Part V: creating the EQ-i 2.0 and EQ 360 2.0

EQ-i 2.0 Higher Education Norms Supplement

EQ-i 2.0 Higher Education Reports and Features

Similar to the EQ-i 2.0, the EQ-i 2.0:HEd was designed based on feedback from customers who use EI in higher education settings. Some of the new report features were designed to help better address everyday challenges, such as gaining buy-in for EI, customizing reports for the institution (i.e., brand and campus resources), and saving time in the administration and debriefing process.

EQ-i 2.0: HEd Report Types

The EQ-i 2.0:HEd contains three reports that are all included in the cost of a single assessment: a Student Summary Report, a Student Comprehensive Report, and a Counselor’s Report. Students meeting certain criteria (Alert status, described below) require follow-up by the institution, and it is strongly recommended that these students are given the information and support provided in the Student Comprehensive Report.

The Student Summary Report

The Student Summary Report is a 7-page report that describes the entire EQ-i 2.0 model and provides an interpretive summary of the student’s results on 6 of the subscales (their top three and bottom three scores). Results for the remaining subscales are shown with specific development strategies for all 15 subscales to ensure the students have plenty of resources to improve all of their EI skills, should they desire to work on areas outside of their top and bottom scores. Actual scores are not included in the Student Summary Report; only interpretive graphs are presented.

The Student Summary Report can be automatically generated and emailed to the student upon item completion. This report is best incorporated into a feedback session with the student and an appropriately qualified counselor; this session could include sharing details from the Student Comprehensive Report.

The Student Comprehensive Report

The Student Comprehensive Report is a 13-page report that contains results, interpretive text, and development strategies for all 15 subscales. One report option is to include scores that provide specific, numeric feedback. Due to the depth of information in this report and the relative maturity required to effectively plan and carry out the developmental strategies, this report should only be given to the student under the direct supervision of an appropriately qualified counselor.

The Counselor's Report

The Counselor’s Report is a 10-page report that contains all the information required to debrief the student on his/her results. The validity indicators are the same as those in the Workplace and Leadership Reports. Please refer to Step 1: Assess the Validity of the Results in Part IV for a step-by-step guide to assessing the validity of results.

A unique feature of the Counselor’s Report is the addition of “Alert status”.


You will see the following statement at the top of page 2 in the Counselor’s Report if a student has an Alert status:
“This student has an Alert status due to low scores in his/her EQ-i 2.0 profile. Further conversations with this student are recommended.”


In the EQ-i 2.0 Portal, there is an Alert column when managing and generating reports. Alerted profiles indicate a need for further investigation on the part of the administrator. Alerting is a preliminary check of students’ results designed to help prioritize feedback.


For administrators who are familiar with the Higher Education Report for the Bar-On EQ-i, the Alert status is similar to “Flagged Students”; however, the criteria for receiving an alert is slightly different than a flag in the original report. Although Bar-On’s original Self-Contentment subscales are still being used, a more holistic approach now includes identifying students who are struggling in any of the areas measured by the EQ-i 2.0.


An Alert status is based on a set of 5 primary subscales: Happiness, Optimism, Self-Regard, and Self-Actualization, which according to Bar-On (1997) all relate to self-contentment, as well as a fifth subscale, Interpersonal Relationships.

The first four of these subscales are important to consider because evidence shows they are indicative of physical and psychological health (Bar-On, 1997; Krivoy, Weyl Ben-Arush, & Bar-On, 2000) and academic functioning (Parker, Creque, Harris, Majeski, Wood, & Hogan, 2004; Parker, Summerfeldt, Hogan, & Majeski, 2004). Interpersonal Relationships is also included among the primary scales because there is evidence that strong relationships and social support act as buffers against negative affect associated with chronically stressful conditions, and also bolster physical health and survival (Taylor, 2011). College years can certainly be considered chronically stressful as most students deal with the difficulties of forming new relationships, living apart from loved ones, and adjusting to new study habits. Parker, Duffy, Wood, Bond and Hogan (2005) also found a link between interpersonal skills and academic success; successful students use their interpersonal skills to form new relationships and maintain older relationships as they adjust to college life.

Keefer, Parker, and Wood (2012) provide evidence supporting the use of an Alert status in higher education. Their research suggests that targeted intervention efforts will offer the greatest impact when focusing on students with low EI scores. Individuals with low EI are more likely to be unsuccessful in completing their post-secondary education when compared to those with average scores. Yet, individuals with high EI do not have an increased likelihood of completing their post-secondary education when compared to those with average scores. Therefore, directing efforts toward raising students’ low EI scores into average ranges will provide the highest return in post-secondary retention rates.

In addition to the primary subcales, an Alert status takes into consideration lower functioning across a student’s entire EQ-i 2.0 profile. This holistic approach ensures that administrators are made aware of students who are struggling in other areas of EI, which could lead to possible disengagement in college.

An Alert status identifies students who are low in specific EI skills; as a result, they may be less likely to do well in school, or worse, they may not graduate. It is strongly recommended to meet with any student with an Alert status and use the debriefing guide contained in the Counselor’s Report to investigate any areas of concern.

A student is marked as “Alert” if at least one of the following conditions is met: