30

Variables

Relational variables.

(V 1) , Emotional intelligence

V1: Emotional intelligence.

Definition
Operational definition Dimensions Indicators
conceptual
Understand emotions.

Express feelings
and emotions
Intrapersonal
without to
damage
Recognize their positive
and negative aspects.
Score obtained
Personal Skill Set through the BarOn ICE Maintains
and NA Inventory, regarding
interpersonal to relationships.
Interpersonal Shows listen to
Influencing the
others.
in our dimensions:
general ability to cope intrapersonal, Understands feelings of others.
with the demands and interpersonal,
pressures of the adaptability, stress Demonstrate flexibility in
environment, influencing management, mood managing your attitudes.
general well-being and general, It adapts easily to environmental
success in life; and printing Adaptability changes.
understands the positive; Apply strategies to solve
dimensions: considering the everyday problems.
intrapersonal, score of 69 and below as
Demonstrate calm and
interpersonal, poor; from 70 to
79 very low; from 80 to tranquility in adverse situations.
adaptability, stress
management, mood 89 low; from 90 to 109 Driving Demonstrates impulse
general adequate; from 110 to control.
and printing 119 from stress Responds appropriately to
positive. high; from 120 to 129 stressful events.
Ugarriza, (2003). very high and 130 He feels satisfied with his life.
and most
excellently developed. State Maintains a positive attitude in the
face of negative feelings.
general mood He is visionary and optimistic.

Positive Expresses positive impression

impressio of herself.
n
 31

Research instruments

Data sheet.

Original name : EQi-YV BarOn Emotional Quotient Inventory.

Author : Reuven Bar-On
Origin : Toronto Canada
Peruvian adaptation: Nelly Ugarriza Chávez and Liz Pajares.
(2003). Administration : Individual or collective
Shapes : Complete and
abbreviated
Duration : Without time limit (Full form: approximately 20 to 30 minutes and
abbreviated from 10 to 15 minutes).
Application : Children and adolescents between 7
and 18 years old
Punctuation : Computerized grading
Significance : Evaluation of emotional and social skills
Typing : Peruvian scales
Applications : Educational, clinical, legal, medical and research. Potential users
are those professionals who work as psychologists, psychiatrists, doctors, social
workers, counselors, tutors and vocational counselors.
Materials : A diskette containing: full and abbreviated form questionnaires,
computerized scoring, and profiles.
Characteristics.

The BarOn ICE: NA is an inventory that integrates theoretical knowledge, empirical

foundations and a fine sophistication of psychometric techniques. The instrument is
reliable, valid and offers the user an important number of features including:
A large normative sample (N: 3,374).
 32

Specific sex and age rules (4 different age groups between 7 and 18 years old).
Multidimensional scales that evaluate the central characteristics of emotional
intelligence.
A positive impression scale to identify those who try to create an exaggeratedly
favorable image of themselves.
A correction factor which allows the user to adjust the positive responses they
tend to give to very young children.
An inconsistency index, which is designed to detect discrepant response style.
Guidelines for administering, scoring, and obtaining a computerized results profile.
High reliability and validity.
Uses of BarOn ICE: NA
The BarOn ICE: NA measures various skills and competencies that constitute the core
characteristics of emotional intelligence. It can be used as a routine screening
instrument in various environments such as schools, clinics, youth care centers and
private offices. Potential users may be psychologists, doctors, social workers,
counselors, teachers, nurses, and people specialized in working with children. It is a
useful instrument that provides information about the person's emotional and social
intelligence. It is a self-administered instrument, it is not recommended to take it to
people who do not want to cooperate or who cannot answer the questionnaire honestly.
It cannot be used with children and adolescents who have severe emotional
disturbances or child development disorders, for children or people who have poor
reading skills.
Scale.
Ranks Interpretation Guidelines
130 and more Ability emotional and social atypical Excellently
developed.
120 to 129 Very high emotional and social capacity. Very well developed.
110 to 119 High emotional and social capacity. Well developed.
90 to 109 Adequate emotional and social capacity. Average.
80 to 89 Low emotional and social capacity. Poorly developed. Needs
to get well.
70 to 79 Very low emotional and social capacity. Needs to be improved
considerably.
69 and under Atypical and deficient emotional and social capacity. Level of
markedly low development.
 33

Reliability.

Ugarriza, (2001) carried out the reliability of the Test - retest, it is worth
mentioning that the retest carried out on a sample of 60 children whose average age
was 13.5
years revealed the stability of the inventory with the coefficients ranging between .77
and .88 for both the full and abbreviated forms. However, in the Peruvian normative
samples, in addition to the effects of sex and age groups, the effects of management
and age groups have also been examined. Internal consistency was measured through
Crombach's alpha coefficient method, obtaining coefficients between 0.00 very low
reliability and 1.00 perfect reliability. The reliability coefficients are quite satisfactory
across the different normative groups despite the fact that some scales contain a small
number of items. The magnitude of inter-item correlations improves with increasing age.

Validity.

Validity is intended to demonstrate how successful and efficient the instrument

is in measuring the construct since there is a significant number of studies that, using
various methodologies, present evidence that the instrument adequately measures the
construct for which it was designed to measure. . According to Peruvian regulations,
validation has focused on two aspects: a) the validity of the inventory construct and b)
the multidimensionality of the various scales. Other evidence of validity focuses on the
relationships between the BarOn ICE: NA Complete and abbreviated versions with the
BarOn I-CE for adults (Ugarriza,
2003) and the relationship of BarOn ICE: NA according to sex in a sample of university
students and on the other hand, the Reynolds depression scale for children and
adolescents with the BarOn ICE: NA, complete and abbreviated versions in a state
educational center in Viña Alta.

Matrix of the emotional intelligence instrument.

Dimensions Indicators Items Scale of

assessment
• Understands His 3. I can stay calm when I'm upset. 1-4
emotions 7. It's easy to tell people how I feel.
17. I can easily talk about my feelings. 1-4
easily. 28. It is difficult to talk about my most intimate
Intrapersonal • Express feelings. 1-4
31. Can easily describe my
feelings feelings. 1-4
and
emotions without 1- 4
harming the feelings
 34

positive and negative 43. It is easy for me to tell people how I feel.
aspects. 53. It is easy for me to tell others my 1-4
feelings.
1-4

• Maintains 2. I am very good at understanding how 1-4

people feel.
satisfactory 5. I care about what happens to people 1-4
interpersonal people.
relationships. 10. I know how people feel. 1-4
• Shows 14. I am capable of respecting others. 1-4
20. Having friends is important.
active listening to 24. I try not to hurt other people's feelings. 1-4
others 36. I like doing things for others. 1-4
• Understands 41. I make friends easily
Interpersonal
45. I feel bad when people's feelings are hurt. 1-4
easily the 51. I like my friends.
feelings of the 55. I can tell when my friend feels sad. 1-4
the rest. 59. I know when people are still upset 1-4
when they don't say anything.

1-4
1-4

1-4
• Demonstrate flexibility 3. I can stay calm when I'm upset. 1-4
in managing your 6. It is difficult for me to control my anger.
attitudes. 11. I know how to stay calm. 1-4
• HE adapts 15. I get too upset about anything. 1-4
easily to 21. I fight with people. 1-4
environmental 26. I have a bad temper.
changes. 35. I get upset easily. 1-4
• Apply strategies in 39. I take a while to get upset. 1-4
Adaptability
solution of 46. When I am upset with someone I feel 1-4
everyday problems. upset for a long time. 1-4
49. It is difficult for me to wait my turn. 1-4
54. I get upset easily.
58. When I get upset I act without thinking. 1-4
1-4
1-4

• Demonstrate calm and 12. Tried wear different shapes to 1-4

tranquility in answer the difficult questions.
adverse situations. 16. It is easy for me to understand things 1-4
• Demonstrates impulse new.
control. 22. I can understand difficult questions. 1-4
• They respond 25. I don't give up on a problem until I solve it.
appropriately in 30. I can give good answers to difficult 1-4
stressful events. questions.
34. Can have many ways to 1-4
answer a difficult question when I
Stress management wanna. 1-4
38. I can easily use different ways to solve
problems.
44. When I answer difficult questions I try 1-4
to think of many solutions.
48. I am good at solving problems. 1-4
57. Even when things are difficult, I don't give
up.
1-4

1-4
• They feel satisfied with 1. I like to have fun. 1-4
General mood 4. I am happy. 1-4
their life.
• Maintains an attitude 9. I feel confident in myself. 1-4
 35

positive despite 13. I think the things I do turn out well. 1-4
adversity and 19. I hope for the best.
the 23. I like to smile. 1-4
feelings 29. I know that things will turn out well. 1-4
negative 32. I know how to have fun. 1-4
s. 37. I don't feel very happy. 1-4
• Are visionaries 40. I feel good about myself. 1-4
and optimistic. 47. I feel happy with the kind of person I am. 1-4
50. I enjoy the things I do. 1-4
56. I like my body.
60. I like the way I look. 1-4
1-4
1-4
• Express a 8. I like all the people I meet. 1-4
positive impression 18. I think well of all people.
of herself. 27. Nothing bothers me. 1-4
33. I must always tell the truth.
Positive impression 42. I think I am the best at everything I do. 1-4
52. I don't have bad days. 1-4
1-4

1-4

The inventory application must be carried out in a quiet environment without

interference. Group administration to people who have reading difficulties is not
recommended.

It is important to inform examinees that there is no time limit, that they write their
name and complete the data in the demographic section. Instructions are found in the
questionnaire, asking the examinee to carefully read each sentence and choose the
answer that best describes them. To avoid bias and deception, it must be emphasized
that there are no right or wrong answers. For children or adolescents who have reading
difficulties, it is necessary to read the instructions aloud to them.

The following instructions appear printed at the top of the questionnaire:

Tell us how you feel, think or act MOST OF THE TIME IN MOST PLACES. Choose one
and only ONE answer for each sentence and place a CHECK over the number that
corresponds to your answer. For example, if your answer is “Rarely,” make an ASPA
about the number 2 on the same line of the sentence. This is not an exam; There are no
good or bad answers. Please make an ASPA in the answer to each sentence, according
to the following scale:
1. Very rarely
2. Rarely
3. Often
4. Very often
 36

When the test taker finishes the test and delivers the inventory, it must be ensured
that all items have been answered. Try to get the answers to those items that were not
answered or find out if they had difficulties understanding them. When management is
group, several people are required to supervise inventory management.
 BarOn EMOTIONAL INVENTORY: NA
Adapted by Dr. Nelly Ugarriza Chávez

INSTRUCTIONS

Read each sentence and choose the answer that best describes you, there are four
possible answers:

1. Very rarely
2. Rarely
3. Often
4. Very often

Tell us how you feel, think or act MOST OF THE TIME IN MOST PLACES . Choose
one, and only ONE answer for each sentence and place a CHECK over the number that
corresponds to your answer. For example, if your answer is “Rarely,” make an ASPA
about the number 2 on the same line of the sentence. This is not an exam; There are no
good or bad answers. Please make a CHECK in the answer to each sentence .

very Seld T Very

rarely om O often
slight
1. I like to have fun. 1 2 3 4
2. I am very good at understanding how people feel. 1 2 3 4
3. I can stay calm when I'm upset. 1 2 3 4
4. I'm happy. 1 2 3 4
5. I care about what happens to people. 1 2 3 4
6. It is difficult for me to control my anger. 1 2 3 4
7. It's easy to tell people how I feel. 1 2 3 4
8. I like all the people I meet. 1 2 3 4
9. I feel confident in myself. 1 2 3 4
10. I know how people feel. 1 2 3 4
11. I know how to stay calm. 1 2 3 4
12. I try to use different ways to answer difficult questions. 1 2 3 4
13. I think the things I do turn out well. 1 2 3 4
14. I am capable of respecting others. 1 2 3 4
15. I get too upset about anything. 1 2 3 4
16. It's easy for me to understand new things. 1 2 3 4
17. I can easily talk about myself s feelings. 1 2 3 4
18. I think well of all people. 1 2 3 4
19. I hope for the best. 1 2 3 4
20. Having friends is important. 1 2 3 4
21. I fight with people. 1 2 3 4
22. I can understand difficult questions. 1 2 3 4
23. I like to smile. 1 2 3 4
24. I try not to hurt people's feelings. 1 2 3 4
25. I don't give up on a problem until I solve it. 1 2 3 4
26. I have a bad temper. 1 2 3 4
 very Seld T Very
rarely om O often
slight
27. Nothing bothers me. 1 2 3 4
28. It's hard to talk about my innermost feelings. 1 2 3 4
29. I know things will work out. 1 2 3 4
30. I can give good answers to difficult questions. 1 2 3 4
31. I can easily describe my feelings. 1 2 3 4
32. I know how to have fun. 1 2 3 4
33. I must always tell the truth. 1 2 3 4
34. I can have many ways to answer a difficult question, 1 2 3 4
whenever I want.
35. I get upset easily. 1 2 3 4
36. I like doing things for others. 1 2 3 4
37. I don't feel very happy. 1 2 3 4
38. I can easily use different ways to solve problems. 1 2 3 4
39. I take a while to bother. 1 2 3 4
40. I feel good about myself. 1 2 3 4
41. I make friends easily. 1 2 3 4
42. I think I am the best at everything I do. 1 2 3 4
43. It's easy for me to tell people how I feel. 1 2 3 4
44. When I answer difficult questions I try to think of many 1 2 3 4
solutions.
45. I feel bad when people's feelings are hurt. 1 2 3 4
46. When I am upset with someone, I feel upset for a long 1 2 3 4
time.
47. I feel happy with the kind of person I am. 1 2 3 4
48. I am good at solving problems. 1 2 3 4
49. It's hard for me to wait my turn. 1 2 3 4
50. I enjoy the things I do. 1 2 3 4
51. I like my friends. 1 2 3 4
52. I don't have bad days. 1 2 3 4
53. It is difficult for me to tell others my feelings. 1 2 3 4
54. I get annoyed easily. 1 2 3 4
55. I can tell when my friend feels sad. 1 2 3 4
56. I like my body. 1 2 3 4
57. Even when things are difficult, I don't give up. 1 2 3 4
58. When I get upset I act without thinking. 1 2 3 4
59. I know when people are upset even when they don't say 1 2 3 4
60. I like the way I look.
anything. 1 2 3 4