CQ-i Research

The archive includes articles, studies, and research papers related to the Consciousness Quotient and the CQ-i, published or presented at various conferences, since 2008.

The Consciousness Quotient is a composite psychological construct, including traits, skills, and abilities that allow us to explore and optimize the conscious experience. The Consciousness Quotient includes 15 patterns and facets of the conscious experience: perspective-taking, clarity of discrimination, quality of experience, spirituality-harmony, global self-identity, language use, physical self, energy self, cognition self, non-conceptual self, social-relational interconnectivity, inner growth, multi-modal integration, habitual patterns, awakening skills

This study is an exploration of collective patterns of conscious experience, as described by various psychological models, using the CQ-i. An exploratory factor analysis on the online assessment dataset (N = 2,360), combined with our previous meta-research on conceptual convergence of conscious experiences, revealed that conscious experiences appear to have 15 patterns common to all of us. The study provides a conceptual framework for future in-depth studies on collective patterns of self-awareness, inner growth dynamics, and psychological maturity.

The study examines the relationship between conscious experience and cognitive abilities, using the CQ-i and the GMA test. The research sample (N=270) was selected from the students of the Dayalbagh Educational Institute, Agra, Uttar Pradesh, India.

“Conscious Experience and Cognitive Ability”, by Sona Ahuja, Dayalbagh Educational Institute, Agra; (with Sant Pyari Saxena, Ovidiu Brazdau).
“Does Consciousness Quotient Empower Horizontal Leaders? A Case-Based Approach in Technological Organisations”, by Abhishek Nigam, Rupali Misra, Dayalbagh Educational Institute.

“Consciousness Quotient as a Predictor of Decision Making”, by Kavita Kumar, Kanti Singh Pawar (100 students from the undergraduate and postgraduate classes of Dayalbagh Educational Institute, Dayalbagh, Agra, were selected and administered the CQ-i).
“Mindfulness Practice as a predictor of the Social and Emotional Consciousness of Secondary level Students”, by Astha Upadhyay, Namrata Singh, Archana Kapoor (The intervention program consisted of yoga and meditation sessions along with certain relaxation exercises).

The objective of the study was to examine the effect of locus of control on conscious experience and religiosity. The sample consisted of 100 adolescents (50 girls who have an internal locus of control and 50 girls who have an external locus of control). Their age ranged from 18 years to 22 years. Two group design was used. The tools used in the research were Consciousness Quotient Inventory, Religiosity Scale (Bhusan, 1970), and Locus of Control Scale (Rotter, 1966).

“Modelling the neuro-psycho benefits of Eco-human interaction: Integrating Eastern beliefs and Western Science”, by Pooja Sahni, Jyoti Kumar.
“Role of Conscious Experience and Mindfulness in Intuitive and Cognitive Decision Making of Stock Market Investors”, by Rupali Misra, Sumita Srivastava; D. K. Banwet; Abhishek Nigam.

The study was a non-experimental correlation study that was conducted on 150 students (75 graduates, 75 postgraduates) of Faculty of Education, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India. Results indicated a significant positive correlation between academic achievement and CQ of the students at the two educational levels at the university. These findings confirm a previous study in a different culture (Ecological University of Bucharest, Romania), indicating that CQ-i may have a cross-cultural predictive validity.

“In this study, we explore the relationship between one’s level of consciousness and intensity of pro-environmental behavior through Consciousness Quotient Inventory (CQ-i, Brazdau) and Environmental Attitudes Inventory (EAI, Milfont & Duckitt).” Paper presented at The Science of Consciousness Conference, Tucson, 2016, by Pooja Sahni, Jyoti Kumar (Indian Institute of Technology, Delhi, India).

“Religiosity and Conscious Experience in University Students”, by Kavita Kumar, Kanti Singh Pawar;
“Correlational Study of Nature and Eastern Mind: The Philosophy and the Science”, by Pooja Sahni, Jyoti Kumar;
“A Fuzzy Logic Based Framework for Measurement of Consciousness Quotient”, by Ankur Das.

Introducing three new variables for exploring how individuals can increase their Consciousness Quotient: relative importance (or weightage); the manifestation level in the individual; state change efficiency.

Dr. Sona Ahuja is M.Sc., M.Ed. and Ph.D. in Education. She is working as a teacher-educator in Dept. of Pedagogical Sciences, Dayalbagh Educational Institute (DEI), Agra, India. Her primary research interests are consciousness studies, pedagogical practices, yoga and meditation. She is a team member of the Consciousness Quotient Institute and has conducted researches using the CQ-i. She is also involved in the research activities of the Center for Consciousness Studies, DEI.

An experimental group was trained one hour per session, 3 days per week for 20 weeks, with a set of yoga exercises that included a brief lecture on yoga, 7 yogasanas (Siddhasan, Sarvangasan, Bhujangasan, Paschimottanasan, Padahastasan, Ardhamatsyendrasan and Shavasan) and a meditation based on sound, as trained in the oriental philosophy of Saints (Radhasoami Faith). The results showed a significant increase in the CQ scores, after the intervention.

A presentation by Keith Fiveson – Executive Director, Conscious Organizational Design, Consciousness Quotient Institute and CEO, Itesa.

The aim of this study was to establish the content validity of a list of traits, skills, and abilities that describe the conscious experience, aggregated under the construct ‘consciousness quotient’ (CQ). After developing the construct, the content validity was evaluated by a panel of 25 experts.

The study aimed at determining the intercorrelations among physical, mental, emotional, spiritual, social and self-consciousness. The study was conducted on 135 students pursuing teacher education program. Consciousness Quotient Inventory (beta version) was used to collect the required data.

The study is based on 100 participants (aged 13 to 17), from different schools in Agra, India. The results indicate that the overall difficulty level of CQ-i was easy to moderate. An age-wise analysis indicates that the difficulty level is relatively higher for younger adolescents (aged 13-14) as compared with older ones (aged 15-17).

This study describes the development and preliminary validation of the Consciousness Quotient Inventory (CQ-i). CQ-i beta v.2013 was developed through 14 studies on a population of 6,800 individuals, between 2005 and 2013.

Executive functions including mental abilities such as working memory, reasoning ability, problem-solving, inhibitory control, task flexibility, and cognitive flexibility are significant factors for students’ learning and academic achievement. This empirical study underlines the correlation and causal relationship between consciousness and two important dimensions of executive functioning – cognitive flexibility and self-regulation.

This study specifically aimed to find out the consciousness quotient and intrapersonal and interpersonal relationship skills of participants prior to and after exposure to transformative consciousness exercises. The intervention was designed using the Transformative Consciousness Modules developed by Stephen Wolinsky. The sessions were conducted for 4,5 hours, once a week, for 8 weeks. The results showed that this type of intervention didn’t produce the necessary impact to increase Consciousness Quotient.

The study has been done to establish a link between the Consciousness Quotient levels of individuals with their performance in organizations. This is just a base study which research on finding the literature available on experiences of individuals and real meaning of consciousness and to highlight the implications that CQ has on employee’s work.

The CQ-i was revised twice in the light of the newest literature on conscious experience and using Willis’ cognitive interviewing methodology.

The purpose of this study is to establish the practical usage of Consciousness Quotient in the field of educational psychology. The basic hypothesis of this study was to determine the incremental validity brought by the Consciousness Quotient in the prediction of academic performance.