Purpose of the Questionnaire (Scale)

The purpose of the EQ-i:S is to provide a reliable and valid method for assessing an individual’s emotional intelligence. It is used across various domains such as education, workplace assessment, and personal development.
The tool focuses on recognizing and understanding emotions, managing them effectively, and developing social skills.
It is designed for adolescents and adults and is widely used by researchers and professionals in the fields of psychology and counseling.

Questionnaire (Scale) Analysis

The EQ-i was developed by Reuven Bar-On in 1997 and is one of the most widely used psychometric scales for measuring emotional intelligence.
The short version (EQ-i:S) includes 51 items and is designed to provide a quick yet reliable assessment.
The scale consists of 15 subdimensions, grouped into five major categories:
Intrapersonal Intelligence (e.g., self-regard, emotional self-awareness)
Interpersonal Skills (e.g., empathy, social responsibility)
Stress Management (e.g., impulse control, stress tolerance)
Adaptability (e.g., flexibility, reality testing)
General Mood (e.g., optimism, happiness)
The instrument is designed to provide a comprehensive picture of an individual’s emotional and social intelligence.

Question Scoring

The EQ-i:S uses a Likert-type scale (typically 5-point), where participants indicate the extent to which they agree with each statement.
Scores are calculated for each subscale and for the overall Emotional Intelligence Index.
Each subscale score reflects the level of development of the corresponding emotional skill.
Results are categorized (e.g., low, moderate, high emotional intelligence) based on normative reference values.

Statistical Analysis

Each subscale of the EQ-i:S has its own score range, depending on the number of items it includes.
The total score ranges from low to high, based on the participant’s responses.
Low scores may indicate difficulties in emotional recognition and regulation, as well as in social relationships.
High scores are associated with effective emotional management, strong social awareness, self-awareness, and resilience.
Example:
An individual with a high score in “Impulse Control” may be able to manage anger or stress effectively under pressure, which positively impacts relationships and decision-making.

Validity of the Questionnaire (Scale)

The validity of the EQ-i:S has been confirmed through numerous studies.
International research supports the construct validity of the emotional intelligence dimensions it measures, and comparisons with other psychometric tools show strong correlations.
In Greek studies, the EQ-i:S has been standardized and positively evaluated in samples of adults and university students.

Reliability of the Questionnaire (Scale)

The EQ-i:S demonstrates high reliability.
The internal consistency index (Cronbach’s alpha) for most dimensions exceeds 0.80, indicating that the tool is consistent in its measurements.
Repeated measurements (test–retest) also show strong temporal stability of results over time.

References

Greek References
(Examples – can be supplemented according to the Greek sources used in your study or application of the questionnaire.)
Papadatou, D. (2019). Emotional Intelligence in the Greek Context. Topos Publications.
Chatzidimou, D., & Karali, S. (2021). The Use of the EQ-i in Educational Assessment. Psychology & Education, 8(1), 45–58.
International References
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical Manual. Multi-Health Systems, Inc.
Bar-On, R. (2006). The Bar-On Model of Emotional-Social Intelligence (ESI). Psicothema, 18, 13–25.
Bar-On, R., & Parker, J.D.A. (2000). The Handbook of Emotional Intelligence. Jossey-Bass.
Stys, Y., & Brown, S.L. (2004). A Review of the Emotional Intelligence Literature and Implications for Corrections. Research Branch, Correctional Service of Canada.
Mavroveli, S., Petrides, K.V., Sangareau, Y., & Furnham, A. (2009). Emotional Intelligence and Peer-Rated Social Competence in Adolescents. British Journal of Developmental Psychology, 27(3), 631–635.

Keywords

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