Location
Salovey, P., Mayer, J. D., Goldman, S., Turvey, C., & Palfai, T. (1995). Emotional attention, clarity, and repair:
Exploring emotional intelligence using the Trait Meta /C0Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure,
and health (pp. 125 /C0154). Washington, DC: American Psychological Association.
Results and Comments
The TMMS focuses exclusively on intrapersonal feelings. It must be remembered that the self-report response
format has implications for the nature of the factors being measured, rendering them akin to personality traits
rather than ‘abilities,’ as originally envisaged. The non-significant to weak associations among the Attention,
Clarity, and Repair factors suggests that these scales represent fairly distinct trait dimensions.
The full TMMS is included in Salovey et al. (1995) , which can be accessed from: www.unh.edu/emotional_
intelligence/ei%20Measuring%20Mood/mm%20SMMS.htm (Retrieved January 3, 2014).
Emotional Quotient Inventory (EQ-i and EQ-i 2.0)
(Bar-On, 1997 ; MHS, 2011).
Variable
Bar-On (1997) conceptualized EI as ‘an array of non-cognitive capabilities, competencies, and skills that influ-
ence one’s ability to succeed in coping with environmental demands and pressures’ (p. 14). However, it has been
noted that the EQ-i should really be viewed as measure of trait EI ( Petrides & Furnham, 2001 ).
Description
EQ-i
The EQ-i instruments are based on Bar-On’s EI model, which consists of 15 specific components that fall into
five theoretical clusters ( Bar-On, 2006 ): Intrapersonal (comprising Self-Regard, Emotional Self-Awareness,
Assertiveness, Independence, and Self-Actualization); Interpersonal (comprising Empathy, Social Responsibility,
and Interpersonal Relationship); Stress Management (comprising Stress Tolerance and Impulse Control);
Adaptability (comprising Reality-Testing, Flexibility, and Problem-Solving); and General Mood (comprising
Optimism and Happiness).
The EQ-i is suitable for adults 17 years or older. There is a total of 133 items with 7 /C09 items measuring each of
the model’s facets. Each item is presented as a self-statement, rated on a 5-point Likert scale with a range of 1
(very seldom true ornot true for me )t o5( very often true of me ortrue of me ). The items produce a total EQ score, five
composite scores reflecting each of the five broad clusters, and scores for each of the 15 facets. The total score has
been revised to exclude the general mood items, which can be calculated separately ( Bar-On, 2000 ). The scale
also includes subscales to assess the validity of the responses: an inconsistency index, a positive impression scale,
and a negative impression scale.
A short version of 51 items (EQ-i:Short; Bar-On, 2002 ) was derived from the items of four theoretical clusters
of the Bar-On (1997) model: intrapersonal, interpersonal, stress management, and adaptability. In addition to pro-
viding composite scores for these four clusters, the EQ-i:Short yields a total EI score and indicators of inconsis-
tency and positive impression. Translations of both adult forms are available in numerous languages ( Wood
et al., 2009 ).
EQ-i:Youth Version
A youth version (EQ-i:YV, Bar-On & Parker, 2000 ) has been developed for children and adolescents 7 to 18
years of age. Also based on Bar-On’s (1997) model, the EQ-i:YV consists of 60 items belonging to 7 scales: inter-
personal, intrapersonal, stress management, adaptability, general mood, positive impression, and an inconsis-
tency index. The first four scales are included in the overall EQ score for this version. A short form, the EQ-i:YV
(S), contains 30 items that are distributed across 5 scales: interpersonal, intrapersonal, stress management, adapt-
ability, and positive impression. An additional observer rating scale to be completed by teachers and parents was
developed in recent years.394 14. MEASURES OF ABILITY AND TRAIT EMOTIONAL INTELLIGENCE
III. EMOTION REGULATION