disturbance. In fact, some tests like MMPI were devised for the explicit purpose of
increasing the efficiency of psychiatric diagnosis. Diagnosis should be more than mere
classification, more than assignment of a label. A proper diagnosis conveys information about
strengths, weaknesses, etiology and best choices for remediation and treatment. Knowing that a
child has received a diagnosis of learning disability is largely useless. But knowing that the child
is well below average in reading comprehension is highly distractible and needs help with basic
phonics provides an indispensable basis for treatment planning.

3. SELF KNOWLEDGE: Psychological tests can also supply a potent source of self knowledge.
In some cases the feedback a person receives from Psychological tests can change a career path
or otherwise alter a person’s life course. Of course, not every instance of psychological testing
can provide self knowledge. Perhaps in a majority of cases the client already knows what the
tests results divulge. A high functioning college student is seldom surprised to find his IQ is in a
superior range. An architect is not perplexed to hear that she has excellent spatial reasoning
skills. A student with meager reading capacity is usually not startled to receive a diagnosis in
learning disability.

4. SYSTEMATIC EVALUATION OF EDUCATIONAL AND SOCIAL PROGRAMS: Social

programs are designed to provide services that improve social conditions and community life.
For example-Project Head Start is a federally funded program that supports nationwide pre
school teaching projects for the underprivileged children(Cicerelli,1969:McKey and
others,1985).Launched in 1965 as a precedent setting attempt to provide child development
program to low income families, Head Start has provide educational enrichment and health
services to millions of at risk pre school children.

5. RESEARCH: As an example of testing in applied research ,consider the problem faced by

neuropsychologists who wish to investigate the hypothesis that lower level lead absorption
causes behavioral deficits in children .The only feasible way to explore this supposition is by
testing normal and lead burdened children with a battery of psychological tests. Needleman and
associates (1979) used an array of traditional and innovative tests to conclude that low level lead
absorption causes decrements in IQ ,impairments in RT and escalations of undesirable classroom
behaviors.

On occasion tests serve a less worldly role by helping scientists investigate theoretical matters
that have no immediate or obvious practical applications, for example to analyze perception feel
dependence, Witkin (1949) invented the tilting-room-tilting-chair tests (TRTC).The apparatus
for these tests consists of a box like room, suspended on wall baring pivots so that it can be tilted
by any amount to left or right. Inside the room is a chair for the subject, which can also be tilted
independent of the room. The subject’s task id to bring her body to position that is perceived as
upright. Feel dependence subjects align their body somewhat to the room rather than the
perceived force of gravity. Field-independent subject are less affected by misaligned room, more
attuned to their internal perceptual signals: that is, their perceptual judgments are relatively
independent of the distorting visual information. The TRTC inspired a lifetime of research on
personality development, but was seldom applied to any practical problems of testing.

METHODOLOGY
Group-9 consisted of 9 members whose names are as follows:-

1. Suyasha Saha
2. Akanksha Prakash
3. Akanksha Kajla
4. Vrinda
5. Ankita Bandhopadhya
6. Shanhank
7. Elham
8. Sandhya
9. Harshita

The two dimensions of Emotional Intelligence (EI) construct which were provided to our group
were for test construction were:-
1) AGGRESSION
2) INITIATION

STEPS OF CONSTRUCTION

By test construction, we mean the final act of choosing the most appropriate items or questions that are to
be included in a test. Construction of a test is a methodological process, uniform for almost all
psychological tests. This process is different from test standardization, the difference lying in the purpose
and in the content of the items. In test construction, after item analysis, the items are finally chosen,
whereas in standardization, the chosen items are administered to large groups and then standard norms are
prepared according to the results. Hence, test construction is one of the steps of standardization. Thus, in
test construction the test has reliability, validity but no norms are formed. If we form the norms then the
test becomes standardized.

A constructed test may or may not be standardized, but for standardization, a test must be constructed. A
constructed test cannot be used for individual diagnosis. It may only be used for research purposes or
comparison of groups based on norms.

The steps of construction of both these dimensions are described below:-

Step-1 Operational Definition of the Dimensions

An operational definition, is a clear, concise detailed definition of a measure that applies to the
population for which the test is being constructed. For this purpose each of the group members
interviewed 5 people and asked them to describe what they understand by the meaning of the
words aggression and initiation. From the descriptions of the constructs (aggression and
initiation) that were given, the group identified certain common dimensions of each of the
constructs. The dimensions that had 67% agreement were retained and the operational definition
was formed.

Dimension-1 AGGRESSION

Some of the common clues for emotional aggression dimension were:-

 Violent behavior
 A feeling of hostility
 physical or verbal attack
 directed towards others or oneself
 Can have positive effect

Operational Definition:

AGGRESSION: Aggression is a violent or hostile behaviour expressed physically or verbally.

It can be positive or negative depending on how and where it is manifested. Aggression can be
directed towards others or oneself.

Dimension-2 Service Orientation

Some of the common clues to arrive at the operational definition of initiative dimension were:-
 A beginning
 first step
 willingness to take first step
 internal motivation
 no external pressure
 risk taking
  fresh approach
 proactive

Operational Definition:

INITIATIVE: Initiative is the readiness to take the introductory step in a situation or new
venture without being urged or directed by others.

Step-2 Construction of Items

The next step involved the construction of situational items based on these operational
definitions. Each of the items have four choices. Each of the group members constructed 5 items
each for each of the constructs. The items made by all the members of the group were pooled
together and reviewed to remove any repeated items and to refine the wordings of the items were
needed.

In all, 45 items for aggression and 43 items for initiation were made.

The items made by me for both the constructs are as follows

INITIATION

Question 1

You are a famous actor and are approached by an NGO, to propagate prevention of AIDS. What
will u do?

1. I am a celebrity, so I have no time for charity.

2. Donate 50.000 Rs to the NGO and tell them to propagate on their own.

3. I will go on the media and talk to the masses myself.

4. Let me start a NGO to track this cause and u all can join me.

Question 2

You are working in the human resources department of a bank, and there is a longstanding
troublesome case of the loans department about extracting repayment of credit card bills from a
customer. What will you do?

1. Think that it is not my own department’s work and not do anything.

2. Write to the manager of the loans department, giving suggestions for extracting payment.
3. Go to the customer yourself and demand payment.

4. Ask other people of your own department and other departments and collect suggestions for
effective solution to the problem.

Question 3

The toilets of the college where you study are bad, what will you do to improve the situation?

1. Think that it is not your responsibility and do nothing about it.

2. Talk bad about the college administration to people, derogating the lack of infrastructure.

3. Write to the college authorities about the problem and ask them to solve it.

4. Ask our classmates and others for suggestions to improve the condition, draw up a plan, and
present it to the administration.

Question 4.

You are an employee, is aware of sexual harassment happening to one of your colleagues by a
senior employee. What will you do?

1. Think that it has not happened to me, so it is not my problem.

2. Tell that colleague, that it may harm her to complain against a senior employee and to not take
any steps.

3. Tell her that sexual harassment is punishable by law, and suggest her ways to stop the
harassment like: - ‘file a complaint’.

4. Approach the manager yourself, to tell him, of the situation.

Question 5.

In your colony, due to new construction, lots of trees are being cut. What will you do?

1. Not do anything, as it is the work of the municipality.

2. Inform the municipality or an NGO, about the situation, and ask for intervention.

3. Talk to the constructors yourself and ask then not to cut trees

4. Collect your colony members and plant new trees.

AGGRESSION

Question 1

You are standing for the post of the college president, and you lodes the election to a person you
don’t like. What will you do?

1. You become very angry, and start planning on how to take revenge.

2.Talk bad about the person, to others, to defame him

3. Ignore the person and walk off.

4. Congratulate the person, and volunteer your help whenever needed.

Question 2

You are standing in a movie ticket line in the sun for one hour and suddenly another person cuts
through and stands in your front? What will you do?

1. Push the person out of the line.

2. Start shouting at the person and verbally abuse him.

3. Ask the person politely to go and stand at the back.

4. Don’t tell him anything and let him stand.

Question 3

You are going to a government official for the last one month for the clearance of your pension
dues but he is not cooperating. What would you do?

1. Lose your temper and hit the employee or verbally abuse him.

2. Talk to others and collect public support and carry out protests.

3. Threaten to go to higher officials.

4. Not do anything and keep paying frequent visits.

Question 4

You are a footballer and the opposite team members are sledging. What would you do?

1. Ignore it and keep playing.

2. Divert your anger at the game and play more offensively.

3. Hit the other player or shout abuses at him.

4. Call the match referee and complain.

Question 5

Your brother breaks a window, and your father unjustly accuses you of the deed and scolds you.

1. You shout back at your father for being prejudiced.

2. You hit your brother, blaming him for the scolding your father gave you.

3. In your anger, you harm yourself.

4. Don’t say anything and wait for things to cool down, and to talk rationally to your father.

Question 6

You are sitting on a sofa watching your favorite program, and your brother changes the channel?

1. Hit your brother.

2. Complain to your mother and ask her to intervene.

3. Shout at your brother and try to snatch back the remote from your brother.

4. Don’t say anything and walk off.

Step-3 Identification of the relevant items

For the validation, some expert advice (or even individuals with some expertise/knowledge in
item construction) was sought. For this purpose, we consulted the Group-10 (Applied
Psychometry Practicum) members for their opinion on our constructed items. The experts can
delete, modify or add items. For each item inter expert agreement of 75% was seen i.e. the items
that were agreed upon by 7 members of group 10 were retained for further analysis. A total of 75
items out of 88 items were retained.

Dimension No. of Items No. of Items No. of Items

Rejected Accepted
Aggression 45 7 38
Initiation 43 6 37

Step-4 Randomization of the Items of both the dimensions

As from the table, one can note that we were able to arrive at a total of 75 items, with 38 items
on aggression and 37 items on initiation dimensions. After the expert opinion there is another
step in the identification of relevant items called social desirability. In this step experts opinion is
taken to remove the social loading of the items. Due to lack of time and practical difficulties this
step was not followed by us.

Thereafter the items from both the dimensions were mixed together and randomized to prevent
the subjects from guessing the constructs being measured and giving socially desirable answers.

Thereafter, our final questionnaire was ready to be administered on a desired sample. A sample
of our final questionnaire and the responses of the 10 subjects on whom the questionnaire was
administered by me are attached in Appendix-1.

Step-5 Administration of the questionnaire

Sample:

For the purpose of administration, the test was administered individually by each group member
on a sample of 10 subjects each.

Instructions:

The subject was instructed to: “In the following set of questions, there are different situations
presented wherein you have to imaginatively place yourself for the moment. There are 4 options
given as responses to the situation, of which the one option that best fits your response (relative
to other 3 options) has to be tick-marked. There is no right or wrong to any of these questions.
Your answer will be kept confidential, so please answer each one of them sincerely, without
leaving any.”

For the purpose of establishing the psychometric properties of the test, the data collected on a
sample size of 90 was pooled in and compiled into a master chart which is attached alongside.

Then the master chart was analyzed to construct the frequency chart of each of the 75 items to
determine the different proportions of responses (a, b, c or d).

FREQUENCY CHART

Items A B C D

1 10 15 60 5

2 30 35 5 20

3 5 35 45 5

4 18 18 20 34

5 5 5 65 15

6 25 32 18 15

7 50 6 26 8

8 66 13 5 6

9 53 4 31 2

10 30 41 7 12

11 5 58 8 19

12 28 50 6 6

13 76 7 3 4

14 50 8 8 24

15 28 21 28 13

16 10 6 70 4

17 4 48 35 3

18 42 10 19 19

19 30 28 16 16

20 16 7 44 0
21 23 24 32 11

22 62 12 12 4

23 10 15 10 55

24 4 12 24 50

25 16 21 10 43

26 20 55 7 8

27 33 43 6 8

28 37 30 21 2

29 17 41 22 10

30 66 10 7 7

31 27 29 19 15

32 9 7 33 41

33 5 26 31 28

34 7 26 50 7

35 6 11 61 12

36 17 17 6 50

37 27 9 6 48

38 41 14 28 7

39 5 21 47 17

40 14 43 15 18

41 34 8 14 34

42 6 10 18 56

43 10 14 45 21

44 10 15 57 8

45 22 28 26 14

46 17 50 10 13
47 12 11 24 43

48 6 11 60 13

49 5 16 49 20

50 6 9 16 59

51 3 4 75 8

52 8 7 57 18

53 17 30 17 26

54 9 12 51 18

55 21 12 30 27

56 19 13 27 31

57 6 18 60 6

58 17 5 44 24

59 7 47 10 26

60 15 45 13 17

61 15 11 12 52

62 6 44 13 27

63 11 69 2 8

64 10 15 12 53

65 33 22 22 13

66 9 4 53 24

67 26 12 21 31

68 12 5 60 13

69 32 14 26 18

70 12 32 23 23

71 8 14 34 34

72 33 13 22 22

73 11 55 16 8
 74 9 28 47 6

75 60 6 2 22

Step-6 Item Analysis

The score of the test is obtained as a result of its validity, reliability, and the inter-correlation
between two items. Hence, to make the test more effective, the test constructor should study one
by one all the items which are to be included in it. This process is known as item analysis. In
other words, in this method of item analysis, all the items of the test are studied individually to
see as to what number of persons of a group or percentage has actually tried to respond or solve
each item. The usefulness of the item is analyzed because the quality and utility of the test
depends on those items which finally construct the test. According to Freeman, two valuable
things that should be considered while analyzing an item are item difficulty and item validity.
According to Guilford, item analysis is the best method for the selection of items in a test finally.

Calculation of Item discrimination using Chi-Square

Item difficulty is only done for performance tests , since the test we are constructing is a non
performance, situational test we don’t find the item difficulty, but use chi square to find the item
discrimination. Chi square is a test of proportion in which the researcher compares the observed
frequency characterizing the several categories of the distribution with the expected frequency.
Using this method we find the significance of the difference between proportions. An ideal item
is one in which all the 4 options of the item have equal frequency or proportion i,e. each of the
options have a frequency equal to 25% of the sample size which in this case is 22.5.(25% of 90).

Formula for chi square

X2 = ∑[(fo- fe)2 / fe ]

Expected Frequency: fe = (1/4) x (sample-size)

= (1/4) x (90)

= 22.5

e.g. For Item 1: foA = 10, foB = 15, foC = 60, foD = 5,

X2 = ∑[(fo- fe)2 / fe ]

= [(foA - fe)2 + (foB - fe)2 + (foC- fe)2 + (foD - fe)2 ] / 22.5

= [(10-22.5)2 + (15 – 22.5)2 + (60- 22.5)2 + (5 – 22.5)2] / 22.5

 = 71.5

Degree of Freedom = 4-1 = 3

Look up the X2 table @ 0.05 level of significance (α = 0.05)

X2 Table = 7.81

X2 Calculated = 85.56

 Statistically significant
 Rejected

In the chi-square test, the null hypothesis is that in the population distribution, the proportional
frequency of cases in each category equals a specified value.

Thus If X2 Calculated >= X2 Table : We reject the null hypothesis.

Items that are statistically significant are not retained

TABLE: CHI-SQUARE RESULT SHEET-GROUP-9

Items A B C D Chi Sq Decision

1 10 15 60 5 85.56 Rejected

2 30 35 5 20 23.33 Rejected

3 5 35 45 5 56.67 Rejected

4 18 18 20 34 7.96 Retained

5 5 5 65 15 110.00 Rejected

6 25 32 18 15 7.69 Retained

7 50 6 26 8 55.60 Rejected

8 66 13 5 6 113.82 Rejected

9 53 4 31 2 78.44 Rejected

10 30 41 7 12 33.29 Rejected

11 5 58 8 19 79.51 Rejected

12 28 50 6 6 59.16 Rejected

13 76 7 3 4 170.00 Rejected

14 50 8 8 24 52.40 Rejected
15 28 21 28 13 6.80 Retained

16 10 6 70 4 134.53 Rejected

17 4 48 35 3 67.96 Rejected

18 42 10 19 19 24.93 Rejected

19 30 28 16 16 7.60 Retained

20 16 7 44 0 55.60 Rejected

21 23 24 32 11 10.00 Retained

22 62 12 12 4 94.36 Rejected

23 10 15 10 55 63.33 Rejected

24 4 12 24 50 53.82 Rejected

25 16 21 10 43 27.60 Rejected

26 20 55 7 8 67.24 Rejected

27 33 43 6 8 45.02 Rejected

28 37 30 21 2 30.62 Rejected

29 17 41 22 10 23.51 Rejected

30 66 10 7 7 112.40 Rejected

31 27 29 19 15 5.82 Retained

32 9 7 33 41 38.89 Rejected

33 5 26 31 28 18.71 Rejected

34 7 26 50 7 55.51 Rejected

35 6 11 61 12 88.76 Rejected

36 17 17 6 50 48.40 Rejected

37 27 9 6 48 50.00 Rejected

38 41 14 28 7 30.44 Rejected

39 5 21 47 17 41.73 Rejected

40 14 43 15 18 25.29 Rejected

41 34 8 14 34 24.31 Rejected

42 6 10 18 56 69.82 Rejected
43 10 14 45 21 32.76 Rejected

44 10 15 57 8 71.69 Rejected

45 22 28 26 14 5.11 Retained

46 17 50 10 13 45.91 Rejected

47 12 11 24 43 29.56 Rejected

48 6 11 60 13 84.49 Rejected

49 5 16 49 20 46.98 Rejected

50 6 9 16 59 81.29 Rejected

51 3 4 75 8 163.96 Rejected

52 8 7 57 18 73.82 Rejected

53 17 30 17 26 5.73 Retained

54 9 12 51 18 50.00 Rejected

55 21 12 30 27 8.40 Retained

56 19 13 27 31 8.67 Retained

57 6 18 60 6 87.60 Rejected

58 17 5 44 24 35.60 Rejected

59 7 47 10 26 44.84 Rejected

60 15 45 13 17 30.36 Rejected

61 15 11 12 52 51.96 Rejected

62 6 44 13 27 37.56 Rejected

63 11 69 2 8 130.00 Rejected

64 10 15 12 53 55.69 Rejected

65 33 22 22 13 8.93 Retained

66 9 4 53 24 64.76 Rejected

67 26 12 21 31 8.76 Retained

68 12 5 60 13 85.02 Rejected

69 32 14 26 18 8.67 Retained
 70 12 32 23 23 8.93 Retained

71 8 14 34 34 24.31 Rejected

72 33 13 22 22 8.93 Retained

73 11 55 16 8 64.04 Rejected

74 9 28 47 6 48.22 Rejected

75 60 6 2 22 93.29 Rejected

For the construct of Aggression, 6 items were retained (Items- 4,19, 21,31,55,70) While for the construct
of Initiation, 9 items are retained (Items-6,15,45,53,56,65,67,69,72).

Dimension No. of Items No. of Items No. of Items Accepted

Rejected
Emotional Self Awareness 45 39 6
Service Orientation 43 34 9

The options were then given weightage by the group according to the criteria 4 = highest on
aggression, 1= Lowest, and 4= highest on initiative, 1 = lowest.

THE ITEMS THAT WERE RETAINED ARE:-

AGGRESSION
Total Questions – 6
The Highlighted Option’s language has been changed.
In Brackets are the WEIGHTAGE values for the options (4 = highest on aggression, 1= Lowest)
4. You have your final exams of the university while your younger brother’s exams are over.
He wants to play outside the house but you are getting disturbed by the noise a little bit. So
would you
A. Shout and fight with your younger brother that he is disturbing you while studying so
should stop playing (4)
B. Complain your parents that your brother is disturbing you. (3)
C. Calmly explain the situation to your brother and ask him to engage himself in some
noiseless activity (2)
D. You will shift to the backroom of the house where you are not getting disturbed and
continue to study. (1)

19. You overhear some of your colleagues making fun of you. What would you do?
A. You take it all in good humor – “They probably weren’t serious”. (1)
B. You go to the group and tell them that you have heard everything. You then quietly
walk away. (3)
C. You go and mock at them right on their faces. (4)
D. You feel bad and start avoiding your colleagues. (2)

21. Suppose you pick up a fight with your neighbor and while parking his car, he bangs
your car by mistake. What would you do?
A. Refuse to believe that it was an accident and blame the person and fight with him. (3)
B. Ignore it at that time but you bad mouth about that person behind his back. (2)
C. Complain to the authorities. (1)
D. Whenever you get a chance you do the same.(4)

31. The company you work for has recently had a merger with a bigger MNC. You are not
well-treated by your new co-workers, and are often looked down upon. You would –
A. Keep your calm and patiently carry on with your job. (1)
B. Report this matter to the senior official. (2)
C. Treat those co-workers in a similar manner. (3)
D. Enter into a feud with them. (4)

55. Your physiotherapist gives you wrong treatment and causes you a lot of pain. How
would you react to the situation?
A. You will complain to his/her senior asking for a refund of fees. (3)
B. You will shout and argue with him/her. (4)
C. You will explain calmly and logically what has been done wrong and the consequence.
(1)
D. You will just stop visiting the physiotherapist. (2)

70. Your mother brings you a gift but instead of you opening it, your little brother snatches
it away and threatens to keep it. You would -
A. Start fighting with your sibling- would even beat him up. (4)
B. Wait for him to fall asleep, and then you can take it back. (2)
 C. Ask your mother to get another one (1)
D. You take away his toys and threaten to not return them to him unless he gives your gift
back. (3)

INITIATIVE
Total Questions – 9
The Highlighted Options’ language has been changed.
In Brackets are the WEIGHTAGE values for the options (4 = highest on Initiative, 1= Lowest)

6. In your neighborhood there is a piece of land designated as a park but not developed as
one. Recently you came to know that some builder is trying to sell this piece of land as plots
by fiddling with papers. Construction of buildings in this central location would ruin the
open view and ventilation of the colony. So would you:
A. Come forward and try to enlist the help of others in developing that land as a park
which would stop builder from selling the land. (4)
B. Raise the issue with RWA and ask them to do something about it. (3)
C. Inform legal authorities and then withdraw from the whole situation. (2)
D. Do nothing considering that the problem is really not yours to handle. (1)

15. While walking by your college premises, you see the lawns dirty as dry leaves, chips
packets and cold drink cans are littered all over, spoiling the beauty of the green lawns.
What do you do in such a situation? You-
A. Try some anti littering techniques to clean at least a portion of the lawns because
basically it’s your college and you need to keep it clean (4)
B. Ignore the filth. Just keep strolling as you do everyday (1)
C. Ask some friends to take a few steps to clean the lawns or at least ask the gardeners to
take care of it (3)
D. Make plans of starting an anti-littering campaign, although you doubt if you’ll actually
be able to implement it. (2)

45. There is a national disaster or crisis in your country. What would you do?
A. Feel bad for the affected victims and pray for them. (2)
B. Look up to and expect organizations, government and NGO to do something.(3)
C. Take the initiative; get together with others around to do whatever you can. (4)
D. Hope for things to get better. (1)

53. You are working in the human resources department of a bank, and there is a
longstanding troublesome case of the loans department about extracting repayment of
credit card bills from a customer. What will you do?
A. Decide not to interfere realizing it is not your department’s work. (1)
B. Write to the manager of the loans department, giving suggestions for extracting
payment. (2)
C. Go to the customer yourself and demand payment. (4)
 D. Ask other people of your own department and other departments and collect
suggestions for effective solution to the problem. (3)

56. With the aid of media, the government is requesting the masses to join a national rally
against female infanticide. What would you do?
A. You notice your relatives and friends going for the rally and you join them. (3)
B. You go if your relatives and friends “ask” you to go, otherwise you don’t. (2)
C. You know you will never commit such an offence in your life, so you feel there’s no
need for you to go. (1)
D. You enthusiastically join the rally, even if your friends and relatives don’t go. (4)

65. You are sitting in a library and see that the person sitting next to you is writing
something on the library book. You-
A. Approach the person and tell him/her as it is not right (4)
B. Stare at him in a very unpleasant manner (3)
C. Read your own book (2)
D. Start looking elsewhere (1)

67. You are on a flight and you witness a co-passenger misbehaving with one of the air-
hostesses. What would you do?
A. Let the hostess handle the situation on her own. (1)
B. If somebody else protests, you join him. (2)
C. Consult people around and seek their suggestions as to what should be done.(3)
D. You stand up immediately and object to what is happening. (4)

69. You are traveling in a train without any friends or relatives accompanying you. The bus
is full of strangers. It is going to be a long journey. You-
A. Start talking to the other person (4)
B. You keep thinking to yourself of possible topics to converse on. (2)
C. Wait for the other person to introduce himself/herself (3)
D. You board as strangers and leave as strangers (1)

72. Your class has been given an assignment for which the deadline is too tight. Some
students complain that it would be almost impossible for them to complete the assignment
in the stipulated time-period. What would you do?
A. You request your class-representative to speak to the teacher for postponing the
deadline. (3)
B. You feel it’s no point talking to your teacher because he is too inflexible.(2)
C. You take a poll in your class to find out how many students can submit the assignment
by the deadline and then personally go and speak to the teacher. (4)
D. You try your best to complete the assignment on time irrespective of whether or not
others are doing it. (1)

TABLE OF WEIGHTAGES
AGGRESSION A B C D
item 4 4 3 2 1
item 19 1 3 4 2 ITEM VALIDITY USING
PEARSON’S R
item 21 3 2 1 4
It is important to see the validity of
item 31 1 2 3 4
each item because independent
item 55 3 4 1 2
validity of items is the validity of
item 70 4 2 1 3
the whole test. When each item of
the test effectively discriminates on
INITIATIVE
the basis of a particular quality or
item 6 4 3 2 1
ability between high and low or
item 15 4 1 3 2
strong and weak persons of a group,
item 45 2 3 4 1
then only it can be called valid.
item 53 1 2 4 3
Therefore, each item has to be
item 56 3 2 1 4
discriminated besides being fully
item 65 4 3 2 1
valid. The discriminative quality of
item 67 1 2 3 4
the item is the indicator of its being
item 69 4 2 3 1
valid too.
item 72 3 2 4 1
To establish the validity of the test,
we computed Pearson’s correlation co-efficient between the scores on each item with the total
test score for each dimension.

Formula for Pearson R

= ∑(X-X) (Y-Y)
N (X SY)

TABLES FOR THE TOTAL OF EACH ITEM AND THE TOTAL SCORE FOR
AGGRESSION AND INTIATION ARE ATTACHED ALONGSIDE

df= N-2 = 90-2 = 88

If rcal > rtable => Significan=>
Retained!
When df =88, the rcal = 0.27

TABLE FOR VALIDITY OF AGGRESSION

 ITEMS total item score total score rIT
ITEM 1 202 1206 0.58 RETAINED
ITEM 2 210 1206 0.55 RETAINED
ITEM 3 193 1206 0.39 RETAINED
ITEM 4 202 1206 0.6 RETAINED
ITEM 5 195 1206 0.64 RETAINED
ITEM 6 204 1206 0.39 RETAINED

TABLE FOR VALIDITY OF INITIATION

ITEMS total item score total score rIT

ITEM 1 247 2172 0.43 RETAINED
ITEM 2 243 2172 0.66 RETAINED
ITEM 3 246 2172 0.64 RETAINED
ITEM 4 223 2172 0.11 REJECTED
ITEM 5 234 2172 0.51 RETAINED
ITEM 6 255 2172 0.6 RETAINED
ITEM 7 237 2172 0.58 RETAINED
ITEM 8 252 2172 0.53 RETAINED
ITEM 9 235 2172 0.33 RETAINED

Dimension No. of Items No. of Items No. of Items

Rejected Accepted
AGGRESSION 6 0 6
INITIATION 9 1 8

Step-7 Test Reliability

The reliability of the test was calculated using the Cronbach Alpha co-efficient. This method was
used because the items in our test do not entail a right or wrong approach but are rather multiple
choice situational questions. This formula gives us the internal consistency of the test.

The formula is :-
 where N is the number of components (items or testlets), is

the variance of the observed total test scores, and is the

variance of component i.

TABLES FOR THE CALCULATION OF RELAIBILTY FOR AGGRESSION AND INITIATION ARE
ATTACHED ALONGSIDE

THE SUMMARY TABLE FOR RELAIBILTY

RELIABILITY
AGGRESSION 0.48
INITIATIVE 0.67

Personal Observations

Two paragraphs
TABLE- TOTAL OF EACH ITEM AND THE TOTAL SCORE FOR AGGRESSION

Item/Sampl I1 I2 I3 I4 I5 I6 Test
e Score
S-1 1 2 2 3 2 2 12
S-2 3 2 3 3 1 4 16
S-3 3 3 3 2 1 3 15
S-4 1 4 1 3 1 1 11
S-5 4 1 4 1 2 2 14
S-6 1 3 1 1 3 2 11
S-7 1 3 1 1 1 1 8
S-8 1 1 1 4 1 1 9
S-9 1 1 3 1 3 3 12
S-10 1 1 1 1 1 2 7
S-11 1 1 2 2 1 3 10
S-12 3 2 1 2 1 3 12
S-13 2 3 3 3 1 4 16
S-14 1 2 3 4 1 4 15
S-15 2 4 4 4 2 2 18
S-16 4 4 1 3 3 3 18
S-17 1 3 1 2 1 1 9
S-18 3 2 4 2 2 3 16
S-19 3 1 1 1 2 3 11
S-20 4 1 1 1 2 2 11
S-21 3 1 3 1 1 1 10
S-22 4 1 2 4 3 3 17
S-23 1 1 1 2 1 3 9
S-24 1 3 1 2 1 1 9
S-25 1 3 2 1 2 2 11
S-26 4 3 2 2 4 1 16
S-27 2 3 3 2 1 2 13
S-28 3 1 1 2 3 3 13
S-29 2 3 1 1 3 2 12
S-30 4 1 1 1 4 4 15
S-31 2 4 3 3 4 2 18
S-32 2 4 2 4 4 1 17
S-33 4 4 2 4 4 1 19
S-34 4 2 1 4 3 1 15
S-35 2 2 1 3 3 3 14
S-36 2 2 3 1 3 3 14
S-37 4 4 2 3 4 2 19
S-38 2 4 1 4 4 1 16
S-39 4 4 2 4 3 3 20
S-40 4 2 1 3 4 3 17
S-41 3 1 4 1 2 1 12
S-42 2 4 1 2 3 1 13
S-43 4 4 2 4 4 4 22
S-44 2 3 1 2 1 2 11
S-45 2 3 2 4 4 2 17
S-46 3 3 1 2 3 1 13
S-47 4 4 4 4 4 4 24
S-48 3 1 3 2 2 3 14
S-49 3 2 3 3 2 1 14
S-50 3 2 2 1 2 1 11
S-51 3 4 4 2 1 4 18
S-52 2 1 1 4 2 2 12
S-53 1 1 2 2 1 2 9
S-54 2 2 2 3 4 2 15
S-55 1 2 2 4 3 2 14
S-56 3 4 3 3 2 3 18
S-57 1 2 4 2 1 1 11
S-58 1 3 3 2 1 2 12
S-59 1 4 1 2 1 4 13
S-60 1 1 2 1 2 3 10
S-61 1 3 3 3 3 2 15
S-62 4 3 3 3 3 2 18
S-63 3 3 3 3 1 2 15
S-64 3 3 2 3 3 2 16
S-65 1 3 2 1 2 3 12
S-66 1 3 1 4 2 1 12
S-67 3 1 4 1 2 4 15
S-68 4 3 3 3 3 2 18
S-69 3 1 4 1 2 4 15
S-70 1 3 3 3 3 2 15
S-71 1 4 1 2 1 1 10
S-72 2 2 4 2 3 2 15
S-73 3 1 1 1 1 2 9
S-74 4 1 1 2 1 2 11
S-75 1 3 3 3 2 1 13
S-76 2 1 2 1 2 1 9
S-77 4 1 2 2 1 3 13
S-78 3 1 1 2 1 2 10
S-79 1 2 2 1 2 3 11
S-80 1 3 4 1 1 3 13
S-81 1 1 3 1 2 2 10
S-82 1 1 1 2 1 1 7
S-83 1 1 3 1 2 1 9
S-84 1 1 1 2 2 3 10
S-85 1 1 3 1 1 2 9
S-86 2 3 1 2 3 2 13
S-87 1 3 2 2 2 4 14
S-88 1 3 2 1 2 2 11
S-89 2 3 3 2 3 4 17
S-90 4 1 2 1 2 3 13
Total on 202 210 193 202 195 204 1206
item

TABLE- TOTAL OF EACH ITEM AND THE TOTAL SCORE FOR INITIATION

Item/Sam I1 I2 I3 I4 I5 I6 I7 I8 I9 Test
ple Score
S-1 1 1 3 3 2 1 1 3 4 19
S-2 3 3 1 4 1 3 2 4 2 23
S-3 3 1 3 2 3 4 1 2 1 20
S-4 1 3 3 3 1 2 3 3 4 23
S-5 3 4 4 2 4 3 1 1 3 25
S-6 3 3 3 3 4 4 4 4 3 31
S-7 3 4 4 3 4 2 4 2 4 30
S-8 4 3 3 2 3 4 3 4 4 30
S-9 2 3 4 4 1 2 3 4 3 26
S-10 4 4 4 2 4 4 3 2 3 30
S-11 3 4 3 4 2 3 4 4 4 31
S-12 3 2 3 4 2 3 4 4 4 29
S-13 3 3 2 2 4 4 4 3 3 28
S-14 3 4 2 3 3 2 1 1 3 22
S-15 4 1 1 3 4 1 4 1 2 21
S-16 3 3 4 1 3 3 4 3 3 27
S-17 3 4 4 4 4 4 4 4 3 34
S-18 2 3 2 1 1 2 1 3 1 16
S-19 3 2 4 2 4 4 4 4 4 31
S-20 1 1 2 2 1 2 3 1 3 16
S-21 3 4 4 3 4 3 4 4 1 30
S-22 2 3 4 3 4 3 3 2 1 25
S-23 1 4 4 2 3 2 1 3 3 23
S-24 1 3 1 4 1 2 2 2 3 19
S-25 1 1 2 3 4 3 1 1 1 17
S-26 1 2 1 4 3 4 4 3 2 24
S-27 3 4 4 2 4 3 1 4 3 28
S-28 3 3 3 2 4 4 2 3 4 28
S-29 2 1 3 3 1 2 1 1 1 15
S-30 3 3 2 1 3 3 3 2 1 21
S-31 4 2 1 1 3 3 2 2 1 19
S-32 4 2 1 1 2 1 2 2 4 19
S-33 4 4 1 4 2 1 3 4 2 25
S-34 2 1 1 1 1 1 3 2 2 14
S-35 4 2 2 1 4 2 3 4 2 24
S-36 1 2 1 4 1 1 1 3 2 16
S-37 1 2 2 4 4 1 2 1 2 19
S-38 2 2 1 1 1 1 2 3 1 14
S-39 2 2 1 4 2 1 2 1 2 17
S-40 4 2 1 1 3 2 2 2 2 19
S-41 4 3 3 1 4 4 4 3 4 30
S-42 3 3 3 3 2 4 1 3 4 26
S-43 3 4 3 4 2 2 3 4 3 28
S-44 4 3 4 3 4 3 3 4 3 31
S-45 3 1 1 3 1 4 1 2 1 17
S-46 4 4 2 2 3 1 3 3 1 23
S-47 1 1 4 1 1 2 4 4 3 21
S-48 4 1 3 3 4 2 2 4 3 26
S-49 1 1 2 2 4 2 3 2 4 21
S-50 4 3 4 3 2 4 4 1 1 26
S-51 3 3 4 4 1 4 1 3 4 27
S-52 4 4 4 2 2 4 3 3 2 28
S-53 2 1 2 1 3 3 1 4 3 20
S-54 1 1 2 2 2 1 4 4 4 21
S-55 2 4 2 4 1 2 3 2 2 22
S-56 3 3 3 3 1 2 3 3 4 25
S-57 4 2 3 4 3 1 1 1 1 20
S-58 3 4 4 2 4 4 4 3 1 29
S-59 4 3 1 4 3 1 3 1 2 22
S-60 4 1 4 3 1 2 1 1 3 20
S-61 3 3 3 3 1 4 4 3 3 27
S-62 3 1 3 3 1 3 2 3 3 22
S-63 1 1 2 2 2 3 1 3 3 18
S-64 1 3 3 3 4 3 1 1 4 23
S-65 3 4 3 2 3 4 1 3 1 24
S-66 4 4 2 2 4 4 4 1 1 26
S-67 2 1 2 2 1 2 1 1 3 15
S-68 3 1 3 3 1 3 1 3 3 21
S-69 2 1 2 2 1 2 1 1 3 15
S-70 3 3 3 3 1 4 4 3 3 27
S-71 4 4 4 2 4 3 3 4 1 29
S-72 4 3 2 1 3 4 4 1 3 25
S-73 3 4 4 2 4 4 4 3 3 31
S-74 3 4 4 2 3 4 4 4 3 31
S-75 4 2 4 1 3 3 4 4 1 26
S-76 2 4 2 1 4 2 1 4 3 23
S-77 4 3 2 3 1 4 3 4 4 28
S-78 4 3 3 2 1 4 4 4 1 26
S-79 4 3 3 2 4 3 1 4 3 27
S-80 2 4 2 2 3 4 3 4 3 27
S-81 4 4 4 2 4 4 4 4 3 33
S-82 2 4 3 2 4 4 4 2 3 28
S-83 3 3 4 3 3 3 4 1 4 28
S-84 2 4 4 3 4 4 1 4 1 27
S-85 2 1 4 4 1 4 4 4 1 25
S-86 3 4 3 2 4 4 4 4 4 32
S-87 2 1 3 1 1 4 4 3 4 23
S-88 1 4 3 1 2 4 1 4 4 24
S-89 2 4 3 3 4 2 4 4 4 30
S-90 3 3 2 2 1 3 2 3 1 20
Total on 247 243 246 223 234 255 237 252 235 2172
Item
RELIABILITY OF AGGRESSION

Item/Sample I1 I2 I3 I4 I5 I6 Test Score

S-1 1 2 2 3 2 2 12
S-2 3 2 3 3 1 4 16
S-3 3 3 3 2 1 3 15
S-4 1 4 1 3 1 1 11
S-5 4 1 4 1 2 2 14
S-6 1 3 1 1 3 2 11
S-7 1 3 1 1 1 1 8
S-8 1 1 1 4 1 1 9
S-9 1 1 3 1 3 3 12
S-10 1 1 1 1 1 2 7
S-11 1 1 2 2 1 3 10
S-12 3 2 1 2 1 3 12
S-13 2 3 3 3 1 4 16
S-14 1 2 3 4 1 4 15
S-15 2 4 4 4 2 2 18
S-16 4 4 1 3 3 3 18
S-17 1 3 1 2 1 1 9
S-18 3 2 4 2 2 3 16
S-19 3 1 1 1 2 3 11
S-20 4 1 1 1 2 2 11
S-21 3 1 3 1 1 1 10
S-22 4 1 2 4 3 3 17
S-23 1 1 1 2 1 3 9
S-24 1 3 1 2 1 1 9
S-25 1 3 2 1 2 2 11
S-26 4 3 2 2 4 1 16
S-27 2 3 3 2 1 2 13
S-28 3 1 1 2 3 3 13
S-29 2 3 1 1 3 2 12
S-30 4 1 1 1 4 4 15
S-31 2 4 3 3 4 2 18
S-32 2 4 2 4 4 1 17
S-33 4 4 2 4 4 1 19
S-34 4 2 1 4 3 1 15
S-35 2 2 1 3 3 3 14
S-36 2 2 3 1 3 3 14
S-37 4 4 2 3 4 2 19
S-38 2 4 1 4 4 1 16
S-39 4 4 2 4 3 3 20
S-40 4 2 1 3 4 3 17
S-41 3 1 4 1 2 1 12
S-42 2 4 1 2 3 1 13
S-43 4 4 2 4 4 4 22
S-44 2 3 1 2 1 2 11
S-45 2 3 2 4 4 2 17
S-46 3 3 1 2 3 1 13
S-47 4 4 4 4 4 4 24
S-48 3 1 3 2 2 3 14
S-49 3 2 3 3 2 1 14
S-50 3 2 2 1 2 1 11
S-51 3 4 4 2 1 4 18
S-52 2 1 1 4 2 2 12
S-53 1 1 2 2 1 2 9
S-54 2 2 2 3 4 2 15
S-55 1 2 2 4 3 2 14
S-56 3 4 3 3 2 3 18
S-57 1 2 4 2 1 1 11
S-58 1 3 3 2 1 2 12
S-59 1 4 1 2 1 4 13
S-60 1 1 2 1 2 3 10
S-61 1 3 3 3 3 2 15
S-62 4 3 3 3 3 2 18
S-63 3 3 3 3 1 2 15
S-64 3 3 2 3 3 2 16
S-65 1 3 2 1 2 3 12
S-66 1 3 1 4 2 1 12
S-67 3 1 4 1 2 4 15
S-68 4 3 3 3 3 2 18
S-69 3 1 4 1 2 4 15
S-70 1 3 3 3 3 2 15
S-71 1 4 1 2 1 1 10
S-72 2 2 4 2 3 2 15
S-73 3 1 1 1 1 2 9
S-74 4 1 1 2 1 2 11
S-75 1 3 3 3 2 1 13
S-76 2 1 2 1 2 1 9
S-77 4 1 2 2 1 3 13
S-78 3 1 1 2 1 2 10
S-79 1 2 2 1 2 3 11
S-80 1 3 4 1 1 3 13
S-81 1 1 3 1 2 2 10
S-82 1 1 1 2 1 1 7
S-83 1 1 3 1 2 1 9
S-84 1 1 1 2 2 3 10
S-85 1 1 3 1 1 2 9
S-86 2 3 1 2 3 2 13
S-87 1 3 2 2 2 4 14
S-88 1 3 2 1 2 2 11
S-89 2 3 3 2 3 4 17
S-90 4 1 2 1 2 3 13
Total 202 210 193 202 195 204 1206

Variance 1.34 1.24 1.08 1.12 1.07 0.97 11.4

Sum of Variances of 6.82

Items
α Reliability 0.48

RELIABILTY OF INITIATIVE

Item/Sample I1 I2 I3 I5 I6 I7 I8 I9 Test
Score
S-1 1 1 3 2 1 1 3 4 16
S-2 3 3 1 1 3 2 4 2 19
S-3 3 1 3 3 4 1 2 1 18
S-4 1 3 3 1 2 3 3 4 20
S-5 3 4 4 4 3 1 1 3 23
S-6 3 3 3 4 4 4 4 3 28
S-7 3 4 4 4 2 4 2 4 27
S-8 4 3 3 3 4 3 4 4 28
S-9 2 3 4 1 2 3 4 3 22
S-10 4 4 4 4 4 3 2 3 28
S-11 3 4 3 2 3 4 4 4 27
S-12 3 2 3 2 3 4 4 4 25
S-13 3 3 2 4 4 4 3 3 26
S-14 3 4 2 3 2 1 1 3 19
S-15 4 1 1 4 1 4 1 2 18
S-16 3 3 4 3 3 4 3 3 26
S-17 3 4 4 4 4 4 4 3 30
S-18 2 3 2 1 2 1 3 1 15
S-19 3 2 4 4 4 4 4 4 29
S-20 1 1 2 1 2 3 1 3 14
S-21 3 4 4 4 3 4 4 1 27
S-22 2 3 4 4 3 3 2 1 22
S-23 1 4 4 3 2 1 3 3 21
S-24 1 3 1 1 2 2 2 3 15
S-25 1 1 2 4 3 1 1 1 14
S-26 1 2 1 3 4 4 3 2 20
S-27 3 4 4 4 3 1 4 3 26
S-28 3 3 3 4 4 2 3 4 26
S-29 2 1 3 1 2 1 1 1 12
S-30 3 3 2 3 3 3 2 1 20
S-31 4 2 1 3 3 2 2 1 18
S-32 4 2 1 2 1 2 2 4 18
S-33 4 4 1 2 1 3 4 2 21
S-34 2 1 1 1 1 3 2 2 13
S-35 4 2 2 4 2 3 4 2 23
S-36 1 2 1 1 1 1 3 2 12
S-37 1 2 2 4 1 2 1 2 15
S-38 2 2 1 1 1 2 3 1 13
S-39 2 2 1 2 1 2 1 2 13
S-40 4 2 1 3 2 2 2 2 18
S-41 4 3 3 4 4 4 3 4 29
S-42 3 3 3 2 4 1 3 4 23
S-43 3 4 3 2 2 3 4 3 24
S-44 4 3 4 4 3 3 4 3 28
S-45 3 1 1 1 4 1 2 1 14
S-46 4 4 2 3 1 3 3 1 21
S-47 1 1 4 1 2 4 4 3 20
S-48 4 1 3 4 2 2 4 3 23
S-49 1 1 2 4 2 3 2 4 19
S-50 4 3 4 2 4 4 1 1 23
S-51 3 3 4 1 4 1 3 4 23
S-52 4 4 4 2 4 3 3 2 26
S-53 2 1 2 3 3 1 4 3 19
S-54 1 1 2 2 1 4 4 4 19
S-55 2 4 2 1 2 3 2 2 18
S-56 3 3 3 1 2 3 3 4 22
S-57 4 2 3 3 1 1 1 1 16
S-58 3 4 4 4 4 4 3 1 27
S-59 4 3 1 3 1 3 1 2 18
S-60 4 1 4 1 2 1 1 3 17
S-61 3 3 3 1 4 4 3 3 24
S-62 3 1 3 1 3 2 3 3 19
S-63 1 1 2 2 3 1 3 3 16
S-64 1 3 3 4 3 1 1 4 20
S-65 3 4 3 3 4 1 3 1 22
S-66 4 4 2 4 4 4 1 1 24
S-67 2 1 2 1 2 1 1 3 13
S-68 3 1 3 1 3 1 3 3 18
S-69 2 1 2 1 2 1 1 3 13
S-70 3 3 3 1 4 4 3 3 24
S-71 4 4 4 4 3 3 4 1 27
S-72 4 3 2 3 4 4 1 3 24
S-73 3 4 4 4 4 4 3 3 29
S-74 3 4 4 3 4 4 4 3 29
S-75 4 2 4 3 3 4 4 1 25
S-76 2 4 2 4 2 1 4 3 22
S-77 4 3 2 1 4 3 4 4 25
S-78 4 3 3 1 4 4 4 1 24
S-79 4 3 3 4 3 1 4 3 25
S-80 2 4 2 3 4 3 4 3 25
S-81 4 4 4 4 4 4 4 3 31
S-82 2 4 3 4 4 4 2 3 26
S-83 3 3 4 3 3 4 1 4 25
S-84 2 4 4 4 4 1 4 1 24
S-85 2 1 4 1 4 4 4 1 21
S-86 3 4 3 4 4 4 4 4 30
S-87 2 1 3 1 4 4 3 4 22
S-88 1 4 3 2 4 1 4 4 23
S-89 2 4 3 4 2 4 4 4 27
S-90 3 3 2 1 3 2 3 1 18
Total 247 243 246 234 255 237 252 235 1949

Variance 1.08 1.3 1.08 1.53 1.16 1.5 1.27 1.22 24.41

Sum of Variances of 10.14

Items
α Reliability 0.67