Emotional Intelligence: Science and Myth
... Consciousness has a rich phenomenology including perceptions, thoughts, memories, imagination, inner discourse, feelings, intentions, moods, and much more. In particular, our emotional response, which has often been neglected or even rejected by the philosophy of science, is crucial to our happiness and an important factor in how we reach conclusions, live our lives and interact with other people and the world at large [11,12]. ...
... The opposite function (thinking and feeling are opposites, as are sensation and intuition), which is called the inferior function, then is the least differentiated and developed and may be quite primitive in its functioning, which is often largely unconscious ( [41], pp. [10][11][12][13][14][15][16][17][18]. A person is least likely to use his/her inferior function, and when they do, he/she often does not use it effectively, due to its underdevelopment. ...
... His approach, which he called a "delicate empiricism" (zartre Empirie) involved an empathetic identification with the object of study, so that exterior perception and interior cognition move in tandem harmony; he said, "my perception itself is a thinking, and my thinking a perception" ( [64] [66], pp. 12,22,28,41,48). Archetypal patterns provide the unifying bridge between external forms and processes and an empathetic participation in them. ...
A revitalized practice of natural philosophy can help people to live a better life and promote a flourishing ecosystem. Such a philosophy is natural in two senses. First, it is natural by seeking to understand the whole of nature, including mental phenomena. Thus, a comprehensive natural philosophy should address the phenomena of sentience by embracing first- and second-person methods of investigation. Moreover, to expand our understanding of the world, natural philosophy should embrace a full panoply of explanations, similar to Aristotle’s four causes. Second, such a philosophy is natural by being grounded in human nature, taking full account of human capacities and limitations. Future natural philosophers should also make use of all human capacities, including emotion and intuition, as well as reason and perception, to investigate nature. Finally, since the majority of our brain’s activities are unconscious, natural philosophy should explore the unconscious mind with the aim of deepening our relation with the rest of nature and of enhancing well-being.
... Study on emotional intelligence is led by two major schools of theorists, Salovey & Mayer and the team of Daniel Goleman & Richard Boyatsis [2]. Salovey and Mayer proposed their theory of emotional intelligence in 1990. ...
... This gives the team a sense of acceptance and belonging, where they feel that they can contribute to the success of reaching the goals by investing their ideas and energies into the organization, thus fostering an attachment to the organization for the mere reason of seeing their solutions come to fruition. Prior studies [2][3] expressed the need for further multi-level research in this area that examines the leader EQ competencies and the development of organizational EQ competencies. This suggests the area is still young and more developmental studies need to take place so that its assumptions and the benefits can be concretized. ...
... Climate for Innovation Creating a climate for innovation after the conception of an idea, rests squarely on the ability of the team and the team leader's ability to recognize a need for change and the need to search for relevant problem solvers in the team, while lending support for the group and encouraging them to come above the status quo [4]. One of the major factors that can contribute to this understanding and openness is being able to successfully communicate to teams in a way that will allow them to see that ideas are welcome [2]. In a multicultural team, being emotionally competent can fill the gap, and pave the way of the implementation of ideas on the team. ...
... If students are to skillfully navigate their social networks in order to generate social capital, they will require social intelligence. Social intelligence, like social capital, suffers from competing definitions, and a tendency to resist objective measurement (see Kihlstrom & Cantor, 2000;Matthews, Zeidner, & Roberts, 2004). For illustrative purposes, we will consider the theory of social intelligence advanced by Daniel Goleman (2006) and Daniel Goleman and Richard E. Boyatzis (2008). ...
... For illustrative purposes, we will consider the theory of social intelligence advanced by Daniel Goleman (2006) and Daniel Goleman and Richard E. Boyatzis (2008). For a fuller discussion of theoretical and measurement issues surrounding social intelligence, readers should refer to Matthews, Zeidner, and Roberts (2004). Goleman and Boyatzis (2008) assert that to a certain extent, when people are engaged in a leader-follower dynamic, the brains of the leaders and followers are fused into a single system. ...
... We now consider the difficult business of measuring these constructs. Measuring these constructs is difficult, not only because they are subject to heated theoretical debates (for example, see Haynes, 2009 for a discussion of challenges to measuring social capital; and Matthews, Zeidner, & Roberts, 2004 for challenges with measuring social-emotional intelligence), but also because measurement may require schools to shift away from the 19t h century tradition of measuring the abilities of individual students, to measuring the abilities of groups of students, or even the school as a whole. (Of course, this is also what makes the prospect of taking social networking seriously so exciting.) ...
... Thus, EI has been touted as a major predictor of educational outcomes and even a stronger predictor than existing measures of ability or personality (e.g., Goleman, 1995). Some of the more extravagant claims about the pivotal role of EI in applied settings have been quite deservedly criticized (Matthews, Zeidner, & Roberts, 2002), leading to a backlash, often overshadowing and even diminishing the tenability of some of the more careful claims made by more sober supporters of EI. For other less sanguine supporters, EI is often little more than old wine packaged in new and more glittering containers. ...
... 161). Furthermore, it has been suggested that the scientific merit of EI plausibly rests on the working assumption that EI is a coherent attribute of the person that supports and contributes to adaptive coping (Matthews et al., 2002). ...
... For example, tested whether ability EI predicted coping with task stressors in the lab among college students, using the MSCEIT as the measure of ability EI. Three elements of stress response -task engagement, distress, and worry -were measured using the Dundee Stress State Questionnaire (Matthews et al., 2002). Ability EI was associated modestly with lower distress and worry, and with reduced use of emotion-focus and avoidance coping, strategies likely to be maladaptive in the performance context. ...
Proponents of emotional intelligence (EI) often view effective coping with stress as central to the EI construct. In fact, current thinking among EI researchers suggests that the way people identify, understand, regulate, and repair emotions (in self and others) helps determine coping behaviors and consequent adaptive outcomes. The scientific merit of EI plausibly rests on the working assumption that EI is a coherent attribute of the person that supports and contributes to adaptive coping. In this chapter we review what we have learned so far about the role of EI in coping with stress and in supporting adaptive outcomes – with special concern for students in achievement settings. We briefly discuss the role of emotions and emotional competencies in learning contexts. The nature of coping is then described, along with conjectures from the available literature about the likely association between EI and different coping styles. We survey the empirical literature on the role of EI in coping with stress and in affecting outcomes and conclude by presenting a number of concerns regarding attempts to explicate the EI-stress relationship.
... Further, psychophysiological measures can be invaluable for organizational researchers. Although they usually require additional training and equipment Downloaded By: [CDL Journals Account] At: 16:55 7 April 2008 330 • The Academy of Management Annals for data collection and analysis or collaboration with experts in such methods (Heaphy & Dutton, in press), they do not require participants' awareness or willingness to report about their emotions-a great concern in research on emotion (Matthews, Zeidner, & Roberts, 2002;Scherer, 1984b). ...
... Exhaustive reviews of EI appear elsewhere (e.g., Mayer, Roberts, & Barsade, in press). Likewise, there are detailed critiques (e.g., Fineman, 2004;Matthews et al., 2002), covering topics as diverse as conceptual clarity, divergent validity from existing constructs, psychometric shortcomings, the questionable validity of pencil-and-paper measures and scoring difficulties, notably the theoretical quandary about how to define correct performance. Many models of EI stretch far beyond the boundaries of the emotion process in Figure 7.2, including nearly everything except the proverbial kitchen sink-for example, Tett, Fox, and Wang (2005) included creativity and flexible planning, and Goleman, Boyatzis, and McKee (2002) included self-confidence, conflict management skills, fostering a service climate, and living one's values with transparency. ...
... One promising possibility for the future of EI is for researchers to address the issue of how to define correct responses by using objective laboratorybased measures.1 Scores in current so-called ability tests (e.g., the MSCEIT) are based on the opinions of expert and peer samples. Matthews et al. (2002) argued that this practice taps into conformity and knowledge of social norms, rather than ability per se. However, by contrast, objective measures of individual emotional skills can include psychophysiological and behavioral responses, for example the response time in responding to survey scales (Brockner & Higgins, 2001), the degree of interference on stroop tasks using emotional content (Sanchez-Burks, 2005), or the speed of physiological recovery from negative events (Fredrickson & Levenson, 1998). ...
... Researchers have recently acknowledged that additional measures of ability EI are needed, in part because a single measure is unlikely to provide sufficient evidence for the existence of the construct (Mestre et al., 2016) and also because there have been a number of notable critiques regarding the psychometric properties of the MSCEIT (e.g., Matthews et al., 2004;Maul, 2012). For example, the perception factor has demonstrated inconsistent correlations with other measures of emotion recognition (e.g., Matthews et al., 2003;Roberts et al., 2006) and the facilitation branch does not hold in factor analyses, with facilitation measures loading on to the perception and management factors (e.g., Roberts et al., 2006;Fan et al., 2010). Indeed, numerous studies now provide support for a hierarchical three-factor model, with emotion perception, understanding, and management correlating highly and loading onto a single higher-order ability EI factor (Fan et al., 2010;MacCann et al., 2014). ...
... Third, emotion regulation measures are superior to EI competency measures in terms of theoretical coherence and psychometric properties (c.f., Matthews et al., 2003;Bridges et al., 2004). For example, one of the most widely used measures, the Emotion Regulation Questionnaire (ERQ; Gross and John, 2003) differentiates between re-appraisal and suppression strategies guided by theoretical models (Gross, 1998;Gross and John, 2003). ...
Numerous individual differences, models, and measures have been associated with the ‘emotional intelligence’ (EI) label. This paper discusses one of the most pervasive problems regarding EI-related individual differences, namely, the lack of a meaningful theoretical framework. First, drawing upon existing theoretical frameworks, we argue that EI-related characteristics can be considered constituents of existing models of cognitive ability (ability EI), personality (trait EI), and emotion regulation (EI competencies). Second, having differentiated between these perspectives (ability, personality, and emotion regulation), we draw upon existing theory and research to build the Integrated Model of Affect-related Individual Differences (IMAID), which provides an initial mechanistic representation that explains how the different EI-related constructs are likely to interrelate and coalesce to influence affective outcomes. In essence, the IMAID is an integrated mediation model in which emotion regulation mediates the effects of ability EI and affect-related personality traits upon outcomes. Viewing EI-related constructs as interrelated extensions of well-established individual difference frameworks clarifies some pervasive misconceptions regarding EI-related characteristics and provides scholars and practitioners with a clear and useful theoretical framework ripe for exploration. We conclude by using the IMAID to suggest a theoretically driven agenda for future research.
... Previous studies [1][2][3][4] suggested that emotional intelligence, being considering an important determining factor, impacting individual and organizational attainments. Emotional intelligence can be defined as the subset of social intelligence that involves the ability to monitor one's and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions 5 which is perhaps the most widely accepted scientific definition of emotional intelligence 6 . ...
... Emotional intelligence (EI) affects a wide array of work behaviors, including teamwork, development of talent, innovation, quality of service and customer loyalty 6 . It can also predict crucial work-related outcomes such as job satisfaction and organizational commitment. ...
Purpose
The present study aimed to examine how four dimensions of EI influenced organizational commitment and job performance among employees, particularly in pharmaceutical industry.
Design/methodology/approach
A total of 235 participants involved from the pharmaceutical companies in Punjab, Pakistan. SPSS for Windows was used for initial statistical analysis. Partial Least Squares Structural Equations Modeling (PLS-SEM) was the primary statistical method used to analyze the path model. Smart PLS v2.0 software was used to test the proposed hypotheses.
Findings
The empirical findings approved the significance of employee's and their contribution in employee's job performance and argued to control them in such a way that increases their performance.The employees’ perception and evaluation of their emotions have a potential to bring a positive variation in their eventual performance. Likewise, awareness with the emotions of supervisors, colleagues and subordinates and aptitude to deal with them will lend a hand to create a progressive working environment.
Research limitations/implications
The self-report measures used in data collection. Other techniques such as interview and focus group discussion should be adopted in the future studies. Another deficiency is the cross-sectional design of the study, it is recommended to test the same model in longitudinal design that would span over one to two years.
Practical implications
The study empirically examines the significance to considerate employee’s emotions and to control them in such a way that increases their performance. Results of the study indicates that pharmacists working in MNCs are successfully controlling their emotions and observing other emotions, hence they are committed and satisfied with their job.
Originality/value
Emotional Intelligence (EI) is one of the most important concepts introduced to psychology and management in the last decade. The present study aimed to examine how four dimensions of EI influenced organizational commitment and job performance among employees, particularly in pharmaceutical industry.
... Over the past two decades, Emotional Intelligence has attracted much media interest and is a hot issue in psychology (Matthews et al., 2002). Goleman's (2005) research suggests that teachers become more effective when they are aware of the influence of emotional intelligence on learning and behavior. ...
This research aimed to explore the relationship between Emotional Intelligence (EI) and Work Management (WM) among Filipino College Instructors at the University of Cebu – Main Campus during the academic year. Employing a descriptive-correlational quantitative design, the study sampled 113 out of 157 College Instructors using Stratified Random Sampling. Standardized questionnaires were administered to gather data on emotional intelligence and work management. The analysis, encompassing Frequency, Percentage, Mean, Standard Deviation, Wilcoxon signed-rank test, and Chi-Square, indicated a significant positive relationship between emotional intelligence and work management. The results suggest that higher emotional intelligence correlates with more effective work management for college instructors. Interestingly, no significant relationships were found between demographic profiles and emotional intelligence or work management. The study's insights and recommendations focus on enhancing practices that foster emotional intelligence and work management among college instructors.
... In this study, Goleman's EQ model is chosen as it is a performance-based measure. (Matthews et al., 2004). ...
Researchers agree that innovation is one of the competitive business strategies to ensure sustainability of local small and medium sized enterprises (SMEs) in the global market. However, the level of innovative work behavior (IWB) among Malaysia’s SMEs is not encouraging. Studies have claimed that emotional intelligence as one of the precursors of innovative workbehavior. Emotional intelligence (EQ) enables employees to disseminate and implement innovative ideas more effectively as they have the abilities to understand and manage their own emotion and others. Thus, this study aimed to examine the relationship between emotional intelligence and its respective dimensions with innovative work behavior among employees working in food and beverage (F&B) medium sized enterprises. The research is quantitative research questionnaires as data collection method. A total of 400 questionnaires were collected from F&B medium sized enterprises’ employees located at Selangor, Kuala Lumpur, Johor, Perak, and Penang via quota sampling. Descriptive analysis confirmed that the level of IWB is moderate in line with previous studies. EQ explained 25.7% variance in IWB with self-management has the strongest influence. This finding implies that selection and hiring of employees should consider the use of EQ for testing.
... Um dos temas que têm mais instigado pesquisadores na contemporaneidade corporativa é a inteligência e a emoção, posto que venham gerando polêmicas por mais de um século de estudos e pesquisas (MATHEUWS;ZEIDNER & ROBERTS, 2002). A relevância disso, talvez, se volte ao contexto em que "As concepções atuais sobre inteligência constituem o produto do pensamento, trabalho e investigações de centenas de pesquisadores, que ao longo da história, definiram o que é ser inteligente" (WOYCIEKOSKI & HUTZ, 2009, p. 01). ...
... Student adaptation and adjustment into the university system are central aspects of numerous theoretical models of student development, persistence and withdrawal. Students who experience significant adjustment difficulties are likely to discontinue enrolment [17]. Adjustment to university has also been empirically related to academic achievement. ...
... Goldie describes empathy as "a person's center of thought and emotion" [15]. Matthews, Zeidner and Roberts [16] defined empathy as the tendency of individuals to focus on one another in interpersonal relationships, recognizing what they think or how they feel, and reacting to the other's emotions. ...
Turkey has been facing with migration for various reasons. More than half of those migrating from Syria to Turkey are children. In this study, it was aimed to examine the levels of PTSD, empathy and depression in Syrian children. A total of 121 boys and 135 girls from Altındağ district of Ankara formed a sample group of 256 children. Personal Information Form, PTSD, Empathy and Depression Scale for Children were used in this study. The results revealed that there was no meaningful relation between the gender of the children and the levels of PTSD, empathy and depression. The younger children's trauma level and depression level was higher as well as the children whose father is alive. The empathy level is also higher and children's PTSD and empathy levels have changed according to their siblings are alive or not. The depression level of children whose mothers did not work was higher. Children whose fathers did not work had a higher level of PTSD, empathy and depression. Children with violence in the family had high levels of PTSD, empathy and depression, the empathy level of children with fewer siblings was lower, children whose income level was lower depression level was lower.
... In the school context, evidence from studies that focus on IE as a predictor of academic success (Matthews, Zeidner, & Roberts, 2002;Mayer, Salovey, Caruso, & Sitarenios, 2001, Lopes & Salovey, 2004. As attested in the literature, the development of emotional and citizenship skills of children and young people allows the reduction of disruptive behaviours as well as improves the capacity to manage stress and establish suitable interpersonal relations (Saarni, 1999;Sánchez, Ortega, & Menesini, 2012). ...
... The EQ-i is often administered in vocational settings used to make hiring decisions based on Bar-On's [29] assertion that emotional intelligence contributes to real-world educational and workplace success. However, the EQ-i has been criticized for being based on a vague theoretical background that has not held up to empirical scrutiny [31]. For example, while emotional intelligence is conceptualized as a facet of intelligence, the EQ-i appears to be more strongly related to personality and psychopathology than related to intelligence, cognitive abilities or predictive of real-world success [30,[32][33] The MSCS includes emotion regulation as one dimension of social competence but also has 6 other dimensions that are theoretically and empirically related to the construct of social competence. ...
The current study contributes to previous work on measuring the social phenotype in Autism Spectrum Disorder (ASD) by validating a multidimensional test of social competence developed for use with individuals with and without ASD. The “Multidimensional Social Competence Scale” (MSCS) was previously validated as a parent-rating scale with youth 11–18 years with ASD without intellectual disability and typically developing adolescents of comparable age. The current study presents a validation of a self-report version of the MSCS in a non-clinical young adult population (N = 1178, males = 360, females = 817, age range = 17–25 years). The MSCS consists of seven domains that represent social competence: social motivation, social inferencing, demonstrating empathic concern, social knowledge, verbal conversation skills, nonverbal sending skills, and emotion regulation. These domains are theorized to be indicative of the higher-order construct of social competence. A second higher-order theorization of the MSCS structure posits that 3 of these factors are indicative of social responsiveness, and the remaining 4 factors are indicative of social understanding and emotion regulation. Our findings indicated support for each of the theorized multidimensional factor structures. Reliability, optimal scoring, convergent and discriminant validity of the measure, as well as implications for future research are discussed.
... Goldie describes empathy as "a person's center of thought and emotion" [15]. Matthews, Zeidner and Roberts [16] defined empathy as the tendency of individuals to focus on one another in interpersonal relationships, recognizing what they think or how they feel, and reacting to the other's emotions. ...
Turkey has been facing with migration for various reasons. More than half of those migrating from Syria to Turkey are children. In this study, it was aimed to examine the levels of PTSD, empathy and depression in Syrian children. A total of 121 boys and 135 girls from Altındağ district of Ankara formed a sample group of 256 children. Personal Information Form, PTSD, Empathy and Depression Scale for Children were used in this study. The results revealed that there was no meaningful relation between the gender of the children and the levels of PTSD, empathy and depression. The younger children’s trauma level and depression level was higher as well as the children whose father is alive. The empathy level is also higher and children’s PTSD and empathy levels have changed according to their siblings are alive or not. The depression level of children whose mothers did not work was higher. Children whose fathers did not work had a higher level of PTSD, empathy and depression. Children with violence in the family had high levels of PTSD, empathy and depression, the empathy level of children with fewer siblings was lower, children whose income level was lower depression level was lower.
... Mayer para explicar el significado de la IE han sido de lo más variado, incluyendo conceptos y acepciones muy diferentes, que van desde la inclusión de constructos de personalidad, hasta de distintas representaciones del término inteligencia, como la inteligencia social, dependiendo del planteamiento teórico de partida (Matthews, Zeidner y Roberts, 2002). En todos ellos, se recoge la idea del estudio de las emociones, no sólo como mecanismos indispensables para la supervivencia del organismo sino que, tal y como apunta Baptista (2003), serían como procesos adaptativos que ayudan a la toma de decisiones y a la prevención de la salud mental y física. ...
... In addition, our results not only confirm the significance of EI as a protective factor of internet addiction and psychological distress, but also highlight the significance of EI as a buffering factor to psychological distress for the victims of bullying. When children are bullied, high EI can help them to identify, process, and regulate their emotions (Matthews et al. 2004), enhance their resilience and adaptability in such stressful environments (Bar-On 2000), and in turn, may reduce their risks of psychological distress. Research has found that EI is positively related to good mental health (Martins et al. 2010). ...
This study examines the moderating effects of both emotional intelligence and social intelligence (social awareness and social information processing) on the relationship between peer victimization and internet addiction, and on the association between peer victimization and psychological distress. We collected data from a national proportionately-stratified random sample of 6,233 fourth-grade primary school students in Taiwan and constructed hierarchical linear regression models to test the research hypotheses. The results show that youth who have experienced more peer victimization are at a higher risk of internet addiction and psychological distress than youth who have experienced less peer victimization. In this study, emotional intelligence was negatively associated with internet addiction, but it did not significantly buffer the impact of victimization on internet addiction. Social awareness was negatively associated with internet addiction, but it exacerbated the negative impact of peer victimization on internet addiction. On the other hand, emotional intelligence was negatively associated with psychological distress and buffered the negative impact of victimization on mental health. Social information processing was negatively associated with psychological distress, but it amplified the negative impact of peer victimization on mental health among Taiwanese adolescents. The implications of these findings are discussed.
... However, there are some other important components that contribute to the aforementioned success including social capabilities, emotional adaptation, emotional sensitivity, empathy, practical intelligence, and incentives [15,16]. EI also focuses on the character and aspects of self-control, such as the ability to delay pleasures, the tolerance to frustrations, and the regulation of impulses (ego strength) [17]. Emotional intelligence also speaks to many areas of the psychological sciences-for example, the neuroscience of emotion, the theory of self-regulation, and metacognition-as well as the search for human cognitive abilities beyond what is traditionally known as academic intelligence [18,19]. ...
Emotional Intelligence (EI) has been an important and controversial topic during the last
few decades. Its significance and its correlation with many domains of life has made it the subject of
expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making.
In this article, we present an emotional–cognitive based approach to the process of gaining emotional
intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual
development to reach the top of EI.
... Individuals with higher EI can cope with life problems more effectively, manage their emotions more efficiently, and establish stronger social relationships (4). EI improves interpersonal relationships, self -control, coping, motivation for life, adaptability, interpersonal and intrapersonal relationship skills, general mood, and stress management ability (6)(7)(8). ...
... Over a last few decades, curiosity in studying emotional intelligence (EI) has been greatly intensified. While some researchers and practitioners are very confident about the significance of EI in organizations, there are suspects about the concept idea, theory, and assessment of EI (Landy & Conte, 2004) (Matthews, Zeidner, & Roberts, 2002) A few studies have been performed on emotional intelligence and it was revealed that EI is an emerging feature in forecasting personal, educational and professional attainment. For a job success, a person needs to perform efficiently and effectively and therefore emotional intelligence abilities necessitate to be developed by him. ...
In the past few years, there is a growing concern for researching emotional intelligence (EI). Studies have uncovered that EI tends to be a promising attribute in predicting individual and professional accomplishment. The present paper analyzes and compares the EI measures, which stand out against in content and their evaluation. In this editorial, the four major EI measures i.e. Emotional Competence Inventory (ECI), Emotional Quotient Inventory (EQI), Multifactor Emotional Intelligence Scale (MEIS), Mayer-Salovey-Caruso Emotional Intelligence Test V.2 (MSCEIT) are assessed and compared and a conclusion is establish based on the study. The existing EI measurements serve a four-or five-factor model, but work and non-work results are being unnoticed. After examining various EI dimensions, it is anticipated that further controlled research should be acted upon separately for incremental validity of EI measures in projecting job and other work performances instead of applying traditional cognitive skill and Big Five personality dimensions.
... such as disgust (the basic emotion of racism) or boredom and disengagement (a common problem caused by many workplaces themselves). 109 The programs of emotional self-regulation we have discussed are vulnerable to the same criticisms. ...
This research report documents the nature and impact of a Consortium of 10 school boards a liated with the Council of Ontario Directors of Education (CODE) in leading bold and sophisticated change for today’s students, in one of the highest performing and most culturally diverse educational systems in the world – the province of Ontario in Canada. Over more than a decade, these boards built on an earlier approach by all of the province’s 72 boards to advance deep learning not by imposing reform from the top, or by supporting a multitude of initiatives among teachers and schools at the bottom of the system, by what educators themselves describe as “Leading from the Middle” (LfM).
... Psychologists are still grappling with the nature and definition of intelligence. That is the reason authors, in their books and articles, around the world, keep referring (a) to Boring's (1923) famous article defining "Intelligence as the Tests Test It" (e.g., Deary, 2000;Matthews, Zeidner, & Roberts, 2002;Sternberg, 2000aSternberg, , 2004Sternberg & Grigorenko, 2001;Sternberg & Kaufman, J.C., 1998;Sternberg, Lautrey, & Lubart, 2002); to the Journal of Educational Psychology's "Intelligence and Its Measurement: A Symposium" (1921) (e.g., Sternberg 2004;Sternberg & Grigorenko, 2001;Sternberg & Kaufman, J.C., 1998). In both instances, none of the authors refers to Binet's "definition" of intelligence or realizes the fact that Binet, in 1911or earlier, may have said, in jest, to Simon (1939, a long-time collaborator, that intelligence was "C'est ce que nous mesuront par notre échelle métrique …" [It is what we measure by our metric scale] (p. ...
With the continued expansion and greater use of the Internet, more accessible air travel, continuing immigration of world citizens, and increasing globalization of business, it is apparent that once-separate societies are becoming increasingly interconnected and interdependent. In many ways the world is internationalizing at a much faster pace than psychology. Everyday we look at television news or read a newspaper; international events are making headlines that affect American society. If psychology is to advance significantly as a science, students will need to understand human development and mental health of a far broader population than is currently presented in the introductory psychology textbooks. For the purpose of this paper, internationalization is defined as countries and societies outside of the United States.
... Un enfoque alternativo para su evaluación fue conceptualizarla como un rasgo medi- ble a través de un auto-informe que capturase la percepción subjetiva de las habilidades emocionales (Brackett y Geher, 2006; Schutte et al., 1998). Estos también han recibido críti- cas debido a su dependencia de la auto-percepción ( Matthews et al., 2004). Ante esta controversia, autores como Davies et al. (2010) defienden los auto-informes, argumentando que a pesar de que la auto-percepción puede no ser particularmente precisa, dicha limitación es común a todas las escalas basadas en su utilización, y por lo tanto no se debe descartar su uso para la evaluación de la inteligencia emocional. ...
El objetivo del presente estudio fue analizar las relaciones entre las percepciones de los deportistas de su inteligencia emocional, el apoyo a la autonomía prestado por el entrenador y la relación con éste. Para la medida de las variables se utilizaron las traducciones al español de las escalas en inglés: el Brief Emotional Intelligence Scale (BEIS-10) para medir la inteligencia emocional, Coach-Athlete Relationship Questionnaire para medir las relaciones con el entrenador y la escala Sport Climate Questionnaire para medir la percepción de apoyo a la autonomía. La muestra estuvo compuesta por un total de 327 estudiantes de educación secundaria de varios institutos públicos practicantes de deporte extraescolar. Se analizó la estructura factorial de las escalas mediante análisis de ecuaciones estructurales y la fiabilidad a través del coeficiente α. Asimismo se calculó la correlación test-retest para el BEIS-10. Los resultados confirmaron la fiabilidad de las escalas y las correlaciones altas y positivas entre las tres variables analizadas, teniendo un papel mediador la percepción de apoyo a la autonomía. Así pues se apoya la relación de la inteligencia emocional de los deportistas con variables relacionadas con su bienestar.
... El modelo comprende una serie de competencias que permiten que las personas gestionen sus emociones hacia uno mismo y los demás (Boyatzis, Goleman, & Rhee, 2000). Por ello, esta perspectiva es considerada como una teoría mixta, pues se basa en la cognición, la personalidad, la motivación, la emoción, la inteligencia y también las neurociencias (Matthews, Zeidner, & Roberts, 2002). En el modelo de Goleman contiene diversas habilidades que predisponen a comportarse de cierta manera, porque son rasgos de personalidad, pero que actúan a la vez, como componentes de la inteligencia emocional. ...
The aim of this study was the evaluation of relationships between emotional intelligence and metacognitive strategies, and also, to analyze the predictive effect between them. In order to reach our objectives, we applied the Emotional Intelligence Questionnaire and the Metacognitive Strategies Inventory to 74 students of Psychology School in a private university from Arequipa. The results show that emotional intelligence is moderate in the 87% of the students and metacognitive strategies are high in a few students. Moreover, we found positive and significant relationships between Self-knowledge, control and empathy with metacognitive strategies, according to the statistical regression practiced.
Çalışmanın amacı Üstün zekalı ve yetenekli öğrencilerin empati becerileri ile sorgulama becerileri arasındaki ilişkiyi belirlemektir. Araştırmada, nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Çalışma İstanbul ilinde yer alan Bahçelievler Kadıköy ve Beşiktaş bilim sanat merkezinde 5. ve 6. Sınıfa devam eden Üstün zekalı ve yetenekli öğrenciler ile yürütülmüştür Araştırmaya 59 kız 77 erkek Üstün zekalı ve yetenekli öğrenci katılmıştır. Araştırmanın verileri Sorgulama Becerileri ölçeği 'Çocuklar İçin Empati Ölçeği' aracılığıyla elde edilmiştir Araştırmanın sonucunda Üstün yetenekli ve zekalı öğrencilerin empati becerisi "Bilgi Edinme" ve "Bilgiyi Kontrol Etme" ile arasında anlamlı ters yönlü bir ilişki var iken " Özgüven" üzerinde etkisi olmadığı görülmüştür. Abstract The aim of the study is to determine the relationship between the empathy skills of gifted and talented students and their questioning skills. In the research, scanning model, one of the quantitative research methods, was used. The study was conducted with gifted and talented students attending 5th and 6th grades in Bahçelievler ,Kadıköy and Beşiktaş Science and Art Center located in the city of Istanbul. 59 female and 77 male gifted students participated in the study. The data of the study were obtained through the Inquiry Skills scale "Empathy Scale for Children". As a result of the research, it was seen that there was a significant inverse relationship between gifted and talented students' empathy skills with "Knowledge Acquisition" and "Knowledge Control", but it did not have an effect on "Self-confidence".
Emotional intelligence plays an important role on someone’s attitude. The parents role most importantly on father figure is very important for his child moreover on the teenager age. The aim of this research is to understand the relation between perception of father’s involvement in parenting with the emotional intelligence of male students grade 10 SMK Negeri 4 Semarang. The subject of this research is male students grade 10 of SMK Negeri 4 Semarang. The number of sample used for this research is 211 pupils, with using a cluster random sampling technique. The data collectiong is using a Father Involvement Perception Scale (37 aitem valid; α = .93) and Emotional Intelligence Scale (40 aitem valid; α = .88) that has been tried out on 102 male students grade 10 of SMK Negeri 4 Semarang. Simple regretion analysis shows the positive and significance relation between father perception relation in parenting with the emotional intelligence, shown by the correlation coefficient rxy= .352 with p = .000. The higher father involvement perception on parenting, hence the higher the emotional intelligence of male students grade 10 SMK Negeri 4 Semarang, and vice versa. Father involvement perception in parenting give 12,4% of effective contributions to the emotional intelligence. This research is expected to be a consideration for students, parents, school, and also as a reference for further researcher.
Çalışmanın amacı Üstün zekalı ve yetenekli öğrencilerin empati becerileri ile sorgulama becerileri arasındaki ilişkiyi belirlemektir. Araştırmada, nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Çalışma İstanbul ilinde yer alan Bahçelievler Kadıköy ve Beşiktaş bilim sanat merkezinde 5. ve 6. Sınıfa devam eden Üstün zekalı ve yetenekli öğrenciler ile yürütülmüştür Araştırmaya 59 kız 77 erkek Üstün zekalı ve yetenekli öğrenci katılmıştır. Araştırmanın verileri Sorgulama Becerileri ölçeği 'Çocuklar İçin Empati Ölçeği' aracılığıyla elde edilmiştir Araştırmanın sonucunda Üstün yetenekli ve zekalı öğrencilerin empati becerisi "Bilgi Edinme" ve "Bilgiyi Kontrol Etme" ile arasında anlamlı ters yönlü bir ilişki var iken " Özgüven" üzerinde etkisi olmadığı görülmüştür. Abstract The aim of the study is to determine the relationship between the empathy skills of gifted and talented students and their questioning skills. In the research, scanning model, one of the quantitative research methods, was used. The study was conducted with gifted and talented students attending 5th and 6th grades in Bahçelievler ,Kadıköy and Beşiktaş Science and Art Center located in the city of Istanbul. 59 female and 77 male gifted students participated in the study. The data of the study were obtained through the Inquiry Skills scale "Empathy Scale for Children". As a result of the research, it was seen that there was a significant inverse relationship between gifted and talented students' empathy skills with "Knowledge Acquisition" and "Knowledge Control", but it did not have an effect on "Self-confidence".
The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.
Since Salovey and Mayer (1990) first proposed the emotional intelligence (EI) as an independent intellectual component, research on the field of EI has developed rapidly. A large number of studies have shown that emotional intelligence is an important predictor that affects our lives, such as job performance, mental health, and so on. However, we observed that some effect sizes in the field of emotional intelligence decreased over time. Is this kind of decline simply due to random errors, or is emotional intelligence field undergoing decline effects? The present study analyzed 484 effect sizes based on the responses of 102,579 participants from nine meta-analyses in emotional intelligence field to estimate the average effect size, and evidence for decline effects in this field. This study finds that the average effect size of EI is 0.244 (p < 0.001), and the average effect size of mixed EI (r = 0.272, p < 0.001) is significantly higher than that of ability EI (r = 0.160, p < 0.001). Effect sizes in the field of EI decrease with time, there are decline effects in emotional intelligence field. Furthermore, there are also decline effects in mixed EI field. However, we find no evidence that there are decline effects in ability EI field. Base on the significant average effect size of mixed EI, the most likely explanation for the decline in effect sizes is that effect sizes of mixed EI in the original studies were overestimate. This study considers decline effects in mixed EI research as inflated decline effects. To sum up, decline effects in the field of emotional intelligence are mainly due to the choice of emotional intelligence model and measurement method.
The purpose of the present study is to gain a conceptual understanding of the role of emotions and emotional intelligence in conflict formation, and resolution at the workplace. Organizational environment is such a place where individuals are jointly performing tasks and achieve organizational and personal goals. Many times it has found in situations where individuals arise from conflicts even working with shared objectives. Individuals own attitude, values, beliefs, and behavior guided by emotions may become the reasons for conflicts to take place. Workers with a high or low level of Emotional intelligence (EI) deal with conflicts accordingly. The present study, with theoretical understanding and findings, would explore the extent of the relationship between EI and conflicts in an organizational setup.
Although there is a growing interest in identifying the psychological strengths that enhance students’ life satisfaction, there is a lack of understanding of the mechanisms involved in during adolescence. This study aimed to examine whether resilience serves as mediator in the relationship between perceived emotional intelligence and life satisfaction in adolescence. To prove this hypothesis, nine hundred and forty-five adolescent students were asked to complete several self-report questionnaires: the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, and the Satisfaction with Life Scale. Analysis of the hypothesized model indicated that resilience mediated the association between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional repair) and life satisfaction. Results also revealed a direct influence of the sub-scale of emotional repair on life satisfaction. According to the multi-group test, the identified model was invariant across gender so that the resilient processes through which perceived emotional intelligence affects student’s life satisfaction were similar for males and females. The present findings highlight the importance of developing resilience as a possible target for school interventions aimed at improving adolescent’s life satisfaction. In addition to these implications, the article concludes with limitations and directions for further research suggesting the need for longitudinal studies beyond self-reported measures.
Emotional intelligence (EI) is an intriguing and popular area of research, focusing as it does on individual differences in qualities at the intersection of intelligence and emotion. Research to date has focused on three key questions: (a) How to define EI? (b) How to measure EI? and (c) What is EI good for? This review describes the key contributions of Australian researchers to these questions before outlining the current focus and future directions of EI research in Australia. Australian research teams have been instrumental in clarifying the definition of EI, developing innovative measures of EI and examining the life domains EI influences. We suggest that with the contributions of Australian research to the earlier definitional and measurement questions, Australian researchers are now able to address questions about the processes and mechanisms by which EI translates into positive outcomes in diverse life domains.
A revitalized practice of natural philosophy can help people to live a better life and promote a flourishing ecosystem. Such a philosophy is natural in two senses. First, it is natural by seeking to understand the whole of nature, including mental phenomena, In particular, a comprehensive natural philosophy should address the phenomena of sentience by embracing first- and second-person methods of investigation. Moreover, to expand our understanding of the world, natural philosophy should embrace a full panoply of explanations, similar to Aristotle’s four causes. Second, such a philosophy is natural by being grounded in human nature, taking full account of human capacities and limitations. Future natural philosophers should also make use of all human capacities, including emotion and intuition as well as reason and perception, to investigate nature. Finally, since the majority of our brain's activities are unconscious, natural philosophy should explore the unconscious mind with the aim of deepening our relation to the rest of nature and enhancing well-being.
Данная статья посвящена серии эмпирических исследований, объединенных единой проблематикой взаимоотношения эмоциональной и когнитивной саморегуляции поведения, проведенных в рамках сотрудничества между кафедрами психологии Университета Цинциннати и Казахского национального университета. Целью первого эксперимента явилось изучение изменений электрической активности головного мозга во время саморегуляции методом подавления и переоценки эмоциональных ситуаций. Второй эксперимент, проведенный в Университете Цинциннати, посвящен изучению отрицательной и положительной обратной связи на поиск информации и принятие решения. Третий психофизиологический эксперимент ставил задачи выявления психофизиологических индикаторов вовлеченности в экспериментальную задачу на устойчивость внимания. Четвертый эксперимент основан на представлениях М. Познера об экзекутивном контроле поведения и теории вовлеченности в выполнение задачи Дж. Мэттьюса. Результаты описанных экспериментов вносят теоретический вклад в развитие понимания механизмов саморегуляции и имеют практическое значение в различных сферах прикладной психологии.
El presente trabajo tiene como objetivo principal analizar las diferencias existentes entre estudiantes universitarios de titulaciones pertenecientes al ámbito científico y educativo, en distintos aspectos de la inteligencia. En concreto, se trata de establecer el perfil de competencias intelectuales y socio-emocionales característico de una muestra de estudiantes pertenecientes a cada uno de los grandes ámbitos, el científico y el educativo. El estudio se realizó sobre una muestra representativa de estudiantes pertenecientes a las Facultades de Educación y Ciencias de la Universidad de Alicante (España). Los instrumentos de evaluación utilizados incluyen una prueba de inteligencia general y distintas medidas de inteligencia emocional. Los resultados del análisis discriminante entre ambos grupos pusieron de manifiesto que las variables consideradas, tomadas en su conjunto, discriminan de forma significativa entre los perfiles de ambos grupos. Estas diferencias se sitúan, sobre todo, en los aspectos de la inteligencia general y en los factores intra e interpersonal de la inteligencia emocional.
La finalidad del presente trabajo es analizar las relaciones existentes entre la competencia social y la inteligencia emocional en estudiantes de Educación Secundaria Obligatoria. Así mismo, también nos proponemos analizar el papel de la empatía y sus relaciones con la competencia social y la inteligencia emocional, ya que en la mayoría de los estudios existentes aparece relacionada de un modo u otro con estos constructos. Los participantes en nuestro estudio fueron 110 estudiantes de primer ciclo de ESO. Los instrumentos empleados fueron: el test EQ-i:YV de BarOn (1997), el Cuestionario Matson de habilidades sociales para adolescentes (Matson, Rotatori, y Helsel, 1983) y el Interpersonal Reactivity Index, IRI (Davis, 1983). Las técnicas de análisis de datos incluyen: análisis de correlación, análisis de regresión múltiple paso a paso y análisis de regresión múltiple de tipo jerárquico. Los resultados obtenidos nos permiten identificar un conjunto de variables que están directamente implicadas en la Competencia social.
This report provides a comprehensive review of the current literature on driver situation awareness (SA) and mental workload (MWL), focussing specifically on their measurement. The overall aim of the report is to review what is known about SA and MWL in the driving context, and the range of techniques that have been used to measure and quantify their effects on driver behaviour; review the effects of various driving and non-driving related factors on them; and recommend countermeasures for optimising driver SA and MWL.
The first chapter of the report explores the theoretical underpinnings of human performance and models of the driving task to form a base of understanding of driver situation awareness and mental workload. In the second chapter of the report, the various methods that have been used to measure SA and MWL are described and the measurement techniques that appear most promising in being able to accurately measure them are identified. In the third chapter, the relative influence of the various driving- and driver-based factors on driver performance is also examined and the driving performance variables that seem to be most sensitive to SA and MWL are identified. The fourth chapter contains an overview of the levels of automation, how these affect driving performance, how SA and MWL have been measured during vehicle automation, and a review of the most recent studies on the effects of vehicle/environment- and driver-based factors on human-automation interaction. The concluding chapter of the report recommends a number of design principles for achieving SA and optimal MWL during manual and automated driving tasks, as well as some SA and MWL measurement techniques suitable for real-time assessment.
This chapter is divided in three parts. The first part explores the notion of intelligence and how it has been categorised throughout the years, accounting for culture and context. The second explores emotional intelligence and social intelligence, taking into account relevant theories and schools of thought. A rationale for their integration and the development of the term socio-emotional intelligence are presented, based on their intrinsic relationship. The third part focuses on the knowledge and understanding of scholars regarding socio-emotional intelligence. It provides examples in which scholars talk about it, evidencing that although they understand it and see it in others, there is a lack of self-awareness of their own socio-emotional intelligence. It is based on this premise that the consequent chapters have been developed.
High stress levels and rising rates of burnout within the teaching occupation call for novel means of improving teacher stress management and well-being, which are key to effective teaching and student success. Growing evidence indicates that developing emotional intelligence (EI) through training can positively impact a wide range of psychological outcomes, leading to improved health and well-being, and would appear to have direct application to supporting teacher wellness. This chapter reviews a program of research on EI training delivered to several groups of preservice teachers with the purpose of both enhancing EI competencies and reducing the stresses associated with teaching. Each phase of the training added and improved upon the initial program, ensured program fidelity, and assessed a range of outcomes. Outcome evaluation studies indicated that participants’ trait EI increased at post-program and at 1- and 6-month follow-ups compared to control participants who did not receive the EI training. Further, the program participants’ stress indicators decreased alongside an increase in adaptive coping, resiliency, and teacher efficacy. Ultimately, EI training is aimed at preventing teacher burnout by building the capacity to manage the everyday challenges of the classroom. Such empirically based EI programs are recommended as a direct and systemic component of professional development for teachers prior to and throughout their teaching careers.
Emotional competence (EC) refers to individual differences in the identification, comprehension, expression, regulation, and use of one’s own emotions and others’ emotions, (Brasseur et al. 2013) and is known to be culturally construed. Cross-cultural studies involving Asians typically sample one or two cultures as representatives of a collectivistic culture, but we opine to differ, in that these cultures have their distinct character, especially with regard to EC. We investigated the measurement invariance of Profile of Emotional Competence (PEC) with samples collected from four Asian countries, representing three distinct regions of the continent: Myanmar (N = 400), Japan (N = 400), China (N = 436), and Bangladesh (N = 400). We found that the PEC was a robust measure of both intrapersonal and interpersonal EC across these countries. Myanmar showed the highest global EC, followed by Bangladesh, China, and Japan, and significant effects of culture were found in all intrapersonal and interpersonal EC factors. Gender main effect was found in one intrapersonal EC (regulation of own emotions) and four interpersonal EC (identification of, listening to, regulation of, and utilization of others’ emotions), while gender-culture interaction effects were confirmed in two intrapersonal EC (comprehension and expression of own emotions). While cross-cultural studies typically bundle these cultures into one, that of Eastern, we found much variability within them, and they should be deemed independent of one another, especially in terms of EC. The findings enhance our understanding of EC across cultures, in particular with respect to the basis of which interpersonal behavior might differ across these four cultures.
Die Diskussion um Qualität und damit um Qualitätsindikatoren hat längst auch die sozialen Dienstleistungen erreicht. Beim Versuch, Indikatoren für Qualität abzuleiten, stösst man aber unweigerlich auf mehrere Probleme. Zum einen ist die Frage offen, was als «gute beraterische» resp. «therapeutische Arbeit» zu bezeichnen ist in einem Umfeld, das durch unscharfe und inflationär angewendete Begriffe der «Beratung» und «Therapie» gekennzeichnet ist. Des Weiteren erschweren auf der Ebene der
Praxis undeutliche Disziplinengrenzen die Charakterisierung von berufsspezifischer Professionalität als Voraussetzung für Qualität. Als dritter Faktor fehlt der kontrollierte, systemische Wissens- und Feedbacktransfer zwischen den Wissenschafts- und den Praxisebenen und damit die klare Bezeichnung von Kompetenzen als Basis der Professionalität. Da es im Sozial- und Gesundheitswesen nebst grossen finanziellen Budgets letztlich um das
körperliche, soziale und/oder psychische Wohl von Menschen geht, die sich um Unterstützung suchend an Fachpersonen und Institutionen wenden, ist eine vertiefte Auseinandersetzung mit den Kontexten und Modellen, auf die sich «Beratung» resp. «Therapie» beziehen, angebracht. Zudem werden die Praxis-Bausteine zur Professionalität in diesem Buch eingehend diskutiert.
Focusing on people's emotions might not seem an obvious part of a selection process. We tend to rely on candidates' behavior, either manifested at an assessment center, observed and discussed at an interview, or self‐reported in a personality inventory. Looking at the emotions behind behavior or the psychological characteristics that generate the emotions might seem intrusive and inappropriate. You might also say that the emotional arena is adequately addressed by personality models and inventories. However, a moment's reflection confirms that variables other than emotion (such as learning and cognition) also contribute to the regularities in behavior that give rise to personality dimensions. In looking specifically at emotion in this chapter, we are undoubtedly focusing on a part of personality but, at the same time, we are trying to focus more deeply on the emotional causes of behavior than do many models of personality. They tend to go no further than imputing traits from summaries of behavior.
Prieto, M.D.; Ferrándiz, C.; Ferrando, M.; Sanchez, C.; & Bermejo, M.R. (2016). Inteligencia emocional y alta habilidad. Sobredotação (15),1; 35-56.
The present study investigated ways in which adolescents' and adults' empathy and emotional competence might affect their morality. The participants were 352 individuals, comprised of 300 people, average age 40.17 (age range 15-69 years; 150 men, 150 women), and 52 university students, average age 19.87 (age range 18-22 years; 3 men, 49 women). All participants completed a multi-dimensional empathy scale, a short version of the Profile of Emotional Competence questionnaire, and a moral reasoning task developed for the present research. The key findings were that empathic concern affected other-oriented moral judgments in various social situations, and that 2 different aspects of emotional competence in interpersonal relations (i.e., reading and using others' emotions) had different functions in moral judgment. These results suggest that individuals who have high interpersonal emotional competence for reading others' emotion, but who also have low empathic concern, are likely to abuse their emotional competence.
This research was carried out to find the reliability and validity of Bar�2QsV
Emotional Quotient Inventory for Iranian language learners. The Persian version of
this inventory includes 15 components and 90 items. The inventory was distributed
among 600 university students majoring in English. 509 questionnaires were left
after collection of the questionnaire copies and discarding illegible ones. The test of
normality of distribution was run and 54 respondents were not homogeneous with
the sample. Therefore, the analysis was carried out on 455 respondents. This
research used confirmatory factor analysis for estimating validity and Cronbach
alpha for reliability. The goodness of fit was estimated to be 1.96 and the lack of
goodness of fit as .04 with a confidence level of 90%. The Cronbach alpha was .942.
Therefore, this inventory proved to be reliable and valid for the sample of the study,
and it is possible to use this inventory for measuring the EQ of English majors.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
The study examined reliability and validity of a new measure of emotional (i.e. non-cognitive) intelligence, the Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997, in a sample of 243 university students. Results indicated that the EQ-i domain and component scales had good item homogeneity and internal consistency. Scores were not unduly affected by response styles or biases. The EQ-i scales had a meaningful pattern of convergent validities with respect to measures of normal personality, depression, somatic symptomatology, intensity of affective experience and alexithymia. The reliability and validity results for men and women were very similar. Overall, the results suggested that the EQ-i is a promising measure of emotional intelligence. We recommend strategies for further validation of the EQ-i, as well as the construct of emotional intelligence.
This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis-à-vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.