The Development of Emotional
Intelligence Inventory for Adolescent
Farn-Shing Chen*, Ying-Ming Lin ** ＆ Chia-An Tu***
* Dean and professor, College of Technology,
National Changhua University of Education, Changhua 500, Taiwan, R.O.C.
Email: iefchen@cc.ncue.edu.tw
**
Dr. Candidate, Department of Industrial Education and Technology, National
Changhua University of Education, Changhua 500, Taiwan. R.O.C
Email: top1568@ms49.hinet.net
*** graduated, Department of Industrial Education and Technology, National
Changhua University of Education, Changhua 500, Taiwan. R.O.C
Email: stutchicchoc@yahoo.com.tw
Abstract
The purpose of this study is to develop the emotional intelligence inventory (EII).
Pretest scores were obtained from 945 subjects among general high school, industrial
high school and business high school students in Taiwan. Data analysis methods,
based on methodologies reviewed from relevant literature, include statistical
instruments for content validity, plus exploratory factor analysis, Pearson correlation,
an independent t-test and reliability analysis measures. The EII is comprised of six
factors: Firstly, facilitating thought is the ability to perceive emotions for thinking,
choosing, planning, solving problems, inspiring, and to increasing self maturity.
Secondly, emotional management is the ability to use strategies for improving
emotional intensity – diminishing negative emotion or maintaining positive emotions.
Thirdly, emotional perception is the ability to identify and understand others’
emotions and the true feelings, perceiving of possible emotional status to make
correct decisions. Fourthly, emotional awareness is the ability to be open to feelings,
understand the truth behind those feelings, and awareness of others’ emotions. Fifth,
emotional concern can praise others’ achievements actively and comfort friends’
when experiencing loss .On the other hand, sharing personal happiness and sadness
with others is also included. Lastly, emotional control involves regulating personal
impulse when facing interpersonal conflict and anger.
The coefficients of
Cronbach’s alpha were from .69 to .83 for the six factors and .89 in the EII. These
factors could be explained from 53.8 % of the total variance.
Key words: emotional intelligence, statistical instruments
Introduction
The teenage students not only play a vital role in the society, but also represent
powerful future contributors to a country’s future national development. At the
same time, they face dramatic physical and mental change in this teenage period.
Nevertheless, Taiwan education places more emphasis on the acquisition of
knowledge rather than on students’ psychological development. Consequently,
students feel nervous, anxious, frustrated, depressed, and marginalized due to lack of
instructors attention to their emotional well-being. If students cannot receive timely
guidance from school authorities, teachers or the parents, or timely concern from their
peers or siblings, their unstable emotions will result in behavioral disorder (Chen, Lin
＆ Tu, 2006). Furthermore, mental disorder can influence the academic
achievements and the life adaptation. Entry into the secondary school is “a
trajectory changing event that represents a convergence of physical, mental, social,
familial, and social developments” (Tutter, 1987). Clearly, there is reason to be
concerned about the well-being of our early adolescents. Educators often
underestimate the importance of developing the students’ abilities to adapt and to get
along with people, however, students’ learning ability depend on their experience of
adaptation ability and coping with people (Elias, 2001). In short, being confident
and positive to solve problems is the core factor to good emotional development.
Emotional intelligence refers to the individual ability to be aware of, express, and
adjust his or her own emotions and social relations and then think and act
constructively to adapt himself or herself to the environments (Goleman, 1995;
Salovey & Mayer, 1996). Developing suitable instruments for measuring emotional
intelligence invariably benefits from awareness of the socio-cultural and
historical-political background characteristics of the nationalities of subjects under
assessment.
With this in view, it is important to note Taiwan’s particular historical background,
which included subjugation and domination by the Netherlands and Japan.
Likewise, from 1949 to 1989, the people of Taiwan were impacted deeply by
mainland China's traditional thinking. After 1990, the spreading American,
Japanese and South Korean cultural influences in Taiwan have brought many
challenges to such traditional thinking for a new generation of Taiwanese youth.
Widespread research efforts advancing our knowledge of emotional intelligence (EQ)
in the international academic community have resulted in many inventories of
emotional intelligence assessment. Nevertheless, due to disparities between eastern
and western cultures, such emotional intelligence measurement tools seem unsuitable
for EQ assessment of young people in Taiwan. Moreover, while Taiwan scholarship
has attempted to fill this gap by producing the Emotional Intelligence Scale,
researchers have noted that the inventory includes many items to answer, challenging
the patience of young examinees. Likewise, the efficiency of the scale is a matter of
concern, resulting in difficulties for educators attempting to take the scale of
emotional intelligence to understand and do effective student counseling. Therefore,
the present study examines the research literature and development of Taiwan’s EQ
assessment scales, the inventory items organized by statistical methods of analysis,
with the purpose of determining an EQ assessment scale more suitable for Taiwan's
young people.
Literature
The Concept Emotional Intelligence
Payne (1985) considered the intelligence includes understanding, logical and the
ability to obtain insight, and the understanding of the facts, meaning, truth,
problem-solving aptitude. Greenspan (1989) thought the intelligence should be used
in many areas such as emotional domain, and provided an intelligence integrated
model which included biological, cognitive, and emotional intelligence. Goleman
(1995) emphasized emotional self-awareness, emotional self-control, self-motivation,
social awareness, and social skills in management of personal relationships. De
Beauport & Diaz (1996) thought that the human brain is also emotional and
physiological mechanisms have rational and emotional intelligence, and the two
complement each other. While these have good interactions will lead to good
emotional intelligence and the ability to reason. Based on brain structure the triune
brain theory maintains that the human mind includes psychological intellectual,
emotional intelligence, and behavior intelligence. In which emotional intelligence
enables us to have a proper sense of the intellectual and desire, including affection
intelligence, mood intelligence, and motivational intelligence. Mayer & Salovey
(1997) focused on emotional intelligence including perceiving emotions, facilitating
thought, understanding and managing emotions. Wang (1997) showed that
self-Emotional Intelligence included intrapersonal emotional intelligence and
interpersonal emotional intelligence. The main idea of self-emotional intelligence is
ego, the target is self-emotion that includes detection, understanding, reasoning,
judgment, the expression, regulation, incentives and the ability to reflect their
emotions to do self own inner emotions, adaptation, application and solution. The
main idea of interpersonal emotional intelligence is also ego, the target is
others-emotion that includes detection, understanding, reasoning, judgment, the
expression, regulation, incentives and the ability to reflect sentiments of others and
then interpersonal business, management, use and the problem is solved.
The Inventory of Emotional Intelligence
After the concept of emotional intelligence come to the attention and concern of the
public, many scholars have begun compiling emotional intelligence measurement tool
and try to devise a standard intelligence test as usual. For examples, Wanz (1999)
revised many inventories from relevant theories to junior high school students into a
emotion inventory, including four factors, ie to reflect, adjust and promote emotion
ability; Understand, analysis and operate emotion knowledge; inspire, produce and
encourage emotion ability; perceive, evaluate and communicate emotion ability. It
takes five-point Likert’s scale and sixty one items in total. For example, Jiang (2001)
revised the inventory of Jiang & Sun (1998), into adolescents’ emotional intelligence
inventory it included emotion awareness, emotional communication, emotion
adjustment and emotion facilitating. It takes four points Likerts’ scale and sixty
items in total.
According to all emotional theories above, analysis and combine most of emotional
intelligence such as emotion awareness, emotion communication, emotion adjustment,
emotion conception, emotion reasoning, emotion judging, emotion inspiration and
emotion monitor ability, etc. Some abroad literatures to measure factors of
emotional intelligence tool showed as Table 1. Some domestic literatures to
measure factors of emotional intelligence tool showed as Table 2.
Table1. the abroad factors of emotional intelligence tools
Researcher
Inventory name
factors
Emotional
self-awareness,
emotional self-control,
Goleman（1995）
self-motivation, social skills in management of personal
relationships.
Mayer & Salovey (1997)
Perceiving emotions, facilitating thought, understanding
and managing emotions.
Goleman (1998)
Emotional self-regulation, self-motivation, social
awareness and social skills in management of personal
relationships.
EQ-i
Individual, personal relationship, stress manage and
Bar-on（1997）
adjustment, emotional normalcy.
EQ
Map
Mapping life status, emotional perception, EQ ability,
Cooper（1997）
value, persuasiveness and efficiency.
Boyatzis,Goleman,
ECI
Self awareness, society awareness, self management,
society skills.
&Hay/Mcbr（1997）
Mayer, Caruso,& Salovey
MEIS
Perceive emotion, facilitate thought, understand emotion
and, manage emotion
（2000）
Mayer, Salovey & Caruso
（2004）
Data source：the researcher
MSCEIT
Perceive emotion, facilitate thought, understand emotion
and, manage emotion
Table 2 the domestic factors of emotional intelligence tools
study
Inventory name
participate
factors
Xiu, B. B.
The inventory of
Vocational low self esteem, lack of happiness, anxiety,
stability emotion high school compulsive behavior, lack of freedom, depression,
（1983）
students guilty
Chen, J. H., 1.negtive emotional Management manage self emotional, inspire self, understand
staff
other’s emotional, concern good relationship with
（1997） inventory;
2.EQ inventory
others’ Social skills and praise
Wang, C.
Junior students
Junior
reflection, adjustment and promote emotion ability;
C.(1997)
emotion inventory
students understand ,analysis and operate emotion
knowledge; inspire, produce and encourage
emotion ability; perceive, evaluate and
communicate emotion ability
Jiang & Sun
Emotional
emotion awareness, emotion communicate, emotion
(1998)
Adjustment
Adolescent strategy, emotion reflection, emotion efficacy
inventory
Li, I.
Life experience
High school emotional awareness and coping ability, empathy,
M.,(1998)
inventory of high
students self esteem, optimistic
students
Luo, Z. Y. Children’s emotion
Pupil
interpersonal management, emotional management,
(1998)
inventory
emotional management, cognition of emotional,
self inspiration
Wu, S.
Emotional
College emotion awareness, emotion management, self
M.(1998) intelligent inventory students inspiration, empathy, interpersonal management
Jiang, W. C.,
Adolescents’
adolescent emotion awareness, emotion communicate, emotion
(2001)
emotion inventory
adjustment, emotion facilitate
Liu, C. Y.
Emotion intelligent Industrial facilitating thought, emotional regulation,
inventory
students emotional communicate and emotional awareness
（2005）
Data source：the researcher
The Background Variables of Emotional Intelligence
Emotional intelligence as a newly developed theory has recently attracted great
interest among researchers, and the present overview examines several relevant
studies in this field. For example, Lee (1996) took 1059 samples including male and
female from ten junior high schools in Kaohsiung. The study proceeds with the
correlation of emotional experience and parents’ disciplining for adolescents. It
indicates the significant difference of the anger emotion and worried emotion from
different social economic status. The adolescents from middle and lower social
economic status have more experience of anger and worried, otherwise, teenagers
from higher social economic status have more depress and fear emotion than the
students from middle and lower social economic status. Yeh (1999) indicates that
students with parents receiving higher education exhibit higher emotional intelligence.
Goleman (1995) presents the higher of parents’ education level, the higher of
children’s emotion. It shows the significant difference between the education of
their parents’ and the emotional intelligent. The discipline of mothers’ response had
negative influence toward emotion experience, but had positive influence toward
emotion intelligent. Fathers’ disciplining style of response has positive influence
toward life adjustment (Chen, 2000). Additionally, Gottman, Katz & Hooven (1997)
concluded that parents who are effective in maintaining a healthy marital relationship
are most effective in helping their children deal with the emotional ups and downs,
and parents more adept at handling their emotions have children who are more
skillful in handling their emotions and peer relationships, as well as exhibiting better
mental health. Xu (1994) study found that parents with low-care, low authority,
their children have stable emotion. The early literature found that the individual
happiness, anger, sadness and other emotions are apprehensive because of differences
in the way in which parents of different parenting. A further study indicates that
parents exhibiting a more positive emotional state, with a more democratic,
permissive and caring parenting style appear to have a more positive impact on their
children's emotional stability than more negatively-oriented, disciplinarian and
authoritarian parents (Lee, 1996). A study with emphasis on the key point of family
education is to explore the impact among different parenting methods and attitudes
for children in social adaptation, needing of personal relationship, the sense of
security, and emotional stability (Chen, 1997). King (1996) found that when more
democratic or laissez-faire parents express more negative feelings, their children's
emotional adaptability is better than in cases with negative emotions of less
democratic parents. On the basis of the above relevant documentary research,
emotional intelligence has significant deviation among parenting style, discipline
style, parents’ education level, family member (Goleman, 1995; Yeh,1999; Chen,
2000). On the basis of the relevant documentary research, the EI was also relevant
to parents' degree of education, stable marital status, parenting style, familial
atmosphere and family members (Goleman, 1995; Chen, 2001; Gottman, Katz &
Hooven, 1997). Other articles indicate that EI is helpful to children’s personal
character and emotional makeup within the family atmosphere in a stable family
marriage relationship (Mayer, Caruso & Salovey, 2000; Gottman, Katz & Hooven,
1997; Feldman & Wentzel, 1990). Studies of emotional intelligence highlight
closely related family factors, including school district, school type, parents’
education level, parents’ marital status, parenting style and sibling birth order, to be
discussed below.
Research Methodology
In this study, the authors aimed to develop the emotional inventory from different
background variables of adolescent. The authors chose high school students in
Taiwan as our targets, based on the above relevant literatures as the theoretical
framework of the study. According to Tuckman a questionnaire is considered to be
a relevant instrument of measurement, which could successfully reveal data about
persons by asking them rather than observing their behavior in a particular way
(Tuckman, 1978). The questionnaire was also used to get data about the
participants’ thoughts, perceptions, opinions, values, facts and beliefs (Johnson &
Christenson, 2000; Wimmer & Dominick, 1987). Questionnaires were used to
collect the effective data as they are conveniently used to get data (Leedy, 1993).
An inventory was used as the tool for measuring reliability. The Statistical Package
for the Social Sciences (SPSS 10.0), exploratory factor analysis, Pearson correlation,
an independent t-test and reliability analysis were used to analyse the data.
Inventory Process
Based on the earlier EI literature as discussed above, the present study organized the
essential components for the present research, which includes two parts,
“family-related influences” and the “Emotional Intelligent Inventory (EII)”. Studies
of emotional intelligence highlight closely related family factors, including parents’
education level, parents’ marital status, parenting style and sibling birth order.
A). Family-related influences:
 Parents’ education level (Optional the highest): 1. college or graduate school; 2.
high school; 3. junior high school; 4. elementary school.
 Parents’ marital status: 1. live together; 2. separate (divorce); 3. widow or
widower.
 Parenting style: 1. democratic; 2. indulgent; 3. authoritarian style parenting.
 Sibling birth order: 1.firstborn; 2. middle; 3. youngest sibling.
B) Emotional Intelligent Inventory
Pre-test of Emotional Intelligence
The Emotional Intelligence Inventory (EII) for this study was revised from Lui
(2005); Mayer, Caruso ＆ Salovey (2000) and Jiang (2001). It divided into four
factors, thirteen items of emotional awareness, twelve items of emotional
communication, fourteen items of emotional regulation and twenty one items of
facilitating thought, for a total of sixty items. The Likert 5-point rating scale was
used for data collection: strongly agree, agree, sometime agree or disagree, disagree
and strongly disagree. The scores were assigned as 5, 4, 3, 2 and 1 respectively.
Scores are assigned in proportion to the amount of agreement to individual EII items.
The reversed score were treated as the opposite items. The higher the participant
score, the higher the amount of agreement and positive correlation with increased
degree of emotional intelligence.
Content Validity
In order to construct a further validation of its contents, three subject specialists were
selected to clarify and revise the wording of each item. One of these experts is a
counseling teacher at a vocational high school and another is a candidate for doctor’s
degree, the third specialist is a professor. All of these are experienced experts of
emotional management.
Pre-test Implementation
As Chang (2007) determined the total samples for the random cluster sampling by the
formula: n= Z2(α/2)/4d2. The authors adopt the 0.05 level of significance and the
errors were below 0.03 (d<0.03). Thus, n= Z2(α/2)/4d2 = 1.962 /4*0.032 = 1067.
Therefore, by random sampling of Taiwan high schools in northern, middle and
southern district in Taiwan, second year students from nine Taiwan high schools were
selected for the present study. The EII was mailed to 1180 subjects, including a
cover letter and a stamped envelope, on September, 2, 2006. From these mailed
inventories, 1180 were returned and the effective data totaled inventories for 954
subjects, constituting a return rate of 81 %. To sum up, a large sample size of 954
high school students in Taiwan was invited to participate in this study, consisting of
297 general high school students, 306 industrial high students and 351 business high
school students.
Item Analysis
An item analysis was undertaken fromthe valid scales for data coding, reverse
questions re-coding points, and then calculating for the total score and arranging the
upper 27% as high score group and the lower 27% as the low score group.
According to the level of demand, using item analysis, based on the t-test, the
probability values above .05 significance levels are excluded from the study.
Additionally, in order to calculate each critical ratio of items, critical ratio probability
value of each item at the significance level p <0.05, the items can be identified from
the reactions of two different subjects, in order to judge whether the items should be
deleted. Furthermore, the inter-item correlation was established by the Pearson
correlation coefficient. The study deleted items where the correlation coefficient
was r < .2. Both forms of statistical analysis showed statistical significant on every
item. The results showed a total of 42 compatible items in EII.
Validity Analysis
A validity analysis measures the level of mental or behavioral characteristics through
testing. Apart from the content validity, after the study utilized item analysis to get
the main items, the research also used a exploratory factor analysis to measure
construct validity. Most items with Eigen values greater than one were retained.
Principle component analysis and oblique rotation axis were achieved by utilizing the
varimax method (Wanichbuncha, 2001). According to KMO and Bartlett’s method
test and the principal factor analysis, the results showed that Kaiser- MeyerChi-Square Test measure of sampling adequacy was 0.893 in the EII. Kaiser (1974)
indicated that KMO (0.893) value was near marvelous, thus indicating the suitability
of the factor analysis. This indicated the suitability of the factor analysis. In
addition, the Bartlett ball test from the chi-square test of the value was found to be
significant (p< 0.000). This was representative of the correlation matrix between the
population groups and carried communality.
Formal Inventory
In order to increase the level of reliability, Cronbach's alpha values were improved.
After completing formal inventory preparations, a reliability analysis was conducted
using Cronbach's internal consistency. Among them, deletion occurred for poor
internal consistency because factor10 and factor 8 got only one item, Factor 6 and
factor 9 Cronbach's alpha value were too low. Hence, after analysis, the final six
factors were extracted. In the table, total Cronbach's alpha value is α=0.89,
items=35. After this process, the instrument validity was checked by three experts
to examine systematically the given content and those six factors named, i.e.,
facilitating thought, emotional management, emotional perception, emotional
awareness, emotional concern, and emotional control. These factors could be
explained from 53.8 % of the total variance. As shown in Table 3.
Table3 the abstract of the formal inventory
factor
1
2
3
4
5
7
total
name
FT
EM
EI
EA
ECA
ECO
EI
number
10
7
6
6
4
2
35
between
1-10
11-17
18-23
24-29
30-33
34,35
1-35
EV
3.68
3.26
2.90
2.69
2.50
1.93
FVE
8.76
7.76
6.91
6.41
5.95
4.60
TVE
8.76
16.52
23.43
29.84
35.79
45.01
53.80
Cronbach’s α
.83
.74
.73
.76
.69
.73
.89
Note 1: EV is Eigen values; FVE is factor variance explained; TVE is total variance explained.
Note 2: FT is facilitating thought, EM is emotional management, EI is emotional interpretation,
EA is emotional awareness, ECA is emotional care, and ECO is emotional control.
The five-point Likert’s scale mining inventory compiled by the institute for each item
the score for 1-5 point. In order to calculate further the correlation between the
quantity scale and the total scale, the homogeneity of the contents of the inventory
was verified. The Pearson correlation coefficient was subsequently estimated to
indicate a positive and modest correlation. The correlation coefficient matrix was
from r = +0.265 to r = +0.806 in the EII Scale. Those correlation coefficients are
statistically significant at the 5% level of significance. Among them, every factor
was found to indeed be statistically significant. The results were shown good
reliability in Table 4. The formal inventory included the basic information and EI
questionnaire like as appendix one.
Table 4 each factor of Pearson correlation coefficients
factor
1
2
3
4
5
6
EI
N = 954
FT
1.000
EM
.536*
1.000
EP
.434*
.370*
1.000
EA
.459*
.411*
.441*
1.000
EC
.300*
.410*
.424*
.466*
1.000
ECO
.227*
.104*
.141*
.103*
.102*
1.000
EI
.806*
.739*
.654*
.687
.589*
.265*
1.000
Note: P < .001; FT is facilitating thought; EM is emotion management; EP is emotion perception; EA
is emotional awareness; EC is emotion concern; ECO is emotion control; EI is emotional
intelligence.
Conclusion
Concluding from the above findings, the Emotional Intelligence Inventory scale
appears to be suitably made for the students of Taiwan. The EII scale divides into
six factors: Firstly, facilitating thought is the ability to perceive emotions for
thinking, choosing, planning, solving problems, inspiring, and to increasing self
maturity. Secondly, emotional management is the ability to use strategies for
improving emotional intensity -- diminishing emotions or maintaining positive
emotions. Thirdly, emotional perception is the ability to identify and understand
others’ emotions and the true feelings, perceiving of possible emotional status to
make correct decisions. Fourthly, emotional awareness is the ability to be open to
feelings, understand the truth behind those feelings and awareness of others’
emotions. Fifth, emotional concern can praise others’ achievement actively and
comfort friends’ when experiencing loss. On the other hand, sharing personal
happiness and sadness with others is also included. Lastly, emotional control
involves regulating personal impulse when facing interpersonal conflict and anger.
As a “whole person”, EQ plays on important part of our lives. Succeed people often
have the traits such as, high concerns with people, high self reflection, high content
with life status and positive thinking. As an educator, holding energetic faith in the
future is the key guide for students toward better achievement. The purpose of
education is not only teaching students the stuff of knowledge but also to foster good
emotional intelligence in these learners. With positive growth in emotional
intelligence comes a brighter personal future.
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Appendix one, Emotional Intelligence Inventory
Survey of Emotional Intelligence in Study Abroad
[Instructions]：Please indicate your response to the questions with the number that most closely
matches your condition. Have to answer every question, do not omission. Thank you for your
cooperation.
A). basic information:
 Parents’ education level (Optional the highest):
□1. college or graduate school; □2. high school; □3. junior high school; □4. elementary school.
 Parents’ marital status:
□1. live together; □2. separate (divorce); □3. widow or widower.
 parenting style:
□1. democratic; □2. indulgent; □3. authoritarian style parenting.
 Sibling birth order:
□1. firstborn; □2. middle; □3. youngest sibling.
B). Emotional Intelligence Questionnaire
[Instructions]：Please indicate your response to the questions with the number that most closely
matches your level of interest. 1= not accepted, 2= slightly accepted, 3= accepted, 4= moderately
accepted, 5= very accepted. Have to answer every question, do not omission. Thank you for your
cooperation.
items
1
2
3
4
5
1. Whenever experienced setbacks, I always have a lot of experience to
growth.
2. When I was feeling bad, I will change perspective, makes more careful
thought.
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3. Life setbacks, but I would be more perseverance.
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4. When frustrated, I try thinking of the bright side and encourage to
trying again.
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5. Sorrow makes me stronger.
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6. I can reflect on myself feelings and help myself growth.
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7. Facing the unknown future, I always thought the bright side.
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8. When facing challenges, I always encourage to myself to do the best.
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9. When I encounter difficulties, I will focus on the part can be solved.
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10. I can tell things priorities, not tense and confusing.
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11. I will arrange for some leisure activities, so that could maintain a
pleasant mood.
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12. I will use better mood to solve some important things.( inverted)
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13. When I felt the pressure, I will take a rest, and then starting.
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14. I’ll reward myself when I accomplish a goal.
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15. I allow myself to enter a self-confident, have the ability to overcome
the entire mood.
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16. When I feel depressed, I am always thinking the life satisfactions.
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17. In the difficult times, I always keep cheering myself on, never give up.
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18. I saw the attitude from the others to understand their current mood.
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19. When the people around me with a bad mood, I can feel.
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20. While I am in a group, I can feel the team’s atmosphere easily.
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21. I can clearly understand my inner emotions.
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22. I could sense the others true inner feelings that conceal on themselves.
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23. I would imagine myself been the situation to make a choice.
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24. I can clearly speak my minds out.
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25. When I feel anxious, I can exactly know what the anxiety is.
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26. While I am angry or sad, I can clearly state the feelings, not to bore in
mind.
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27. I can always freely express my feelings to others.
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28. When I needed help, I will active to ask someone’s help.
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29. When I am angry, I will exactly know the cause of anger.
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30. While my classmates got some achievements, I will active to praise
them.
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31. When my friends feel lost, I will active to console them.
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32. While I feel joy, I’ll share my pleasure to others actively.
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33. While my friends feeling depressed, they will always look for me to
disembroil their gloomy.
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34. If I was infuriated, I will not act to counterattack.
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35. Conflict with the people, I can control self emotion at that time.
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The questionnaire ends. Thank you. Please check again, do not forget to answer the question.