Following the vociferous arguments with regard to the nature and assessment of intelligence, this article presented a framework for emo-sensory intelligence, as the sensitivity to the emotions evoked by sensory inputs. The ability to recognize sense-induced emotions, their appraisal, and regulation is supposed to modify one’s behaviors and is assumed to be a necessary concomitant of a successful life. Recruiting a total of 1500 participants, a 144-item scale for measuring emo-sensory intelligence was developed and validated through structural equation modelling, multitrait-multimethod design along with the Rasch measurement model. The results yielded six models for the senses comprising the scale measuring recognition, labeling, monitoring, and management. The results of the repeated measures analysis indicated that participants’ emo-sensory quotient was high for the sense of touch and low for the sense of movement. It was also revealed that participants\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\' emo-sensory quotient to recognize sense-induced emotions was higher than their emo-sensory quotient for other components. The results of multiple regression analysis indicated that participants\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\' emo-sensory quotient for the senses of hearing (3 components), sight (3 components), and movement (1 component) could account for 49%, 44%, and 19% percent of changes in their Grade Point Average, respectively. In the end, the role of emo-sensory intelligence as a leading factor in daily life was discussed and further avenues for research were suggested in the fields of psychology and education.

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