10+ Best Emotional Intelligence Tests

Nicholas Hall Emotional Intelligence Test

The technique helps determine the level of control over your emotions and the ability to use them in everyday life. The subject is offered 30 statements; he needs to try them on himself and evaluate how true they are. There are 6 answer options to choose from: from “completely agree” to “completely disagree.”

The test evaluates EQ on 5 scales:

1. Emotional awareness is the ability to correctly recognize and classify your emotions.
2. Self-motivation is the ability to influence one’s behavior.
3. Managing your own emotions – self-control, psychological flexibility.
4. Empathy is the ability to read other people’s emotions by external manifestations, empathize with other people, and also predict their reactions.
5. Managing other people's emotions is the ability to influence the emotional state of others.

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The reliability of the results largely depends on the degree of sincerity of the subject and the adequacy of self-perception. Therefore, I do not recommend relying only on this technique.

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Interpretation

Raw points

Statements are assigned a point value equal to the numerical value of the answer on the answer sheet. Some points are interpreted in reverse meanings:

Steninas

EQ test on the Vikium platform

This test, unlike the previous method, will not force you to delve into yourself. All you need to do is look at photographs of people and choose from a list the emotions that go with them. There are 7 of them in total: surprise, anger, joy, disgust, fear, contempt, sadness.

The technique assesses the ability to read other people's emotions. People who have it well developed are able to communicate delicately and flexibly, unlike insensitive people. The online test will show how correctly you have identified emotions and will highlight the most problematic ones.

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Emotional intelligence test EmIn D. V. Lyusina

The technique was developed by our domestic psychologist based on his own research. Designed for children over 13 years old and adults. It allows you to evaluate 2 indicators: interpersonal and intrapersonal intelligence. The first is responsible for the ability to navigate other people's emotions: to predict them, direct them in the right direction, empathize and even manipulate them for their own purposes.

The second indicator reflects a person’s ability to control his own emotions, that is, to restrain the manifestation of unwanted ones and evoke desired ones. These two types of intelligence are closely related, so high results on one scale are most often accompanied by high results on the other.

There are a total of 46 statements in the test with which you need to agree or disagree. And again, you will have to evaluate your abilities yourself, which leaves an imprint on the results. For example, even I, a certified psychologist, found it difficult to evaluate the statement “I easily understand the facial expressions and gestures of other people.”

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Theoretical basis

Main article:
Emotional intelligence The questionnaire is based on the interpretation of EI as the ability to understand one’s own and others’ emotions and manage them. The ability to understand emotions means that a person:

• can recognize an emotion, that is, establish the very fact of the presence of an emotional experience in oneself or another person;
• can identify an emotion, that is, establish what kind of emotion he himself or another person is experiencing, and find a verbal expression for it;
• understands the reasons that caused this emotion and the consequences to which it will lead.

The ability to manage emotions means that a person:

• can control the intensity of emotions, first of all, dampen excessively strong emotions;
• can control the external expression of emotions;
• can, if necessary, arbitrarily evoke one or another emotion.

Both the ability to understand and the ability to manage emotions can be directed both at one’s own emotions and at the emotions of other people. Therefore, we can talk about intrapersonal and interpersonal EI. These two options involve the actualization of different cognitive processes and skills, but presumably should be related to each other. Thus, in the structure of EI, two “dimensions” are a priori distinguished, the intersection of which gives four types of EI:

To create the EmIn questionnaire, statements were developed for each type of EI. Preliminary versions of the questionnaire were administered to several hundred subjects. A series of factor-analytic procedures showed that five factors are more or less consistently identified, generally corresponding to the proposed structure.

Detailed EQ test

The technique was developed by the Individual Differences Research laboratory. It is based on the research of University College London professor K. Petridis. It helps assess 15 components of emotional intelligence, including adaptability, social responsibility, self-regulation, empathy, stress tolerance, self-motivation and others.

The subject is offered 60 statements with which he must agree or refute them. After answering all tasks you will receive the result. Unfortunately, it is not as detailed as we would like. You will see how each component is developed in percentage. And the closer the indicator is to a hundred, the better things are. You will also receive an assessment of the state of the emotional sphere as a whole.

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Paul Ekman's test for identifying emotions using microexpressions

Another free method in which diagnostics are carried out using photographs. It was developed by the American scientist Paul Ekman, a specialist in the field of emotions and an expert in lie detection. By the way, Paul's daughter is a model. This is exactly what you will see in a series of 39 photographs. There are 7 emotions: anger, contempt, sadness, disgust, joy, fear, surprise. For each picture you need to choose the appropriate one.

After entering your answers, you will learn which emotions you recognize well and which ones you don’t recognize well.

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Standard indicators for the EI test

The standards given below were derived from 479 subjects. . Scale Very low value Low value Average value High value Very high value MP 0-19 20-22 23-26 27-30 31 and above MU 0-14 15-17 18-21 22-24 25 and above VP 0-13 14 -16 17-21 22-25 26 and above VE 0-9 10-12 13-15 16-17 18 and above VE 0-6 7-9 10-12 13-15 16 and above MPEI 0-34 35-39 40-46 47-52 53 and above VEI 0-33 34-38 39-47 48-54 55 and above PE 0-34 35-39 40-47 48-53 54 and above UE 0-33 34-39 40- 47 48-53 54 and above OEE 0-71 72-78 79-92 93-104 105 and above

I hope this material will help you write a paper on psychology yourself. If you need help, please contact us (thesis, coursework, master's and other works in psychology; statistical calculations).

Daniel Goleman EQ Test

American psychologist Daniel Goleman has his own, different from others, view of measuring EQ. In his technique, he does not use direct questions, but asks the subject to try on one of 10 situations and try to predict his actions.

The situations are very different: a bad grade at school, unexpected shaking on a plane, a quarrel with a loved one. There are 4 behavior options to choose from in each of them. However, it remains a mystery to me how the author interprets the subject’s choice.

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(+ direct question, -reverse)

No. Statement Subscale Key 1. I notice when a loved one is worried, even if he (she) tries to hide it MP + 2. If a person is offended by me, I don’t know how to restore a good relationship with him MU - 3. It’s easy for me to guess about a person’s feelings based on his facial expression MP + 4. I know well what to do to improve my mood MP + 5. I usually fail to influence the emotional state of my interlocutor MP - 6. When I get irritated, I cannot restrain myself, and I say everything I think VE - 7. I understand well why I like or dislike certain people VP + 8. I don’t immediately notice when I start to get angry VP - 9. I can improve the mood of those around me MU + 10. If I get carried away by a conversation, then I speak too loudly and actively gesture VE - 11. I understand the state of mind of some people without words MP + 12. In an extreme situation, I cannot pull myself together with an effort of will VE - 13. I easily understand the facial expressions and gestures of others people MP + 14. When I’m angry, I know why VP + 15. I know how to encourage a person in a difficult situation MU + 16. People around me consider me too emotional person VE - 17. I am able to calm down loved ones when they are in a tense state MU + 18. It can be difficult for me to describe how I feel in relation to other VP - 19. If I am embarrassed when communicating with strangers, I can hide it VE + 20. Looking at a person, I can easily understand his emotional MP state + 21. I control the expression of feelings on my face VE + 22. It happens that I don’t understand why I experience this or that feeling VP - 23. In critical situations I can control the expression of my emotions VE + 24. If necessary, I I can make a person angry MU + 25. When I experience positive emotions, I know how to maintain this state VP + 26. As a rule, I understand what emotion I am experiencing VP + 27. If the interlocutor tries to hide his emotions, I immediately feel this MP + 28. I know how to calm down if I’m angry VU + 29. You can determine how a person feels simply by listening to the sound of his voice MP + 30. I don’t know how to manage the emotions of other people MU - 31. It’s difficult for me to distinguish between feelings of guilt and feelings of shame VP - 32. I can accurately guess what my friends feel MP + 33. It is difficult for me to cope with a bad mood VP - 34. If you carefully monitor a person’s facial expression, you can understand what emotions he is hiding MP + 35. I don’t find words to describe my feelings to friends VP - 36. I manage to support people who share their experiences with me MU + 37. I can control my emotions VP + 38. If my interlocutor begins to get irritated, I sometimes notice it too late MP - 39 From the intonations of my voice it is easy to guess that I feel VE - 40. If a loved one cries, I get lost MU - 41. I feel happy or sad for no reason VP - 42. It is difficult for me to predict changes in the mood of people around me MP — 43. I don’t know how to overcome fear VP — 44. It happens that I want to support a person, but he doesn’t feel it, doesn’t understand MU — 45. I have feelings that I can’t accurately define VP — 46. I don’t understand , why are some people offended by me MP -

Emotional intelligence test by J. Salovey and D. Caruso

This is perhaps the most reliable method to date. It allows you to assess 4 components of emotional intelligence:

• the ability to perceive and express emotions;
• the ability to use emotions to improve performance;
• the ability to understand and analyze emotions;
• the ability to manage your emotions.

There are 2 task sections for each component. Among them are such as identifying emotions from a photo, assessing the emotional coloring of the described situation, and predicting emotions. There are also very unusual and interesting tasks, for example, to describe the color and taste of a specific emotion.

The passage will take at least an hour. But you will receive a detailed and truthful description. I liked this technique more than all the others. It is interesting to take, there are no too straightforward questions, a variety of tasks and accurate results.

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Lyusin's emotional intelligence test (questionnaire)

Description of the technique
Lyusin's emotional intelligence test (questionnaire) is a psychodiagnostic technique based on self-report, designed to measure emotional intelligence (EQ) in accordance with the theoretical concepts of the author.

Theoretical basis

The questionnaire is based on the interpretation of EI as the ability to understand one’s own and others’ emotions and manage them. The ability to understand emotions means that a person:

• can recognize an emotion, that is, establish the very fact of the presence of an emotional experience in oneself or another person;
• can identify an emotion, that is, establish what kind of emotion he himself or another person is experiencing, and find a verbal expression for it;
• understands the reasons that caused this emotion and the consequences to which it will lead.

The ability to manage emotions means that a person:

• can control the intensity of emotions, first of all, dampen excessively strong emotions;
• can control the external expression of emotions;
• can, if necessary, arbitrarily evoke one or another emotion.

Both the ability to understand and the ability to manage emotions can be directed both at one’s own emotions and at the emotions of other people. Therefore, we can talk about intrapersonal and interpersonal EI. These two options involve the actualization of different cognitive processes and skills, but presumably should be related to each other. Thus, in the structure of EI, two “dimensions” are a priori distinguished, the intersection of which gives four types of EI:

To create the EmIn questionnaire, statements were developed for each type of EI. Preliminary versions of the questionnaire were administered to several hundred subjects. A series of factor-analytic procedures showed that five factors are more or less consistently identified, generally corresponding to the proposed structure.

Validation

745 subjects, 166 (22%) males and 579 (78%) females, took part in the study using the EmIn questionnaire. The age of the subjects ranged from 16 to 67 years (mean value 28.1, standard deviation 11.6). 52% of the subjects were under the age of 23 years, and therefore some types of psychometric analyzes were conducted separately by age group. The sample consisted of 25 high school students from Moscow, 374 university students from Moscow and Veliky Novgorod, studying in various specialties, and 346 specialists in various fields from Moscow and Ust-Ilimsk.

The internal consistency of the main scales ranged from 0.75 to 0.79, which is quite high for questionnaires. The internal consistency of the subscales is somewhat lower (around 0.7), but it can also be considered satisfactory, with the exception of the VE subscale (0.57).

An analysis of gender differences in the questionnaire scales was carried out. There were no significant differences between variances between men and women for any of the scales or subscales. As for the averages, men had higher values ​​on all scales, and these differences are highly significant for the “Intrapersonal Emotional Intelligence” and “Emotion Management” scales, and are on the border of the traditionally accepted significance level of 0.05 for the “Interpersonal Emotional Intelligence” scales. and Understanding Emotions. These results are interesting because they contradict the generally accepted view (often empirically supported) that women have higher emotional intelligence. A possible explanation is that, as a self-report measure, male subjects demonstrate greater confidence in their competence and higher self-efficacy. It is noteworthy that the greatest differences are observed on those scales where the advantage of men corresponds to gender stereotypes, for example, the idea that men are better at controlling emotional expression and their own emotions in general.

The relationship between EmIn questionnaire scales and age was also analyzed. The subjects were divided into three age groups: from 16 to 25 years (431 subjects), from 26 to 45 years (221 subjects), and from 46 to 67 years (93 subjects). Analysis of variance showed that there are significant differences only on the “Intrapersonal emotional intelligence” scale – in the older age groups the average value is higher (44.7) than in the younger ones (42.6). In general, we can conclude that the age of the subjects does not significantly affect the results of the questionnaire, and therefore it is possible to carry out statistical analysis and derive test norms without taking this variable into account.

Internal structure

In its final form, the EmIn questionnaire consists of 46 statements, in relation to which the subject must express the degree of his agreement using a four-point scale (disagree at all, somewhat disagree, somewhat agree, completely agree). These statements are combined into five subscales, which in turn are combined into four more general scales:

• MEI scale (interpersonal EI). The ability to understand and manage other people's emotions.
• VEI scale (intrapersonal EI). The ability to understand and manage one's own emotions.
• PE scale (understanding of emotions). The ability to understand one's own and others' emotions.
• UE scale (emotion management). The ability to manage one's own and others' emotions.
• Subscale MP (understanding other people's emotions). The ability to understand a person’s emotional state based on external manifestations of emotions (facial expressions, gestures, sound of voice) and/or intuitively; sensitivity to the internal states of other people.
• MU subscale (managing other people's emotions). The ability to evoke certain emotions in other people, to reduce the intensity of unwanted emotions. Perhaps a tendency to manipulate people.
• EP subscale (understanding your emotions). The ability to understand one’s emotions: their recognition and identification, understanding the reasons, the ability to verbally describe.
• Subscale VU (managing your emotions). The ability and need to manage one’s emotions, to evoke and maintain desired emotions and to keep unwanted ones under control.
• VE subscale (expression control). The ability to control the outward manifestations of one's emotions

Interpretation

Raw points

Statements are assigned a point value equal to the numerical value of the answer on the answer sheet. Some points are interpreted in reverse meanings:

Description of the technique

Lyusin's emotional intelligence test (questionnaire) is a psychodiagnostic technique based on self-report, designed to measure emotional intelligence (EQ) in accordance with the theoretical concepts of the author.

Theoretical basis

The questionnaire is based on the interpretation of EI as the ability to understand one’s own and others’ emotions and manage them. The ability to understand emotions means that a person:

• can recognize an emotion, that is, establish the very fact of the presence of an emotional experience in oneself or another person;
• can identify an emotion, that is, establish what kind of emotion he himself or another person is experiencing, and find a verbal expression for it;
• understands the reasons that caused this emotion and the consequences to which it will lead.

The ability to manage emotions means that a person:

• can control the intensity of emotions, first of all, dampen excessively strong emotions;
• can control the external expression of emotions;
• can, if necessary, arbitrarily evoke one or another emotion.

Both the ability to understand and the ability to manage emotions can be directed both at one’s own emotions and at the emotions of other people. Therefore, we can talk about intrapersonal and interpersonal EI. These two options involve the actualization of different cognitive processes and skills, but presumably should be related to each other. Thus, in the structure of EI, two “dimensions” are a priori distinguished, the intersection of which gives four types of EI:

To create the EmIn questionnaire, statements were developed for each type of EI. Preliminary versions of the questionnaire were administered to several hundred subjects. A series of factor-analytic procedures showed that five factors are more or less consistently identified, generally corresponding to the proposed structure.

Validation

745 subjects, 166 (22%) males and 579 (78%) females, took part in the study using the EmIn questionnaire. The age of the subjects ranged from 16 to 67 years (mean value 28.1, standard deviation 11.6). 52% of the subjects were under the age of 23 years, and therefore some types of psychometric analyzes were conducted separately by age group. The sample consisted of 25 high school students from Moscow, 374 university students from Moscow and Veliky Novgorod, studying in various specialties, and 346 specialists in various fields from Moscow and Ust-Ilimsk.

The internal consistency of the main scales ranged from 0.75 to 0.79, which is quite high for questionnaires. The internal consistency of the subscales is somewhat lower (around 0.7), but it can also be considered satisfactory, with the exception of the VE subscale (0.57).

An analysis of gender differences in the questionnaire scales was carried out. There were no significant differences between variances between men and women for any of the scales or subscales. As for the averages, men had higher values ​​on all scales, and these differences are highly significant for the “Intrapersonal Emotional Intelligence” and “Emotion Management” scales, and are on the border of the traditionally accepted significance level of 0.05 for the “Interpersonal Emotional Intelligence” scales. and Understanding Emotions. These results are interesting because they contradict the generally accepted view (often empirically supported) that women have higher emotional intelligence. A possible explanation is that, as a self-report measure, male subjects demonstrate greater confidence in their competence and higher self-efficacy. It is noteworthy that the greatest differences are observed on those scales where the advantage of men corresponds to gender stereotypes, for example, the idea that men are better at controlling emotional expression and their own emotions in general.

The relationship between EmIn questionnaire scales and age was also analyzed. The subjects were divided into three age groups: from 16 to 25 years (431 subjects), from 26 to 45 years (221 subjects), and from 46 to 67 years (93 subjects). Analysis of variance showed that there are significant differences only on the “Intrapersonal emotional intelligence” scale – in the older age groups the average value is higher (44.7) than in the younger ones (42.6). In general, we can conclude that the age of the subjects does not significantly affect the results of the questionnaire, and therefore it is possible to carry out statistical analysis and derive test norms without taking this variable into account.

Internal structure

In its final form, the EmIn questionnaire consists of 46 statements, in relation to which the subject must express the degree of his agreement using a four-point scale (disagree at all, somewhat disagree, somewhat agree, completely agree). These statements are combined into five subscales, which in turn are combined into four more general scales:

• MEI scale (interpersonal EI). The ability to understand and manage other people's emotions.
• VEI scale (intrapersonal EI). The ability to understand and manage one's own emotions.
• PE scale (understanding of emotions). The ability to understand one's own and others' emotions.
• UE scale (emotion management). The ability to manage one's own and others' emotions.
• Subscale MP (understanding other people's emotions). The ability to understand a person’s emotional state based on external manifestations of emotions (facial expressions, gestures, sound of voice) and/or intuitively; sensitivity to the internal states of other people.
• MU subscale (managing other people's emotions). The ability to evoke certain emotions in other people, to reduce the intensity of unwanted emotions. Perhaps a tendency to manipulate people.
• EP subscale (understanding your emotions). The ability to understand one’s emotions: their recognition and identification, understanding the reasons, the ability to verbally describe.
• Subscale VU (managing your emotions). The ability and need to manage one’s emotions, to evoke and maintain desired emotions and to keep unwanted ones under control.
• VE subscale (expression control). The ability to control the outward manifestations of one's emotions

Interpretation

Raw points

Statements are assigned a point value equal to the numerical value of the answer on the answer sheet. Some points are interpreted in reverse meanings:

Steninas

David Ryback's method for determining the level of emotional intelligence for managers

A person holding a leadership position, like no one else, must be able to find a common language with people. And with a low EQ this is almost impossible.

The author of the book “How to Use Emotional Intelligence at Work” developed his methodology specifically for managers. If you fall into this category, be sure to take advantage of it. There are 60 questions waiting for you with answer options such as “always”, “usually”, “sometimes”, “rarely”, “never”. By answering everything, you will receive a detailed assessment of your emotional sphere and recommendations on your leadership style.

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Validation

745 subjects, 166 (22%) males and 579 (78%) females, took part in the study using the EmIn questionnaire. The age of the subjects ranged from 16 to 67 years (mean value 28.1, standard deviation 11.6). 52% of the subjects were under the age of 23 years, and therefore some types of psychometric analyzes were conducted separately by age group. The sample consisted of 25 high school students from Moscow, 374 university students from Moscow and Veliky Novgorod, studying in various specialties, and 346 specialists in various fields from Moscow and Ust-Ilimsk.

The internal consistency of the main scales ranged from 0.75 to 0.79, which is quite high for questionnaires. The internal consistency of the subscales is somewhat lower (around 0.7), but it can also be considered satisfactory, with the exception of the VE subscale (0.57).

An analysis of gender differences in the questionnaire scales was carried out. There were no significant differences between variances between men and women for any of the scales or subscales. As for the averages, men had higher values ​​on all scales, and these differences are highly significant for the “Intrapersonal Emotional Intelligence” and “Emotion Management” scales, and are on the border of the traditionally accepted significance level of 0.05 for the “Interpersonal Emotional Intelligence” scales. and Understanding Emotions. These results are interesting because they contradict the generally accepted view (often empirically supported) that women have higher emotional intelligence. A possible explanation is that, as a self-report measure, male subjects demonstrate greater confidence in their competence and higher self-efficacy. It is noteworthy that the greatest differences are observed on those scales where the advantage of men corresponds to gender stereotypes, for example, the idea that men are better at controlling emotional expression and their own emotions in general.

The relationship between EmIn questionnaire scales and age was also analyzed. The subjects were divided into three age groups: from 16 to 25 years (431 subjects), from 26 to 45 years (221 subjects), and from 46 to 67 years (93 subjects). Analysis of variance showed that there are significant differences only on the “Intrapersonal emotional intelligence” scale – in the older age groups the average value is higher (44.7) than in the younger ones (42.6). In general, we can conclude that the age of the subjects does not significantly affect the results of the questionnaire, and therefore it is possible to carry out statistical analysis and derive test norms without taking this variable into account.

Teen EQ Analysis

The test was created for the most emotionally unstable social group. During adolescence, all events are experienced most acutely. If at this time the foundation for the formation of a healthy emotional sphere is not laid, a person may face serious psychological problems in the future.

The technique consists of 20 questions divided into 3 topics: reactions, responsibility, situations. For each question there are 4 possible answers to choose from. For each answer a certain number of points is given. At the end, you need to add up all the points and see what range the number falls into.

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Test “How well do you determine a child’s feelings”

Children and adults seem to exist in two different worlds, with a gap between them. Sometimes it can be very difficult for them to come to mutual understanding. Responsibility for this naturally lies with those who are older, wiser and more experienced.

The technique helps determine how well you recognize, interpret and evaluate the child’s feelings, and how correctly you respond to them. You will be offered 5 situations from which you need to find the right way out. At the end, each situation is examined in detail and the correct answers are given. So the test performs not only a diagnostic function, but also an educational one.

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