Description

The Emotional Intelligence Test (GalaEmo Test-125) is a self-report psychometric instrument developed by Galanakis and Stalikas in 2005 to assess an individual’s emotional intelligence in the workplace.

The instrument is based on Daniel Goleman’s theoretical model of emotional intelligence, which emphasizes not only the ability to recognize and understand emotions, but also the capacity to regulate them effectively, remain motivated, understand the emotions of others, and manage interpersonal relationships successfully.

The GalaEmo Test-125 provides both an overall assessment of emotional intelligence and separate scores for key emotional and social competencies related to occupational functioning.

Purpose

The primary purpose of the GalaEmo Test-125 is to assess the level of emotional intelligence demonstrated by adults in their work environment.

The instrument consists of 125 self-report statements, equally distributed across five subscales, with 25 items in each dimension.

The five main dimensions are:

Self-Awareness: the ability to recognize and understand one’s own emotions, reactions, strengths, and weaknesses.

Self-Regulation: the ability to manage emotional reactions and maintain effective control in demanding or stressful situations.

Motivation: the capacity to remain goal-oriented, persistent, and internally driven even when facing difficulties or obstacles.

Empathy: the ability to understand the emotions, needs, and perspectives of other people.

Social Skills: the ability to communicate effectively, cooperate with others, manage interpersonal relationships, and adapt to the social demands of the workplace.

Administration

Participants are asked to indicate the extent to which they agree or disagree with each of the 125 statements.

Responses are provided using a 7-point Likert scale, ranging from:

1 = “Strongly disagree” to 7 = “Strongly agree.”

This format allows the intensity of attitudes and perceptions related to different aspects of emotional intelligence to be quantified.

Scoring

Each item is assigned a score ranging from 1 to 7, depending on the participant’s level of agreement.

The questionnaire also includes reverse-scored items, for which the response value is reversed before calculating the final scores. This procedure helps reduce response bias and contributes to a more accurate assessment of the construct.

Statistical Analysis and Interpretation

The GalaEmo Test-125 produces an overall emotional intelligence score, calculated by summing the scores of all 125 items after the appropriate reverse scoring has been applied.

Since each item is scored from 1 to 7, the maximum possible total score is 875 points.

Separate scores can also be calculated for each of the five subscales. This allows the development of a more detailed profile, highlighting both areas of strength and dimensions that may require further development.

In general, higher scores indicate a higher level of the corresponding emotional intelligence dimension.

Validity

The construction of the GalaEmo Test-125 provides evidence of content validity and construct validity.

The available material reports a statistically significant correlation of r = 0.67, p < 0.01 between participants’ self-evaluation of their emotional intelligence and their final test performance.

This association may be considered an indicator that the instrument adequately captures the psychological construct it is intended to assess.

Administration Population and Completion Time

The GalaEmo Test-125 is designed for adult participants regardless of gender and may be administered in occupational and research settings.

The average completion time is approximately 30 minutes, allowing for a relatively detailed assessment without placing excessive time demands on respondents.

Applications

The GalaEmo Test-125 may be used in research and applied settings related to emotional intelligence, job performance, job satisfaction, leadership, communication, teamwork, and human resource management.

It may also be applied in professional development and training contexts in order to identify personal strengths and areas that may benefit from further improvement.

The separate assessment of the five dimensions provides a more comprehensive picture of an individual’s emotional and social functioning within the workplace.

References

Galanakis, M., Krana, L., & Nikola, M. (2021). Emotional intelligence in primary school teachers: The effect of gender, age and tenure. Psychology, 12(11), 1781–1789.

Goleman, D. (1995). Emotional Intelligence. Bantam Books.

Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.