Emotional Intelligence and Life Perspective Study
DISHA KRISHNA
and Life Perspective in College Students
A Mini project Submitted in Partial Fulfillment of the
Requirements for the course
Experimental Psychology (PSY 361-3)
By
Disha Krishna
2330538
Programme: B.A. PEco (Psychology Economics)
Under the Guidance of
Dr. Maharishi Ranganathan
Assistant Professor
School of Psychological Sciences
CHRIST (Deemed to be University)
BANGALORE, INDIA
October 2024
2
Approval of Project
Project entitled ‘The Connection Between Emotional Intelligence and Life Perspective in
College Students’ by Disha Krishna (Reg. No. 2330538) is approved for the completion of the
Semester III requirements of the practicum course Experimental Psychology -PSY 361-3.
Lab Supervisor: Dr. Maharishi Ranganathan
Date:
Place: CHRIST (Deemed to be University), Bangalore
3
Declaration
I Disha Krishna hereby declare that the project titled ‘The Connection Between Emotional
Intelligence and Life Perspective in College Students’ is a record of original work undertaken
by me for the completion of the Semester III requirements of the practicum course Experimental
Psychology-PSY361-3. I have completed this project under the supervision of Dr. Maharishi
Ranganathan, Assistant Professor, School of Psychological Sciences.
I also declare that this project has not been submitted for the award of any degree, diploma,
associateship, fellowship or other title. It has not been sent for any publication or presentation
purpose.
Signature of Student:
Name of the student: Disha Krishna
Reg No. 2330538
School of Psychological Sciences
CHRIST (Deemed to be University), Bangalore
Place: CHRIST (Deemed to be University), Bangalore
Date: 10 October 2024
4
Certificate
This is to certify that the project submitted by Disha Krishna (Reg. No. 2330538) titled ‘The
Connection Between Emotional Intelligence and Life Perspective in College Students’ is a
record of original work done by him/her during the academic year 2024-25 under my
supervision in partial fulfillment of the completion of the Semester III requirements of the
practicum course Experimental Psychology -PSY 361-3
This project has not been submitted for the award of any degree, diploma, associateship,
fellowship or other title. It has not been sent for any publication or presentation purpose.
Signature of Supervisor: ………………………
Name of the supervisor
School of Psychological Sciences
CHRIST (Deemed to be University), Bangalore
Place: CHRIST (Deemed to be University), Bangalore
Date: …………………
5
Acknowledgement
I would like to thank my project supervisor Dr. Maharishi Ranganathan. Their expertise and
encouragement helped shape the direction of this research, and I am very grateful for their
guidance.
I am also indebted to my fellow batchmates, whose overall awareness and cooperative spirit
motivated me throughout this entire journey. Their support and exchange of ideas was a
significant contribution to the development of my work.
Special thanks to all the participants who volunteered to find time to participate in this study.
Their cooperation and reliability in providing feedback was invaluable to the success of this
project.
Finally, I express my indebtedness to the School of Psychological Sciences, Christ University for
giving me this wonderful opportunity to explore and broaden my academic breadth. The
educational environment provided by the university is essential to complete this project.
6
Table of Contents
Title Page No.
Approval of Project 2
Declaration 3
Certificate 4
Acknowledgement 5
List of Tables
1. Introduction 9
1.1 Emotional Intelligence, Optimism and
Pessimism: Definitions, History and Schutte
Self-Report Emotional Intelligence Test, The
Life Orientation Test-Revised
1.2 Influence of EI on Optimism and Pessimism
levels
1.3 Relevant Theories
2.Method 13
2.1 Aim
2.2 Plan
2.3 Hypotheses
2.4 Materials
2.5 Variables
2.6 Experimental Controls
2.7 Procedure
2.8 Analysis
7
2.9 Results and Discussion
2.10 References
3. Results and Discussion 16
4. Conclusion 18
5. References 18
6. Appendices
A. Informed Consent Form
B. Demographic Form
C. Tools
8
List of Tables
Title Page no.
Table 1: Summary table of SSEIT Scores and LOT-R Optimism and
Pessimism Scores 16
Table 2: Summary of Correlations Between Emotional Intelligence (EI)
Scores and Optimism/Pessimism Scores from SSEIT and LOT-R 17
9
Introduction
The term "emotional intelligence" was first introduced by psychologists Peter Salovey and
John Mayer in their seminal 1990 paper, where they defined it as "the ability to monitor one's
own and others' emotions, to discriminate between different emotions, and to use emotional
information to guide thinking and behavior" (John D. Mayer, 1997). This laid a foundational
stone for further studies, overtime the definition evolved due to popularity and many other
factors. Particularly Daniel Goleman popularized EI in his 1995 book Emotional
Intelligence: Why It Can Matter More Than IQ. Goleman expanded the concept to include
competencies such as self-awareness, self-regulation, motivation, empathy, and social skills
(Goleman, 1995). Historically, the roots of emotional intelligence can be traced back to
ancient philosophical discussions about emotions. For instance, Plato suggested that all
learning has an emotional base (What Is emotional intelligence, 2024). However, it wasn't
until the late 20th century that EI emerged as a scientifically testable intelligence. The
growing interest in EI has led to numerous studies linking it to various life outcomes,
including academic performance, mental health, and leadership effectiveness. Emotional
Quotient (EQ) is a specific measure of emotional intelligence, akin to how IQ (Intelligence
Quotient) quantifies cognitive abilities. EQ provides a numerical score that reflects an
individual's emotional competencies, such as their ability to recognize their own emotional
states, empathize with others, and manage social complexities (McSweeney, 2024).
Emotional intelligence (EI) is the ability to process emotions in general, whereas EQ
provides a more concrete evaluation of these abilities. Emotional intelligence can also be
measured using several assessment tools such as The Schutte Self-Report Emotional
Intelligence Test (SSEIT) is a widely utilized instrument for measuring emotional
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intelligence (EI). Developed by Schutte et al. in 1998, the SSEIT is designed to assess
various dimensions of emotional intelligence through self-reported responses.
Optimism is defined as an attitude reflecting a belief or hope that outcomes will be positive,
favorable, and desirable. The term derives from the Latin optimum, meaning "best," and is
often illustrated through the metaphor of a glass filled halfway with water: an optimist sees it
as half full, while a pessimist sees it as half empty (Optimism & Pessimism, 2024). In
psychological terms, optimism is frequently operationalized as dispositional optimism,
which reflects a general expectation that good things will happen in the future (Scheier
Michael F, 1985). Conversely, pessimism is characterized by a tendency to expect negative
outcomes. It originates from the Latin pessimus, meaning "worst." Pessimists often focus on
potential dangers and pitfalls, leading to feelings of hopelessness and passivity when faced
with challenges (Sasha Blakeley, 2023). Historically, both concepts have been explored
within philosophical discourse, but empirical research on optimism and pessimism gained
traction in the late 20th century. This research has demonstrated that these attitudes
significantly influence various life outcomes, including mental health and coping strategies
(Scheier Michael F, 1985). The Life Orientation Test-Revised (LOT-R) is a widely used
psychological instrument designed to measure dispositional optimism and pessimism.
Developed by psychologists Michael Scheier and Charles Carver, the LOT was first
introduced in 1985, with the revised version emerging in 1994. The LOT-R has been widely
utilized across diverse populations and contexts. It has been applied in studies examining the
relationship between optimism/pessimism and various health outcomes, mental well-being,
academic performance, and resilience in stressful situations (Tomasz & Violetta, 2010).
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Influence of EI on Optimism and Pessimism levels
Emotional Intelligence has gained significant attention due to it’s influence on various life
outcomes, including optimism and pessimism. Research indicates a positive correlation
between emotional intelligence and optimism. A meta-analysis conducted by Glassie and
Schutte (2024) examined 6,889 participants across 25 studies and found that higher levels of
EI were associated with greater optimism, yielding a weighted effect size of r=0.35r=0.35 (p
< 0.001). This suggests that individuals with higher emotional intelligence are more likely to
maintain a positive outlook on life, which can lead to various beneficial outcomes such as
reduced likelihood of depression and improved immune functioning. Optimistic individuals
tend to approach challenges with a proactive mindset, often engaging in problem-solving
behaviours rather than avoidance strategies. Carver and Scheier (1998) noted that optimists
expect favourable outcomes even in difficult situations, which contributes to a more positive
emotional experience compared to pessimists who anticipate negative results. This proactive
approach is facilitated by emotional intelligence, which helps individuals manage their
emotions effectively during stressful situations. Conversely, lower levels of emotional
intelligence are often linked to increased pessimism. Individuals with low EI may struggle to
regulate their emotions and cope with stressors effectively, leading them to adopt a more
negative outlook on life (Joseph, Frank P, & Stephen, 2023). Pessimists tend to engage in
avoidance coping strategies, which can exacerbate feelings of helplessness and despair
(Scheier Michael F, 1985). A study by Karimi et al. (2014) found that university students with
higher emotional intelligence reported lower levels of pessimism. The researchers emphasized
that emotionally intelligent individuals are better equipped to handle setbacks and view
challenges as opportunities for growth rather than insurmountable obstacles.
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Relevant Theories
Cognitive Appraisal Theory, developed by Richard Lazarus, posits that individuals
evaluate situations based on their emotional responses, which determines how they feel
and react to stressors (Folkman, 2013). Emotionally intelligent individuals are better
equipped to assess situations positively and manage their emotional responses effectively,
leading to greater optimism and lower pessimism (Chang & Tsai, 2022).
Positive Psychology, articulated by Martin Seligman, emphasizes the study of positive
human functioning and the factors that contribute to a fulfilling life (Seligman, 2002). Within
this framework, higher emotional intelligence correlates with increased optimism and
resilience, as emotionally intelligent individuals engage in proactive coping strategies and
maintain positive expectations about future outcomes (Sarah & Nicola, 2024).
Social Cognitive Theory, developed by Albert Bandura, highlights the role of self-efficacy
in behavior development (Bandura, 1997). Individuals with high EI often exhibit greater self-
efficacy, which contributes to an optimistic outlook; they believe they can influence
outcomes positively through their actions. In contrast, those with lower EI may struggle with
self-doubt and negative emotions, leading to increased pessimism (Joseph, Frank P, &
Stephen, 2023). Together, these theories illustrate how emotional intelligence shapes
individuals' beliefs about their abilities to cope with challenges and achieve desired
outcomes.
13
Method
Aim
To investigate the correlation between emotional intelligence and levels of optimism and
pessimism among undergraduate students using the Schutte Self Report Emotional Intelligence
Test (SSEIT) and the Life Orientation Test-Revised (LOT-R).
Plan
Participants will complete both the SSEIT and LOT-R via Google Forms. The data collected will
allow for an analysis of the relationship between emotional intelligence, optimism, and
pessimism.
Hypotheses
1. Higher emotional intelligence scores will have stronger correlation with optimism scores.
2. Higher emotional intelligence scores will have weaker correlation with pessimism scores.
Materials
- Schutte Self Report Emotional Intelligence Test (SSEIT): A 33-item self-report questionnaire
measuring emotional intelligence on a scale from 1 (strongly disagree) to 5 (strongly agree).
- Life Orientation Test-Revised (LOT-R): A 10-item self-report questionnaire assessing
optimism on a scale from 0 (strongly disagree) to 4 (strongly agree).
Variables
- Independent Variable: Emotional intelligence (measured by SSEIT).
- Dependent Variables: Levels of optimism and pessimism (measured by LOT-R).
14
Experimental Controls
1. Ensure participants understand the instructions clearly before starting the tests.
2. Maintain a consistent environment for all participants when completing the tests.
3. Randomize the order of test administration to avoid order effects.
Procedure
1. Participant Recruitment: Recruit a minimum of 15 undergraduate students from non-
psychology backgrounds.
2. Informed Consent: Obtain informed consent from all participants, ensuring they understand
their participation is voluntary and confidential.
3. Data Collection:
- Direct participants to complete the SSEIT first, followed by the LOT-R.
- Provide clear instructions for each test:
- For SSEIT: "Please indicate how much you agree with each statement using the scale
provided."
- For LOT-R: "Please respond to each statement based on your general outlook on life."
4. Data Entry: Responses will be automatically collected via Google Forms, ensuring data
integrity.
Analysis
1. Calculate total scores for both SSEIT and LOT-R based on participant responses.
2. Analyse correlations between emotional intelligence scores and optimism/pessimism scores
using statistical software (e.g., Sheets, Jamovi or SPSS).
3. Report findings in terms of correlation coefficients, indicating strength and direction of
relationships.
15
Results and Discussion
Table 1
Summary table of SSEIT Scores and LOT-R Optimism and Pessimism Scores
Initials M/F SSEIT Scores LOT-R Optimism Scores LOT-R Pessimism Scores
Table 2
Summary of Correlations Between Emotional Intelligence (EI) Scores and Optimism/Pessimism
Scores from SSEIT and LOT-R
Mean EI M:F Correlation between
Optimism Scores
Correlation between
Pessimism Scores
16
Results and Discussion
Table 1
Summary table of SSEIT Scores and LOT-R Optimism and Pessimism Scores
Initials M/F SSEIT Scores LOT-R Optimism Scores LOT-R Pessimism Scores
JH M 131 8 8
MR M 115 15 6
SR M 126 12 10
LK M 104 8 9
MH M 115 14 9
UP M 99 10 10
PR F 140 16 14
CJ M 138 14 6
SY M 130 14 6
DN M 110 16 6
MN F 142 17 9
ST M 135 14 7
SH F 109 10 9
HS F 117 13 7
SD F 120 13 10
The crafted questionnaires were administered to a sample of undergraduate students aged 18 to
20, with all participants providing informed consent prior to participation. The sample consisted
17
of 10 male and 5 female participants, allowing for a balanced examination of emotional
intelligence (EI) across genders. Among the participants, 7 demonstrated high emotional
intelligence (EQ), while 3 exhibited low EQ levels. Additionally, 5 participants fell within the
average range, specifically between scores of 110 and 125. When analyzing the mean scores by
gender, the male participants had an average EQ score of 120.3, whereas the female participants
achieved a higher mean score of 125.6. These findings suggest a noteworthy variation in
emotional intelligence levels among the participants, highlighting the importance of
understanding these differences in the context of their academic and social experiences. Research
indicates that women generally score higher than men on measures of emotional intelligence; for
example, a study found that female medical students had significantly higher EQ scores
compared to their male counterparts (Kavana, Smrithi, Sparshadeep, & Shibin, 2012).This trend
may be attributed to socialization factors, as women are often encouraged to develop greater
empathy and emotional awareness from an early age (David, Óscar, Esperanza, & Inmaculada,
2023).
Table 2
Summary of Correlations Between Emotional Intelligence (EI) Scores and Optimism/Pessimism
Scores from SSEIT and LOT-R
Mean EI M:F Correlation between
Optimism Scores
Correlation between
Pessimism Scores
122.0667 2:1 0.490 0.071
The analysis reveals a mean EI score of 122.07, with a male-to-female ratio of 2:1. The
correlation between EI and optimism scores was found to be 0.490, indicating a moderate
positive relationship, while the correlation with pessimism scores was only 0.071, suggesting a
weak relationship. These results confirm previously made hypothesis.
A study by Fiori and Vesely-Maillefer (2018) found that emotional intelligence is positively
related to optimism and negatively related to pessimism, indicating that individuals with higher
EI are more likely to maintain a positive outlook on life while experiencing lower levels of
pessimism aligning with the results and confirmed hypothesis.
Conversely, the weak correlation between EI and pessimism aligns with existing literature
indicating that individuals with lower emotional intelligence may struggle to manage their
emotions effectively, leading to increased pessimism (Joseph, Frank P, & Stephen, 2023).This
dynamic illustrates how emotional intelligence can shape individuals' beliefs about their abilities
to cope with challenges and achieve desired outcomes.
18
Conclusion
1. The results confirm the hypothesis “Higher emotional intelligence scores will have
stronger correlation with optimism scores,” as there is a strong correlation between EI
and optimism scores.
2. The results confirm the hypothesis “Higher emotional intelligence scores will have
weaker correlation with pessimism scores,” as there is a weak correlation between EI and
pessimism scores.
References
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Freeman Company.
4. Chang, Y.-C., & Tsai, Y.-T. (2022). The Effect of University Students’ Emotional
Intelligence, Learning Motivation and Self-Efficacy on Their Academic Achievement—
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between Emotional Intelligence and Optimism According to Gender and Social Context
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Explored correlation between emotional intelligence and optimism among students.
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