• The Birth and Spread of the EQ Concept

The concept of EQ (Emotional Intelligence) underwent major development in the 1990s, largely driven by the publication of science journalist Daniel Goleman's book Emotional Intelligence [1]. Released in 1995, it became a worldwide bestseller and brought the term EQ into broad public awareness.

The relationship between emotion and intelligence had been studied in psychology well before Goleman's book. In particular, Peter Salovey and John Mayer, in a paper published in 1990, defined EQ as "the ability to monitor one's own and others' feelings, to discriminate among them, and to use this information to guide one's thinking and actions" — establishing the theoretical foundation for EQ research [2].

- The Key Theoretical Model: The Four-Branch Model

Salovey, Mayer, and Caruso subsequently proposed what became known as the Four-Branch Model, a systematic framework for organizing the abilities that constitute EQ [3]. This model organizes emotion-related abilities into four domains:

Perceiving and Expressing Emotion
The ability to accurately recognize emotions in oneself and others, and to express them appropriately through both verbal and non-verbal means.

Using Emotion to Facilitate Thought
The ability to understand how emotions influence thinking, and to harness them in the service of creativity and decision-making.

Understanding Emotions
The ability to understand the causes of emotions, how they change over time, and how complex emotions interact with one another.

Managing Emotions
The ability to effectively regulate and manage emotions — both in oneself and in others.

- Applications and Prospects

These theoretical developments led to EQ being applied practically across a wide range of fields, including leadership, teamwork, stress management, and education [4]. In business and educational settings in particular, training programs aimed at developing EQ have been introduced, and their effects have been documented.

- The Evolution of EQ Research and the Purpose of This Scale

From the 2010s onward, EQ research began to shift toward more nuanced aspects of the concept. Part of this shift reflected ongoing discussion about the challenges of capturing such a comprehensive and multidimensional construct within a single statistical model [5]. That said, many of the difficulties people experience in real-world relationships — misunderstandings, angry outbursts, a lack of empathy — remain rooted in emotional dynamics. The measurement and application of EQ therefore remains a practically important area of inquiry, and there is genuine value in developing new measurement tools that respond to contemporary needs.

・EQに関する既存尺度

EQを測定するための尺度は、国内外で複数開発されています。以下に代表的な先行研究を紹介します。

Mayer-Salovey-Caruso Emotional Intelligence Test（MSCEIT）（2002） サロベイ、メイヤー、カルーソによって開発された能力ベースの測定尺度で、前述の4つのブランチモデルに基づいて構成されます。客観的なタスク遂行によりEQを評価する点が特徴です［6］。

Emotional Quotient Inventory（EQ-i）（1997） イスラエルの心理学者レウヴェン・バロンによって開発された自己報告型の尺度であり、対人関係、ストレス耐性、自己認識など広範な因子をカバーします。臨床・教育・産業領域で広く用いられています［7］。

大竹ら（2001）による情動知能尺度（EQS） 日本人を対象とした情動知能の測定尺度で、「自己対応」「対人対応」「状況対応」の3因子から構成されます。日本文化に即した構成となっており、国内での実証研究にも基づいています［8］。

This scale was developed through a collaborative process led by certified psychologists, clinical psychologists, and graduates of psychology master's programs. The Four-Branch Model served as the primary theoretical foundation, while other research — including multi-factor models such as Bar-On's EQ-i — was also referenced and discussed.

Through this process, the team identified several limitations in the Four-Branch Model: the self-oriented and other-oriented dimensions of EQ are not clearly separated; there is some overlap between emotional utilization and emotional regulation; and the model's level of abstraction can limit its practical applicability. To address these limitations and develop a more comprehensive and practically useful scale, a six-factor structure was adopted. Four question items were assigned to each factor to reduce the burden on respondents and allow the assessment to be completed in a short time.

① Metacognitive Awareness
1. I can observe my own emotions objectively.
2. I notice when my thinking is becoming biased.
3. I am aware when my attention has wandered.
4. I can distinguish between what others say and what they actually mean.


② Emotional Utilization
5. I am able to choose my actions based on how I am feeling.
6. I am able to turn difficult emotions into opportunities for growth.
7. I am effective at motivating myself when I need to.
8. I am able to use negative emotions as a driver for action.


③ Emotional Regulation
9. I am generally able to keep my emotions stable.
10. I am good at calming myself down when I feel irritated.
11. I am able to stay calm even in serious or high-pressure situations.
12. I am able to resist acting on emotional impulses.


④ Perception of Others' Emotions
13. I can sense how someone is feeling from the tone of their voice.
14. I am sensitive to subtle changes in others' facial expressions.
15. I pay attention to what people mean beneath the words they use.
16. I am able to read and analyze the emotional dynamics of a group.


⑤ Empathy
17. I am able to put myself in others' shoes.
18. I understand how people feel when they are struggling.
19. I find myself becoming emotionally absorbed in films and dramas.
20. I tend to pick up on and align with others' emotions.


⑥ Collective Emotional Awareness
21. I pay attention to the emotional currents within a group.
22. I am able to maintain my own judgment even when the group mood is strong.
23. I am able to influence and move the emotions of those around me.
24. I am able to help resolve emotional conflicts within a group.

● Number of Questions
6 factors × 4 questions each

● 5-Point Scale
Strongly Disagree　　0
Disagree　　　　　　1
Neutral　　　　　　　2
Agree　　　　　　　　3
Strongly Agree　　　4


● High / Moderate / Low Threshold per Factor
12 to 16　　Good
8 to 11　　　Fair
0 to 7　　　Poor


● Overall Score Thresholds
73 to 96　　Excellent
55 to 72　　Good
37 to 54　　Fair
0 to 36　　　Poor

For each dimension, we provided an evaluation of approximately 1,000 characters covering key characteristics and points to be aware of. The content was developed based on prior research and the clinical experience of the authors.

This assessment has not been subjected to factor analysis or checks for reliability and validity. It reflects the professional judgment of specialists, but please note that it lacks sufficient statistical grounding and is not intended for use in academic research.

[1] Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
[2] Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
[3] Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence (pp. 396–420). Cambridge University Press.
[4] Cherniss, C. (2000). Emotional intelligence: What it is and why it matters. Consortium for Research on Emotional Intelligence in Organizations, Rutgers University.
[5] Matthews, G., Zeidner, M., & Roberts, R. D. (2004). Emotional Intelligence: Science and Myth. MIT Press.
[6] Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User's Manual. Multi-Health Systems.
[7] Bar-On, R. (1997). Bar-On Emotional Quotient Inventory (EQ-i): Technical Manual. Multi-Health Systems.
[8] Otake, K., Shimazu, A., & Nagashima, K. (2001). Development of the Emotional Intelligence Scale (EQS). Japanese Journal of Psychology, 72(5), 427–434.