AIM: To assess emotional intelligence of an individual using The Schutte Self Report Emotional

Intelligence Test of a young adult.

INTRODUCTION

A cluster of traits or abilities relating to the motional side of life-abilities such as recognizing and
managing one’s own emotions, being able to motivate oneself and restrain one’s impulse,
recognizing and managing others’ emotions, and handling interpersonal relationships in an effective
manner. Mayer, Caruso, and Salovey (2000) have considered it as ability to process information
about one’s own emotions and the emotions of others.
It has four components, i.e., emotional perception, emotional integration,
emotional understanding, and emotional management. They have developed
Multifactor Emotional Intelligence Scale to measure it. In contrast Baron (1997) has developed a
personality model consisting of five components, i.e., intrapersonal, interpersonal, adaptability, stress
management, and mood. Goleman (1995) suggests that emotional intelligence consists of five major
parts: knowing our own emotions, managing our emotions, motivating ourselves, recognizing the
emotions of others, and handling relationships. Each of these elements, he contends, plays an
important role in shaping the outcomes we experience in life.
KNOWING YOUR EMOTIONS: Emotions are often powerful reactions, so it would seem at first
glance that everyone ought to be able to recognize their own feelings. In fact, however, this is not
always the case. Some persons are highly aware of their own emotions and their thoughts about
them, but others seem to be almost totally oblivious to these.
manage our emotions—to regulate their nature, intensity, and expression (e.g., Zillmann,
1996).
MOTIVATING ONESELF-we mean more than
simply hard work: we also include aspects of emotional intelligence, such as being able to motivate
oneself to work long and hard on a task, remaining enthusiastic and optimistic about the final
outcome, and being able to delay gratification—to put off receiving small rewards now in order to
get larger ones later on.
RECOGNISE AND RECOGNISE OTHERS EMOTIONS-Another aspect of emotional
intelligence, as described by Goleman, is the ability to “read” others accurately—
to recognize the mood they are in and what emotion they are experiencing. This skill is valuable in
many practical
settings.

Rationale of study
Various researches have been conducted to study emotional intelligence and its various applications.
One such research was conducted by Chau-Kiu Cheung et al. (2015) to study Emotional Intelligence
as a Basis for Self-Esteem in Young Adults. Results demonstrated the pivotal role of emotional
intelligence. Essentially, emotional intelligence appeared to be a strong determinant of self-
esteem and explain away the positive effect of social competence on self-esteem.

Erin M. Hill (2011) conducted a research to investigate the association between emotional intelligence
and smoking in young adulthood and results suggest that emotional intelligence may comprise gender-
specific protective and risk factors for occasional and daily smoking, which in turn should be considered
in the development of smoking prevention programs.
These studies indicate it is important to study EI as emotional intelligence helps you to build
relationships, reduce team stress, defuse conflict and improve job satisfaction. Also it helps to succeed
at school and work, and achieve your career and personal goals. It can also help you to connect with
your feelings, turn intention into action, and make informed decisions about what matters most to you.
Also , thorough this study we want to assess emotional intelligence in more depth and analyze its
components.

METHODOLOGY

Research design: the research design is a quantitative method. A questionnaire method is applied for
the study.

Sample: purposive sampling is used i.e non-probability sampling technique in which participants are
selected because they have characteristics needed in the sample. It was conducted on young college
going adults between the age of 18-22 years.

Tools used: The present Schutte Self Report Emotional Intelligence Test is a method of measuring
general Emotional Intelligence (EI), using four sub-scales: Optimism, Social Skills, Emotional Regulation
and Utilization of Emotions constructed by Salovey and Mayer (1990). The SSEIT model is closely
associated with the EQ-I model of Emotional Intelligence. Schutte and her colleges report a reliability
rating of 0.90 for their emotional intelligence scale. The EI score, overall, is fairly reliable for adults and
adolescents.

Scoring: The SSEIT includes a 33-item self-report using a 1 (strongly disagree) to 5 (strongly agree) scale
for responses. Each sub-test score is graded and then added together to give the total score for the
participant. The participant marks 1 if they strongly disagree with the statement, 2 if they disagree 3
when they neither disagree nor agree ,4 if they agree and 5 when strongly agree with the statement.
The total score is calculated by adding all the responses given in each item.