INTERDISCIPLINARY GROUP PROJECT

SEMESTER 2 2018

The impact of emotional intelligence on

human physiology

Summited By: Submitted to :

Kartik Mehlawat, Dr. Priyanka Sheti
Sanju Singh, Assistant Professor
Viraj School of Medical &
Allied Sciences
GD Goenka University
G.D. GOENKA UNIVERSITY
SOHNA GURGAON ROAD, SOHNA,
GURGAON, HARYANA, 122103
2016-2017
DECLARATION OF THE REPORT
This report is partial fulfilment of the requirements
For the Interdisciplinary Project
From G.D. GOENKA University
Submitted by: Kartik Mehlawat, Sanju Singh, Viraj

Copyright 2018
All Rights Reserved
Session: 2017-2018
CANDIDATE’S DECLARATION
We hereby certify that the work which is being presented in this Report on
Emotional Intelligence and Human Psychology is an authentic record of our
own work carried out during a period of JANUARY 2018 to MAY 2018. The
matter presented in this report has not been submitted by me anywhere
else except this I.D.P. This is to certify that the above statement made by
the candidate is correct to the best of my knowledge.
Date: 27 April 2018

Dr. Priyanka Sethi

Assistant Professor
School of Medical & Allied Sciences
GD Goenka University
ACKNOWLEDGEMENTS
In this attempt to broaden our horizons through this report, we have
experienced the ups and down of professional life. In this expedition we
have met people of extreme kindness and understanding and we wish to
thank them sincerely. In our world at G.D. Goenka University, Dr. Priyanka
Sethi for the immense effort she has put to raise our level of understanding
of Emotional Intelligence and its relationship with Human Psychology in a
short amount of time. For the insightful comments on restructuring of the
report a special thank you to Dr. Priyanka Sethi.
TABLE OF CONTENTS
1. Title of Study
2. Objective
3. Introduction
4. Review of Literature
5. Methodology
5.1. Sampling Criteria
6. Questionnaire
6.1. Q Test Types
6.2. Ryff’s Psychological Well-Being Scales (PWB)
7. Result Analysis and Discussion
8. Conclusion of Study
9. Limitation of Study
10. References
1. TITLE
The title of this study and class is Emotional Intelligence and Human
Psychology. This is setup to understand the relationship between the two
and understand these subjects.

2. OBJECTIVE
Emotional intelligence and Human Psychology have been paired together
since we first understood what psychology was. Usually higher levels of
emotional intelligence, and intelligence in general has been associated to a
higher cognitive functioning of sorts.
The objective of this study conducted during the duration of this class is
simply to understand this basic relationship between these two topics and
to arrive to some basic conclusions on how each of these affect each other.
3. INTRODUCTION

Emotional intelligence

Most dictionaries define this as a noun that is used to define one’s capacity
to be aware of, control, and express one's emotions, and to handle
interpersonal relationships judiciously and empathetically. In simple words
this means that a person is aware of what emotions are and is roughly
aware of how these work, allowing them to add meaning and depth to their
relationships, as well as their interactions with society.

Psychology.

For the most part psychology is the science of behaviour and mind,
including
conscious and unconscious phenomena, as well as thought. It is an
academic discipline of immense scope and diverse interests that, when
taken together, seek an understanding of the emergent properties of
brains, and all the variety of epiphenomena they manifest. As a social
science it aims to understand individuals and groups by establishing
general principles and researching specific cases.

4. REVIEW OF LITERATURE
4.1 Emotional intelligence and the identification of
emotion

Authors: John D. Mayer, Glenn Gaher (1996)

Abstract:

This article is concerned with individual differences in the ability to

connect
thoughts to emotions. People who are good at connecting thoughts to
feelings may better “hear” the emotional implications of their own
thoughts,
as well as understand the feelings of others from what they say. We had
321 participants read the writings of a target group of people and guess
what those targets had felt. Several criteria were used to evaluate the
participants' emotional recognition abilities, including agreement with the
group consensus and agreement with the target. Participants who agreed
more highly with the group consensus and with the target also scored
higher than the other participants on scales of empathy and self-reported
SAT scores, and lower on emotional defensiveness. Such results are
interpreted to mean that some forms of emotional problem solving require
emotional openness as well as general intelligence.

4.2 The effects of leader and follower emotional

intelligence on performance and attitude: An exploratory
study

Authors: Chi-Sum Wong, Kenneth S. Law (2002)

Abstract:
Recently, increasing numbers of scholars have argued that
emotional
intelligence (EI) is a core variable that affects the performance of
leaders.
In this study, we develop a psychometrically sound and
practically short EI
measure that can be used in leadership and management studies.
We also
provide exploratory evidence for the effects of the EI of both
leaders and
followers on job outcomes. Applying Gross' emotion regulation
model, we
argue that the EI of leaders and followers should have positive
effects on
job performance and attitudes. We also propose that the
emotional labor of
the job moderates the EI–job outcome relationship. Our results
show that
the EI of followers affects job performance and job satisfaction,
while the EI
of leaders affects their satisfaction and extra-role behavior. For
followers,
the proposed interaction effects between EI and emotional labor
on job
performance, organizational commitment, and turnover intention
are also
supported.

4.3 Six-Factor Model of Psychological Well-Being

Author: Carol Ryff (1989)
Abstract
The Six-factor Model of Psychological Well-being is a theory developed by
Carol Ryff which determines six factors which contribute to an individual's
psychological well-being , contentment, and happiness. Psychological
well-being consists of positive relationships with others, personal mastery,
autonomy, a feeling of purpose and meaning in life, and personal growth
and development. Psychological well-being is attained by achieving a state
of balance affected by both challenging and rewarding life events.
Ryff's model is not based on merely feeling happy, but is based on
Aristotle's Nicomachean Ethics, "where the goal of life isn't feeling good,
but is instead about living virtuously".Six factors are considered
key-elements of psychological well-being:
1. Self-acceptance
2. Personal growth
3. Purpose in life
4. Environmental mastery
5. Autonomy
6. Positive relations with others

4.4 Increasing emotional intelligence: (How) is it

possible?

Authors: Delphine Neilism Jordi Quoidbach, Moïra Mikolajczak, Michel

Hansenne (2009)

Abstract:
The construct of emotional intelligence (EI) refers to the individual
differences in the perception, processing, regulation, and utilization of
emotional information. As these differences have been shown to have a
significant impact on important life outcomes (e.g., mental and physical
health, work performance and social relationships), this study investigated,
using a controlled experimental design, whether it is possible to increase
EI. Participants of the experimental group received a brief
empirically-derived EI training (four group training sessions of two hours
and a half) while control participants continued to live normally. Results
showed a significant increase in emotion identification and emotion
management abilities in the training group. Follow-up measures after 6
months revealed that these changes were persistent. No significant change
was observed in the control group. These findings suggest that EI can be
improved and open new treatment avenues.

5. METHODOLOGY

The ability to recognize emotion is one of the hallmarks of emotional

intelligence, an aspect of human intelligence that has been argued to be
even more important than mathematical and verbal intelligences. This
paper proposes that machine intelligence needs to include emotional
intelligence and demonstrates results toward this goal: developing a
machine's ability to recognize the human affective state given four
physiological signals. We describe difficult issues unique to obtaining
reliable affective data and collect a large set of data from a subject trying to
elicit and experience each of eight emotional states, daily, over multiple
weeks. This paper presents and compares multiple algorithms for feature-
based recognition of emotional state from this data. We analyse four
physiological signals that exhibit problematic day-to-day variations: The
features of different emotions on the same day tend to cluster more tightly
than do the features of the same emotion on different days. To handle the
daily variations, we propose new features and algorithms and compare
their performance. We find that the technique of seeding a Fisher
Projection with the results of sequential floating forward search improves
the performance of the Fisher Projection and provides the highest
recognition rates reported to date for classification of affect from
physiology: 81 percent recognition accuracy on eight classes of emotion,
including neutral.

1. The lack of a larger data set severely limits the amount of information
available for study and various patterns or trends with regard to the
topic are difficult to see, making it difficult to reach a viable conclusion
without making certain assumptions regarding the subjects.
 2. The age of the subjects range between 18-25 years of age and are
mostly consisting of students, resulting in the views of a very specific
group of society and as a result the data is skewed and fails to give a
complete picture of the larger population as a whole
6. QUESTIONNAIRES

6.1 Q TEST TYPES

SAMPLE

Many models and definitions of EQ have been

proposed but only ability EI model and trait EI model
are the most widely accepted models in scientific data.
Therefore the EQ quiz is also primarily based on these
two formats.
Ability EI Model is often measured by maximum use of
all Emotional quotient test on behaviors, while trait EI
model often measures EI score by using EQ test online
with questions you need to answer by yourself, hence
intimately linked with your personality .
A person who owns high Emotional Intelligence test
has the ability to self-assess, knows the strengths and
weaknesses of themselves and others, has empathy
and understanding of others’ feelings. They always
know how to keep calm and optimistic in life even in
the most difficult challenges.
Thereby, we can see that the people who have high EQ
naturally will have all the qualities to become a great
leader. Therefore it’s no surprise that today all EQ test
are evaluated as equal important as IQ Test .
The problem is, people are usually only good at one.
EQ Test or IQ Test. It is very rare to have someone who
is good at both, but if there is, you will find it very
interesting with what that person can do!
No more brain hacking :), let’s define your EQ with
some Emotional Intelligence test questions!
* Note : Although there is currently no test that can
measure EQ absolutely precise as IQ, the following test
will give you the closest EQ result. The EQ test is given
by Daniel Goleman, author of the best selling book in
1995: Emotional Intelligence.
- This Emotional Test is completely free. Wish you the
best performance when taking it.
23:50

Question 1
You’re on an airplane which suddenly hits extremely
bad turbulence and begins rocking from side to side.
What do you do?
a. Continue to read your book or magazine, or watch the movie, paying little
attention to the turbulence.
b. Become wary of an emergency, carefully monitoring the flight attendants
and reading the emergency instructions card.
c. A little of both above.
d. I’m not sure; I’ve never noticed.

Question 2
You’ve taken a group of 4-year- olds to the park, and one of
them starts crying because the others won’t play with her.
What do you do?
a. Stay out of it; let the kids deal with it on their own.
b. Talk to her and help her to figure out ways in which to get the other kids
to play with her.
c. Tell her in a kind voice not to cry.
d. Try to distract the crying girl by showing her some other things she could
play with.

Question 3
Assume you had hoped to get an A in one of your courses, but
you have just found out you got a
C– on the midterm. What do you do?

a. Sketch out a specific plan for ways to improve your grade and resolve to
follow through on your plans.
b. Resolve to do better in the future.
c. Tell yourself it really doesn’t matter much how you do in that particular
course, and concentrate instead on other classes where your grades are
higher.
d. Go to the professor and try to talk her into giving you a better grade

Question 4
Imagine you are an insurance salesman calling prospective
clients. Fifteen people in a row have hung up on you, and you
are getting discouraged. What do you do?
a. Call it a day and hope you have better luck tomorrow.
b. Reassess what you are doing that may be undermining your ability to
make a sale.
c. Try something new on the next call, and keep plugging away..
d. Consider another line of work.

Question 5
You are a manager in an organization that is trying to
encourage respect for racial and ethnic diversity. You
overhear someone telling a racist joke. What do you do?
a. Ignore it—it’s only a joke.
b. Call the person into your office for a reprimand.
c. Speak up on the spot, saying that such jokes are inappropriate and will
not be tolerated in your organization.
d. Suggest to the person telling the joke he go through a diversity training
program.

Question 6
You are trying to calm down a friend who has worked himself
up into a fury at a driver in another car who has cut
dangerously close in front of him. What do you do?
a. Tell him to forget it; he’s okay now and it’s no big deal.
b. Put on one of his favourite tapes and try to distract him.
c. Join him in putting down the other driver, but exaggerate your reaction.
d. Tell him about a time something like this happened to you and how you
felt as mad as he does now, but then you saw that the other driver was on
the way to the hospital emergency room.

Question 7
You and your boyfriend/girlfriend have gotten into an
argument that has escalated into a shouting match. In the
heat of the moment, you are both making personal attacks
that you don’t really mean. What’s the best thing to do?
a. Take a 20-minute break and then continue the discussion.
b. Stop the argument - stay silent, no matter what your partner says.
c. Say that you are sorry and ask your partner to apologize too.
d. Stop for a moment, collect your thoughts, and then state your side of the
argument as clearly as you can.
Question 8
You have been assigned to lead a work group that is trying to
come up with a creative solution to a nagging problem at
work. What is the first thing you do?
a. Draw up a work schedule and spend more time at each position in order
to discuss the best use of time doing work.
b. Give people time to learn each other.
c. Start consulting people about the problem when the idea was still new.

Question 9
Imagine that you have a 5-year- old son who is extremely
timid, and has been hypersensitive about—and a bit fearful
of—new people and places since he was born. What do you
do?
a. Accept that your child is shy and think of how to shelter him/her from
those things.
b. Take him/her to psychiatrist.
c. Take him/her to strange places and meet people to help your child
overcome the fear.
d. Design a series of challenges that bring experiences teaching your child
how to deal with fear.

Question 10
For some time now, you have wanted to return to playing the
musical instrument you learned to play when you were
younger. You have finally gotten around to practicing again,
and want to make the best use of your time. What do you do?
a. Put yourself in a serious timetable each day.
b. Select the parts that help to improve skills.
c. Only practice when you feel like it.
d. Select the parts that exceed your capability, but you can overcome if you
pay enough effort.

6.2 Q TEST TYPES

SAMPLE

Ryff’s Psychological Well-Being Scales (PWB)

ELECTRONIC VERSION AVAILABLE AT

https://pcyc.formstack.com/forms/pwb
Please indicate your degree of agreement (using a score ranging from 1 - 6 ) to the Strongly
Strongly
following sentences:
Disagree
Agree
1 I am not afraid to voice my opinions, even when they are in opposition to 1 2 3 4 5 6
the opinions of most people.

2 In general, I feel I am in charge of the situation in which I live. 1 2 3 4 5 6

3 I am not interested in activities that will expand by horizons. 1 2 3 4 5 6

4 Most people see me as loving and affectionate. 1 2 3 4 5 6

5 I live life one day at a time and don’t really think about the future. 1 2 3 4 5 6

6 When I look at the story of my life, I am pleased with how things have 1 2 3 4 5 6
turned out.
7 My decisions are not usually influenced by what everyone else is doing. 1 2 3 4 5 6
8 The demands of everyday life often get me down. 1 2 3 4 5 6

9 I think it is important to have new experiences that challenge how you think 1 2 3 4 5 6
about yourself and the world.

10 Maintaining close relationships has been difficult and frustrating for me. 1 2 3 4 5 6

11 I have a sense of direction and purpose in life. 1 2 3 4 5 6

12 In general, I feel confident and positive about myself. 1 2 3 4 5 6

13 I tend to worry about what other people think of me. 1 2 3 4 5 6

14 I do not fit very well with the people and the community around me. 1 2 3 4 5 6

15 When I think about it, I haven’t really improved much as a person over the 1 2 3 4 5 6
years.
16 I often feel lonely because I have few close friends with whom to share my 1 2 3 4 5 6
concerns.
17 My daily activities often seem trivial and unimportant to me. 1 2 3 4 5 6

18 I feel like many of the people I know have gotten more out of life than I 1 2 3 4 5 6
have.
19 I tend to be influenced by people with strong opinions. 1 2 3 4 5 6

20 I am quite good at managing the many responsibilities of my daily life. 1 2 3 4 5 6

21 I have a sense that I have developed a lot as a person over time. 1 2 3 4 5 6

22 I enjoy personal and mutual conversations with family members or friends. 1 2 3 4 5 6

23 I don’t have a good sense of what it is I’m trying to accomplish in life. 1 2 3 4 5 6

24 I like most aspects of my personality. 1 2 3 4 5 6

25 I have confidence in my opinions, even if they are contrary to the general 1 2 3 4 5 6

consensus.
26 I often feel overwhelmed by my responsibilities. 1 2 3 4 5 6

27 I do not enjoy being in new situations that require me to change my old 1 2 3 4 5 6

familiar ways of doing things.

28 People would describe me as a giving person, willing to share my time with 1 2 3 4 5 6

others.

29 I enjoy making plans for the future and working to make them a reality. 1 2 3 4 5 6

30 In many ways, I feel disappointed about my achievements in life. 1 2 3 4 5 6

31 It’s difficult for me to voice my own opinions on controversial matters. 1 2 3 4 5 6

32 I have difficulty arranging my life in a way that is satisfying to me. 1 2 3 4 5 6

33 For me, life has been a continuous process of learning, changing and 1 2 3 4 5 6
growth.
34 I have not experienced many warm and trusting relationships with others. 1 2 3 4 5 6

35 Some people wander aimlessly through life, but I am not one of them. 1 2 3 4 5 6

36 My attitude about myself is probably not as positive as most people feel 1 2 3 4 5 6

about themselves.
37 I judge myself by what I think is important, not by the values of what others 1 2 3 4 5 6
think is important.

38 I have been able to build a home and a lifestyle for myself that is much to 1 2 3 4 5 6
my liking.
39 I gave up trying to make big improvements or changes in my life a long 1 2 3 4 5 6
time ago.
40 I know that I can trust my friends, and they know they can trust me. 1 2 3 4 5 6

41 I sometimes feel as if I’ve done all there is to do in life. 1 2 3 4 5 6

42 When I compare myself to friends and acquaintances, it makes me feel 1 2 3 4 5 6

good about who I am.

Scoring Instruction:

1. Recode negative phrased items (shaded in grey)

E.g. If a shaded score is 6, the adjusted score is 1. If a shaded score is

5, the adjusted score is 2, etc.

2. Add together the final degree of agreement in the 6 dimensions.

Autonomy: questions 1, 7, 13, 19, 25, 31, 37 __________________/42

Environmental Mastery: questions 2, 8, 14, 20,

__________________/42
26, 32, 38
Personal Growth: questions 3, 9, 15, 21, 27, 33,
__________________/42
39
Positive Relations: questions 4, 10, 16, 22, 28,
__________________/42
34, 40
Purpose in Life: questions 5, 11, 17, 23, 29, 35,
__________________/42
41
Self-acceptance: questions 6, 12, 18, 24, 30, 36, __________________/42
42
 TOTAL /252

7. RESULT ANALYSIS AND DISCUSSION

7.1 Result of Q Test Type Questionnaire

Serial
No. Name 1 2 3 4 5 6 7 8 9 10
1 Veeru a a c d b C d b d c
Anmool
2 Dheer c d b c c B d c d a
3 Shruti b b a a c D d a d b
4 Sangeeta b d b c c B d b c b
Aditte
5 Gulati b b a a c A a c a b
Hage
6 Chumpi c d b a d A b b d b
7 Sonia b b b c b C a b d c
8 Aanya Jain b a a b c D a a d b
9 Soonam a b b b c A c b b b
10 Ruchika a c b a b C c a d a
11 Manish a b c a b D c b b a
Nandani
12 Singh a c b d c C c b b b
13 Saurav a d b a c A b a d c
14 Ammu d b b a c B b a d c
15 Jyoti b b a b c A b c c d
16 Sahil b b a a c A c a c d
17 Vaishali b b a a c A c a c d
18 Jaya b d a b c A b a d d
19 Maira d d b a c A a a c a
20 Muskan c b a c c A c a d b
7.2 Result of Questionnaire for Riff’s Psychological
Well-Being test

Name Total Autonomy Environmental Personal Positive Positive Self

mastry growth relation in life acceptance
Veeru 160 29 26 25 23 31 26
Anmool 174 27 34 34 22 23 34
Dheer
Shruti 182 22 36 33 28 28 35
Sangeeta 183 27 33 35 31 29 28
Aditte 175 30 36 22 33 25 29
Gulati
Hage 169 28 22 34 25 30 30
Chumpi
Sonia 176 24 34 34 23 28 33
Aanya 175 35 26 23 33 27 31
Jain
Soonam 151 23 23 29 31 22 23
Ruchika 167 34 22 27 29 23 32
Manish 179 29 27 26 30 33 34
Nandani 178 30 24 30 24 37 33
Singh
Saurav 166 28 25 33 26 26 28
Ammu 167 25 29 28 33 23 29
Jyoti 195 30 28 38 35 34 30
Sahil 173 28 36 23 28 30 28
Vaishali 168 28 36 23 23 30 28
Jaya 166 24 31 27 28 26 30
Maira 166 29 24 24 33 25 31
Muskan 154 28 22 29 23 23 29
8. CONCLUSION

Factor age N Mean Std. Deviation

Autonomy 18-25 20 26.6 5.9
Environmental Mastery 18-25 20 27.3 5.2
Personal Growth 18-25 20 30.2 6.8
Positive relations with other 18-25 20 29.4 5.7
Purpose in life 18-25 20 27.7 5.1
Self-Acceptance 18-25 20 29.5 6
Total psychological wellbeing 18-25 20 170.8 27.5
Score

Factors Levene df1 df2 df sig 95% CI For

Statistic mean
Autonomy 5.9 1 18 19 0.6018 23.83-29.36
Environmental Mastery 5.2 1 18 19 1 24.86-29.73
Personal Growth 6.8 1 18 19 0.0717 27.01-33.38
Positive relations with others 5.7 1 18 19 0.1159 26.73-32.06
Purpose in life 5.1 1 18 19 0.7296 25.31-30.08
Self-Acceptance 6 1 18 19 0.1175 26.69-32.3081
Total psychological wellbeing 27.5 1 18 19 <0.0001 157.9296-183.6704
Score
The result of one way ANOVA test depicts that there is a
significant impact of various factors of physiological wellbeing
scale. Environmental mastery is the most significant factor which
help in the handling the irritated people. With increase in age,
Autonomy, Personal Growth and total psychological wellbeing
increases. It is also observed that 99% people were able to control
their anger by meditation, Listening Music and talking to
someone.

9. LIMITATIONS

1. The lack of a larger data set severely limits the amount of information
available for study and various patterns or trends with regard to the
topic are difficult to see, making it difficult to reach a viable conclusion
without making certain assumptions regarding the subjects.

2. The age of the subjects range between 18-25 years of age and are
mostly consisting of students, resulting in the views of a very specific
group of society and as a result the data is skewed and fails to give a
complete picture of the larger population as a whole
10. REFERENCES

● google.com
● wikipedia.com
● https://scholar.google.co.in
●https://www.sciencedirect.com/science/article/pii/S0160289696
900112
https://www.sciencedirect.com/science/article/pii/S10489843020
00991
● http://www.eiconsortium.org
● Altered Traits by Daniel Goleman and Richard J. Davidson