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Adult Emotional Intelligence Test:
Development and Validation

Team Members: James Floman, Marc Brackett, Annette Ponnock. Alessandra Yu, Beatris Garcia, Chris Cipriano, Sigal Barsade (Wharton) & Matthew LaPalme
Project Description: This project aims to develop, validate, and publish a new measure of emotional intelligence for adults. The multi-component assessment will include tests of emotion expression recognition, understanding emotions, and regulating emotions. A second aim of this project is to measure whether the new test explains incremental variance in satisfaction with life, anxiety/depression, academic achievement, prosocial behavior, self-compassion, and peer-rated interpersonal status, among other outcomes, compared to prior measures of emotional intelligence. All study measures will be conducted in an online format and comprised of standard questions and assessments pertaining to emotional awareness, personality, and self-reports. The test will treat emotional intelligence as a set of abilities. There will be three sections:
- Emotion Perception
- Emotion Understanding
- Emotion Regulation
There will be six subsections, and approximately eight items per subsection for a total of 48 items.
For more information about the adult Emotion Perception or Emotion Regulation tests, contact James Floman at james.floman@yale.edu or Matthew LaPalme at matthew.lapalme@yale.edu. For more information about the adult Emotion Understanding test, contact James Floman at james.floman@yale.edu.

Team Members: Cynthia Willner, Jessica Hoffmann, Craig Bailey, Zi-Jia Ng, Alexandra Harrison, Beatris Garcia, Chris Cipriano, & Marc Brackett
Project Description: This project aims to develop and validate new assessments of students’ emotion regulation for use by educators of 1st through 12th grade students. The assessments will provide data on the strategies students use to manage anger, anxiety, sadness, and boredom in school. These computer-based assessments ask students to report how they would likely respond to specific emotional situations in school. The assessments will provide automatic data reports for educators on the kinds of emotion regulation strategies their students use (e.g., support-seeking, distraction, avoidance, reappraisal/reframing, etc.) and the overall adaptiveness of their emotion regulation strategy choices. We will also conduct research to establish age-level benchmarks for scores on these assessments.
Project Recruitment: The team is currently enrolling schools in the validation study. Interested in having your students try out our new assessments of student emotion regulation? Contact Cynthia Willner at cynthia.willner@yale.edu to learn more!

Team Members: Jessica Hoffmann, Marc Brackett, Chris Cipriano, Kari Olsen, Julie McGarry, Jennifer Seibyl, & Rachel Baumsteiger
Project Description: The school climate walkthrough is a project to develop a web-based digital school climate assessment tool. This app is intended to be used by secondary school students to measure their school climate and take action on making positive change in their school communities. Students use the app to answer a series of school climate survey questions at the start and end of a single school day, creating a snapshot of their school climate across the domains of safety, relationships, environment, teaching quality, and social media. Results of the survey are automatically displayed once all participants submit their responses and are interpretable by the students themselves. Repeated use of the tool allows for tracking of school climate over time.
Project Recruitment: The School Climate Walkthrough team is currently recruiting schools interested in testing the survey. Participating schools will receive a full school climate report within two weeks of completing the survey and a complementary remote consultation to support interpretation and to gather feedback on ways to improve the measure. To sign up for more information and to get started, fill out the School Climate Walkthrough form.

Team Members: Kalee De France, Rachel Baumsteiger, Beatris Garcia, Chris Cipriano, Jessica Hoffmann, Cynthia Willner, & Marc Brackett
Project Description: The purpose of the Momentary Emotion Assessment Tool is to benchmark students’ momentary emotions in regular classrooms and individualized learning settings, as well as compare both settings in terms of the emotions they elicit. This project will contribute scientific insights to the search for determinants of momentary emotions at school, develop brief in-the-moment interventions helping students to cope with their emotions at school, develop technology that assesses students’ momentary emotions, and provide students and teachers in-the-moment feedback about these emotions in innovative ways.
Project Recruitment: Interested in having your students learn about their momentary emotions? The team is currently enrolling schools to pilot the Momentary Emotion Assessment Tool and contribute to its development. Contact us at yalemea@yale.edu for more information.