GROUP TESTING

REPORT Self-Report
Emotional
Intelligence
Kaveri College of Arts, Science and
Test
Commerce
Pranav Panchbhai – 01
Asmi Angal – 03
Submitted to - Shreya Ingalagi
1. Purpose of the group testing:

The Self-Report Emotional Intelligence Test (SREIT) is designed to assess an

individual's emotional intelligence (EI) by having them rate themselves on various

emotional skills and competencies. Emotional intelligence refers to the ability to

recognize, understand, manage, and use emotions effectively in oneself and in others.

In group testing, the Self-Report Emotional Intelligence Test (SREIT) serves the

following purposes:

• Identify group strengths and weaknesses: By administering the tests to a group,

organizations can identify collective emotional intelligence competencies and

areas where development is needed.

• Facilitate team building: Understanding the emotional intelligence profiles of

group members can help foster better communication, collaboration, and conflict

resolution within teams.

• Inform training and development initiatives: Based on the group's results,

tailored training programs can be designed to enhance emotional intelligence

skills and improve overall team performance.

• Measure the effectiveness of training programs: Pre- and post-test assessments

can evaluate the impact of training initiatives on the group's emotional

intelligence.

• Support decision-making: Insights from group emotional intelligence

assessments can inform decisions related to team composition, leadership roles,

and project assignments.

• Foster a positive work environment: By promoting emotional intelligence,

organizations can create a more supportive and productive workplace culture.

 2. Description of the test:

The Schutte Self-Report Emotional Intelligence Test (SSEIT) is a widely-used self-

assessment tool developed by Nicola Schutte and colleagues in 1998. It measures

emotional intelligence (EI) based on the model of emotional intelligence proposed by

Salovey and Mayer. The model views emotional intelligence as a set of abilities related to

processing emotions in oneself and others.

Author

The SREIT was developed by Nicola Schutte, along with her colleagues, in 1998. The test is

grounded in the emotional intelligence framework proposed by Salovey and Mayer (1990),

which conceptualizes EI as the ability to perceive, understand, manage, and utilize emotions

in oneself and others.

Psychometric Properties

Reliability

• Internal Consistency: The SSEIT has shown good internal consistency, with reported

Cronbach’s alpha values generally ranging from 0.85 to 0.90, indicating that the test

items are reliably measuring the same construct—emotional intelligence.

• Test-Retest Reliability: Studies have shown that the SSEIT maintains stability over

time, with test-retest reliability coefficients ranging from 0.78 to 0.84 over a two-

week to two-month period, showing that scores remain consistent.

Validity
 • Construct Validity: The test has strong construct validity, correlating well with

other established emotional intelligence measures and associated traits like empathy,

emotional regulation, and social skills.

• Predictive Validity: It has been shown to predict various positive outcomes, such as

improved interpersonal relationships, job performance, and overall well-being.

Norms

General population and demographic norms have been established.

Factor Structure

Originally, the SSEIT was based on the four-branch model of emotional intelligence by

Salovey and Mayer (1990), which includes:

• Perception of Emotion

• Use of Emotion to Facilitate Thinking

• Understanding Emotion

• Managing Emotion

Structure:

• The test consists of 33 items where participants rate themselves on a 5-point Likert

scale, ranging from 1 (strongly disagree) to 5 (strongly agree).

• The test asks respondents to rate how much they agree with statements about their

emotional abilities, such as “I find it easy to understand the way other people feel” or

“I know why my emotions change.”

Scoring:
 • The total score gives a general measure of the respondent's emotional intelligence.

Higher scores suggest greater emotional awareness, regulation, and empathy.

Purpose and Applications:

• Personal Development: Helps individuals gain insight into their emotional strengths

and weaknesses.

• Workplace and Educational Settings: Used in recruitment, leadership training, and

student development to measure emotional competence, which can influence

performance, communication, and relationships.

• Psychological Research: Widely used in studies to explore how emotional

intelligence impacts areas such as mental health, well-being, and social functioning.

Strengths:

• The test is quick and easy to administer.

• Its structure makes it accessible for both individuals and professionals for general EI

assessment.

• The SSEIT is reliable with good internal consistency and test-retest reliability.

Limitations:

• Self-report nature: Like other self-report tests, the results may be influenced by the

individual's self-awareness or desire to present themselves in a favourable light.

• It measures perceived emotional intelligence, not necessarily the actual ability to

manage emotions in real-world scenarios.

• Test Items

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

2. When I am faced with obstacles, I remember times I faced similar obstacles

and overcame them.

3. I expect that I will do well on most things I try.

4. Other people find it easy to confide in me.

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

6. Some of the major events of my life have led me to re-evaluate what is

important and not important.

7. When my mood changes, I see new possibilities.

8. Emotions are one of the things that make my life worth living.

9. I am aware of my emotions as I experience them.

10. I expect good things to happen.

11. I like to share my emotions with others.

12. When I experience a positive emotion, I know how to make it last.

13. I arrange events others enjoy.

14. I seek out activities that make me happy.

15. I am aware of the non-verbal messages I send to others.

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

17. When I am in a positive mood, solving problems is easy for me.

18. By looking at their facial expressions, I recognize the emotions people are

experiencing. 19. I know why my emotions change.

19. When I am in a positive mood, I am able to come up with new ideas.

20. I have control over my emotions.

21. I easily recognize my emotions as I experience them.

22. I motivate myself by imagining a good outcome to tasks I take on.

23. I compliment others when they have done something well.

24. I am aware of the non-verbal messages other people send.

25. 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.

26. When I feel a change in emotions, I tend to come up with new ideas.

27. When I am faced with a challenge, I give up because I believe I will fail*.

28. I know what other people are feeling just by looking at them.

29. I help other people feel better when they are down.

30. I use good moods to help myself keep trying in the face of obstacles.

31. I can tell how people are feeling by listening to the tone of their voice.

32. It is difficult for me to understand why people feel the way they do*.
3. Tabular presentation of scores and results:

SR. AGE GENDER OCCUPATIONAL FINAL LEVEL OF

EMOTIONAL

NO. STATUS SCORE INTELLIGENCE

1 19 Female Student 137 High Emotional

Intelligence

2 19 Female N/A 127 High Emotional

Intelligence

3 20 Female N/A 130 High Emotional

Intelligence

4 20 Female N/A 119 Moderate

Emotional

Intelligence

5 19 Female N/A 134 High Emotional

Intelligence

6 19 Female Pursuing Sy BCom 142 High Emotional

and work as Intelligence

Professional

Dancer

7 20 Female N/A 143 High Emotional

Intelligence

8 19 Male Technical content 138 High Emotional

writing and student Intelligence

9 18 Male N/A 112 Moderate

Emotional

Intelligence

10 18 Male Student 112 Moderate

Emotional

Intelligence

11 16 Female Student 128 High Emotional

Intelligence

12 17 Male Student 134 High Emotional

Intelligence

13 21 Male Student 96 Moderate

Emotional

Intelligence

14 20 Female N/A 122 Moderate

Emotional

Intelligence

15 20 Male N/A 143 High Emotional

Intelligence

16 21 Female Student 151 High Emotional

Intelligence

17 48 Female Self-employed 131 High Emotional

Intelligence

18 41 Female Teacher 149 High E.Q.

19 16 Female N/A 128 High Emotional

 Intelligence

20 16 Female N/A 126 High Emotional

Intelligence

21 16 Female N/A 130 High Emotional

Intelligence

22 20 Female N/A 137 High Emotional

Intelligence

23 20 Male N/A 114 Moderate

Emotional

Intelligence

24 17 Female 11th 130 High Emotional

Intelligence

25 19 Female Student 114 Moderate

Emotional

Intelligence

26 20 Female Student 132 High Emotional

Intelligence

27 19 Female Student 145 High Emotional

Intelligence

28 18 Female N/A 129 High Emotional

Intelligence

29 19 Female Student 137 High Emotional

Intelligence

30 19 Female Student 132 High Emotional

Intelligence
31 48 Male Service 143 High Emotional

Intelligence
 4. Interpretation at group level:

Group Overview

1. Total Participants: 31 individuals

2. Emotional Intelligence Score Ranges:

o Low Emotional Intelligence: 33-89

o Moderate Emotional Intelligence: 90-124

o High Emotional Intelligence: 125-165

Emotional Intelligence Distribution

• High Emotional Intelligence (Score 125-165): 21 participants (67.7%)

• Moderate Emotional Intelligence (Score 90-124): 10 participants (32.3%)

• Low Emotional Intelligence (Score 33-89): 0 participants

Key Findings

• High Emotional Intelligence Dominance:

o The majority (67.7%) of the group falls into the high emotional intelligence

category. This indicates a strong ability to understand, use, and manage

emotions effectively, which can contribute to better interpersonal

relationships, communication skills, and academic or professional

performance.

• Absence of Low Emotional Intelligence:

o No participants fall into the low emotional intelligence category, suggesting

that the group has a generally high capacity for emotional awareness and

regulation.
 • Moderate Emotional Intelligence:

o 32.3% of participants have moderate emotional intelligence scores. These

individuals may possess some skills in emotional management but might

benefit from further development in areas such as emotional awareness,

empathy, and interpersonal skills.

Age Analysis

• Age Distribution: The participants range from 16 to 48 years old, with the highest

concentration in the younger demographic (16-21 years old).

• Younger Participants:

o Many individuals in the younger age group (16-21) show high emotional

intelligence, indicating that emotional development is emphasized in

educational or social contexts for this demographic.

• Older Participants:

o The older participants (ages 41 and 48) also exhibit high emotional

intelligence, suggesting that emotional skills can be maintained or even

enhanced with age and experience.

Gender Distribution

• Females: 21 (68% of the group)

• Males: 10 (32% of the group)

• The higher representation of females, especially among those with high emotional

intelligence, may reflect socialization patterns that encourage emotional

expressiveness and awareness in females compared to males.

Educational and Professional Background

 • Students: The majority of participants are students, primarily in their late teens and

early twenties. This demographic is often engaged in environments that promote

emotional intelligence through social interactions and educational programs.

• Professionals: The presence of older individuals in self-employment and teaching

roles also points to the applicability of emotional intelligence in professional settings,

where interpersonal skills are crucial.

Result Table:

LEVEL OF EMOTIONAL NO. OF PARTICIPANTS PERCENTAGE

INTELLIGENCE

High Emotional Intelligence 21 67.7%

Moderate Emotional 10 32.3%

Intelligence

Low Emotional Intelligence 0 0%

TOTAL: 31 100%
5. Relevant finding:

• Gender Trends: The majority of high emotional intelligence scores come from

females (86%), indicating that emotional intelligence may be more developed or

prioritized among females in this group.

• Age Distribution: The high emotional intelligence scores are predominantly found in

the younger demographic (ages 16-21), suggesting that early educational and social

environments contribute significantly to emotional intelligence development.

• Career Aspirations: Participants with diverse career paths (e.g., student, teacher,

self-employed) all demonstrate high emotional intelligence, highlighting its

importance across various professions.

• Moderate E.Q. Group: The presence of individuals in the moderate emotional

intelligence category (32.3%) indicates an opportunity for targeted development

programs, particularly for males, who have a higher representation in this category.

• Absence of Low E.Q.: No participants fall into the low emotional intelligence

category, suggesting a generally positive emotional environment or effective

emotional training within the group.

6. Conclusion:

The assessment of emotional intelligence in a group of 31 participants using the Schutte

Self-Report Emotional Intelligence Test (SSEIT) revealed that 67.7% exhibited high

emotional intelligence, reflecting strong emotional awareness and interpersonal skills.

Notably, there were no participants in the low emotional intelligence category, indicating

a high capacity for emotional regulation among the group.

The results highlighted a higher representation of females (68%) in the high emotional

intelligence category, suggesting that women may develop emotional competencies more

readily. The younger demographic (ages 16-21) also correlated strongly with high

emotional intelligence scores, emphasizing the role of educational and social

environments in fostering emotional development.

With 32.3% scoring in the moderate range, there is potential for targeted training to

enhance emotional skills, particularly for the overrepresented males in this category.

Overall, these findings highlight the significance of emotional intelligence for effective

communication, collaboration, and a positive workplace culture, reinforcing its value for

personal and organizational growth.

7. References:

Schutte, N. S., Malouff, J. M., Simunek, M., Hollander, S., & Barlow, R. (1998).

Development and validation of a scale to measure emotional intelligence. Personality and

Individual Differences, 25(2), 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition

and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam

Books.

Bar-On, R. (1997). Bar-On Emotional Quotient Inventory (EQ-i): Technical manual.

Multi-Health Systems.

Petrides, K. V., & Furnham, A. (2000). On the reliability and validity of the Trait

Emotional Intelligence Questionnaire. Personality and Individual Differences, 39(2), 239-

250. https://doi.org/10.1016/S0191-8869(05)00026-3