emotional intelligence

• The Development of EI

  • A Study of Emotion: Developing Emotional Intelligence (Payne, 1985)
  • Emotional Intelligence: Why it can matter more than IQ (Goleman, 1995)
• EI and Social and Emotional Learning (SEL)


  The scientific research on EI is one of the reasons that fosters the movement of SEL (Brackett & Rivers, 2014)
• All 50 states in the US have been working in concerted effort to develop SEL standards, guidelines and curriculums from early childhood through high school.
• Illinois Social Emotional Learning Standards

  Goal 1: Develop self-awareness and self-management skills to achieve school and life success
• Yale Center for Emotional Intelligence

  Provides training to school communities in understanding the value of emotions, teaching and practicing the skills of EI and create positive school emotional climates.
• What is EI?


  Mayer & Salovey's four-branch model of EI / Ability Model of EI (Mayer & Salovey, 1997)
• Ability Model of EI (Mayer & Salovey, 1997)


  EI involves "the ability to perceive accurately, appraise and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth" (Mayer & Salovey, 1997, p.10).
• Four branches of EI

  • Emotional perception in the self and others
  • Emotional understanding
  • Use of emotions to facilitate thinking
  • Emotional regulation
• Emotional Perception in the self and others


  Accurate appraisal of emotions in oneself and others (e.g., "I can tell how people are feeling if they never tell me.") - better express one's own and others' emotions, respond more appropriately to the emotions of oneself and others, perform socially adaptive behaviours, identify emotions in works of art
• Emotional Understanding


  It concerns one's knowledge and understanding of the causes of certain emotions and relations among them. Basic skills include - Labelling emotions with accurate language, Understanding the antecedents and consequences of emotions, Appreciating values of different emotions
• Understanding the antecedents of emotions


  Example: "If I am upset, I know the cause of it". Not enough sleep -> grumpy, Tests and exams -> stress
• Understanding the consequences of emotions

  Angry -> rational decision?, Happy -> more flexible in thinking and optimistic about future
• Appreciating values of different emotions

  Sadness - you know how other feels -> empathy, Anxiety - An optimal level of anxiety can increase academic performance, Anger - Mobilize psychological resources and boost determination, correct wrong behaviours / redress of grievances / promote social justices, Fear - Help to react to danger, e.g. fear of death, exercise and eat healthily, increase religious commitment and moral standards of behaviour
• Use of Emotions to Facilitate Thinking


  The ability to generate, use and feel emotions as necessary so as to communicate feelings or to use them other cognitive processes such as problem solving, reasoning and decision making. Some of the skills include - Generating vivid emotions to aid judgement and decision, Generating positive emotions to facilitate thinking in multiple perspectives to enable problem solving.
• Emotion Regulation


  The ability to prevent, reduce, enhance or modify an emotional response in oneself and others so as to meet particular goals. Some of the skills include - Knowing how to control one's own emotional states, particularly in emotionally arousing situations (e.g., I can keep myself calm even in highly stressful situations.), Managing other's emotional states (e.g., Usually, I know what it takes to turn someone else's boredom into excitement).
• Ability Model of EI: Key Points to Note


  • EI facilitates individuals to meet particular goals.
  • A person, who is emotionally intelligent in one culture, might not be that in another one (Ang et al, 2007).
  • EI is a form of intelligence.
• Personal goals


  Why do we need to delay gratification and stay focus and discipline in our work? Why do we still persist and regulate our negative emotions even in face of frustrations?
• Social goals


  Why do we control our emotions when we are angry?
• 1. EI facilitates individuals to meet particular goals.
• Culture has an influence on EI

  What are considered socially appropriate and socially inappropriate behaviours differ between cultures?
• 2. A person, who is emotionally intelligent in one culture, might not be that in another one.
• Adaptive Functioning


  Help adapt to new environments and challenges
• Intelligence


  The ability to derive information, learn from experience and adapt to the environment
• EI


  To better adapt to and navigate social environments by processing emotional information and making appropriate responses to it.
• Problem Solving and Meeting Goals

  • Intelligence: The ability to derive information, understand, and correctly utilize thought and reason to solve problems and meet our goals.
  • EI: Aids in problem-solving in emotional and social realms that facilitate meeting personal and social goals, e.g., handling conflicts, managing stress, maintaining motivation and persist during setback
• 3. EI is a form of intelligence.
• Conceptual criterion


  A set of mental abilities that are interrelated, different from a personality trait
• Studies generally find low or non-significant correlations between the ability EI and personality, showing the distinctiveness of ability EI from personality (Qualter et al., 2007; Warwick & Nettelback, 2004).
• Correlational criterion


  A positive but relatively weak association between ability EI and traditional intelligence (MacCann, Matthews, Zeidner, & Roberts, 2003; Mayer, Salovey, & Caruso, 1999; Roberts, Zeidner, & Matthews, 2001). The correlation is not too strong to indicate that it is just another traditional intelligence.
• Developmental criterion


  • Studies showed that EI increased with age and experience (Mayer, Caruso et al., 2000)
  • Cattell (1963): Crystallised intelligence represents cumulative learning experiences: education and experience, which develops over time, increases with age.
• Cross-cultural Differences


  • Intelligence: needs to be understood in the cultural contexts. Different cultures have different conceptions of what intelligence is due to variations in the physical and social challenges facing different societal groups.
  • EI: There are cultural differences in the expression of emotions, and hence, the interpretation of various emotional cues and what are considered appropriate responses also vary.
• What is EI?


  Bar-On Model of EI (Bar-On, 1997)
• Dr. Reuven Bar-On


  An Israeli clinical psychologist
• Bar-On Model of EI (Bar-On, 1997)


  EI: "interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them and cope with daily demands" (Bar-On, 2006, p.14)
• What is EI?


  Goleman's Model of EI (Goleman, 2001)
• Goleman's Model of EI (Goleman, 2001)

  • Four essential dimensions of EI:
  • Self-awareness: the ability to read one's emotions and recognise their impacts
  • Social awareness: the ability to sense, understand and react to others' emotions
  • Self-management: control one's emotions and impulses to adapt to changing circumstances
  • Relationship management: the ability to inspire, influence and develop others
• Ability EI


  EI is seen as a cognitive ability, a form of intelligence. Individual's mental capacities in the cognitive processing of emotional information to help navigate the social environment. Measured through performance-based tests, i.e., tests with items having correct and incorrect response, e.g., Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).
• Trait EI


  Embedded within the personality framework. The models include a combination of emotion-related qualities (e.g., emotional self-awareness and empathy) and personality characteristics (e.g., assertiveness and conscientiousness). Relate to behavioural tendencies and self-perceived abilities. Measure via self-report questionnaires, e.g., Bar-On Emotional Quotient Inventory (EQ-i)
• Ability EI is the most widely accepted definition of EI (Navarro-Bravo et al., 2019), the theoretical approach that has generated the greatest amount of published research in peer-review journals, and has received greatest empirical support, providing better validity in predicting personal and life skills (Mayer et al., 2016).
• Emotional norms and appropriate expressions of emotions vary widely across cultures that limit the generalizability of the ability EI model.