Emotional intelligence is measured by the number of different emotions a person expresses Quizlet
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4.5 Show a. The measures of emotional intelligence are diverse, and researchers have not subjected them to as much rigorous study as they have measures of personality and general intelligence. b. Evidence suggest that a high level of emotional intelligence means that a person will perform well on the job. c. Emotional intelligence is closely related to intelligence and personality that, once you control you control for these factors, it works. d. Emotional intelligence works because researchers use different definitions of it, meaning one of them will fit. e. Intuition suggests that people who can detect emotions in others cannot control their own emotions. Recommended textbook solutionsUnderstanding Psychology2nd EditionMcGraw-Hill Education 903 solutions  Psychology11th EditionC. Nathan DeWall, David G Myers 359 solutions Psychology12th EditionC. Nathan DeWall, David G Myers 366 solutions Psychology2nd EditionKatherine Minter, Mary Spilis, William Elmhorst 841 solutions Accuracy includes properties of: The judge:Acquaintances, strangers, loved ones The target:Some people are open books, others are not; culture The emotion:Not all emotions are created equal The info on which the judgment is based. How much, is it relevant, available, detectable? Recommended textbook solutionsElementary Number Theory7th EditionDavid Burton 776 solutions Complex Analysis: A First Course with Applications3rd EditionDennis G. Zill, Patrick D. Shanahan 1,433 solutions
Book of Proof2nd EditionRichard Hammack 340 solutions Advanced Engineering Mathematics10th EditionErwin Kreyszig 4,134 solutions Emotional Intelligence (EI) refers to the ability to recognise and regulate emotions in ourselves and others (Goleman, 2001). EI is the primary form of information that human beings process. Definition of EI: Mayer and Salovey (1997) The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth. (Mayer & Salovey, 1997) Emphasis is placed upon personal growth and environmental demands (survival) Understanding oneself and others, relating to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands (Bar-On, 1997). Salovey & Mayer: introduction to the four branch model 1990 - first clear model of intelligence. First to coin the term "emotional intelligence". Proposed 4 capacities: perceiving; facilitating; understanding; and managing. Ability models (Maltby) Regard EI as a pure form of mental ability and his a pure intelligence. 1) Accurately perceiving emotions Accurately perceiving emotions Facial expressions Using emotions to facilitate thinking Focus facilitated Understanding emotional meaning Happiness/ sadness Managing emotions Using emotional to your advantage, i.e. sad = more reflective Four branch (ability) model of EI Four branch model divided into two areas: Experiential (perceiving/facilitating) Strategic (understanding/ managing) Each area is further divided into two branches that range from basic psychological processes to more complex processes integrating emotion and cognition. Driven by our personal level of ability. Experiential Ability to perceive, respond, and manipulate emotional information without necessarily understanding it. Strategic Ability to understand and manage emotions without necessarily perceiving feelings well or fully experiencing them. Managing branch: Reflective regulation of emotion to promote emotional and intellectual growth. (requires more abstract thinking) Understanding branch: Understanding and analysing emotions, employing emotional knowledge. (requires more abstract thinking)
Facilitating branch: Emotional facilitation of thinking. (more innate) Perceiving branch: Perception appraisal and expression of emotion. (more innate) EI measure Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT): 14 items designed for individuals 17 years of age or older. Aims to measure the four abilities outlined in Salovey & Mayer's model. Each score is expressed in terms of a standard intelligence. An overall EIQ of 69 or less = Considerable emotional intelligence development. Someone scoring 130 or more = Significant emotional intelligence strength. The MSCEIT Eight individual tasks - two tasks used to measure each brand of the model. Emotional perception is measured by asking participants to identify emotions in faces and landscapes. Emotional understanding is measured via understanding how emotions blend. -) tests of EI arguably subjective, i.e. happiness/surprise, overwhelmed/jittery - multiple appropriate responses. Mixed models of EI Combine mental ability with personality characteristics such as optimism and well-being (Mayer, 1999). Two Mixed models of EI: Daniel Goleman Focuses on performance integrating an individual's abilities and personality and applying their corresponding effects on performance in the workplace. Two Mixed models of EI: Reuven Bar-On Emphasises the co-dependece of the ability aspects of EI with personality traits and their application to personal well-being. Goleman (1995) - Most widely known model of EI Goleman wrote 'Emotional Intelligence' a landmark book in '95. Goleman linked EI to the amygdala (part of the limbic system involved in emotion, memory and the fight or flight response). As we develop, we learn to control the fight or flight emotions (fight or flight = central to EI). Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies. Goleman's hierarchal structure: 1) Identification of one's own emotional (self-awareness) i.e. laugh when happy/ cry when sad. Goleman's hierarchal structure: 2) Manage own emotions (self-regulation/ management) Shift dealing of sadness to something (shift emotion to understand where it's come from - i.e. sad film). Goleman's hierarchal structure: 3) Emotion related to achievement drive Ability to be happy - allowed to have a positive effect on work. Allow emotions to drive success. Goleman's hierarchal structure: 4) Assess and influence others' emotions (social awareness) Social awareness - understanding others and their emotions. Goleman's hierarchal structure: 5) Sustain good interpersonal relationships (social skills management) Must manage 4 prior hierarchies; achieve components before achieving the ability to manage social relationships. The Refining of Goleman's model (theoretically) Condensed into 4 aspects of emotion: self-awareness; self-regulation/managment; social awareness; and social skills/ management. 4 categories which make up EI; distinctions between personal competence and social competence, as well as between recognition and regulation. Combines central ideas of abilities with personal traits. Personal Competence + Recognition Self-Awareness Social Competence + Recognition Social Awareness Personal Competence + Regulation Self-Regulation/ Management Social Competence + Regulation Social Skills/Management Emotional Competence Inventory (Goleman) ECI - Individuals present themselves in an assured, forceful, impressive and unhesitating manner. ECI commonly used in the work place. -) truly valid? someone else's interpretation - subjective. Work Profile Questionnaire of Emotional Intelligence (Goleman) WPQei - -) truly valid? someone else's interpretation - subjective. Bar-On Model of EI Advocates survival. Identified 5 domains: intra-personal, interpersonal, adaptability, stress management and general mood. Bar-On Model of EI: Domain - Intra-personal Aspects: Bar-On Model of EI Domain - Interpersonal Aspects: Bar-On Model of EI Domain - Adaptability Aspects: Bar-On Model of EI Domain - Stress Management Aspects: Bar-On Model of EI Domain - General Mood Aspects: Bar-On Model of EI Emotion Quotient Inventory EQ-i - Self report measure for individuals 16years and over. 133 items used to obtain a Total EQ (Total Emotion Quotient) and to produce five composite scales corresponding to the 5 main components of the Bar-On model. Estimate of emotional-social intelligence. Scores covered into standing scores (M= 100, SD = 15). Low scores = inability to be effective in meeting daily demands/existence of social and or emotional problems. High scores = the individual has effective emotional and social functioning. Not a measure of personality traits or cognitive capacity. Comparing Ability & Mixed Models of EI: Theoretic Similarities Aim to understand and measure the elements involved in the recognition and regulation of one's own emotions and the emotions of others. All agree key components of EI. Comparing Ability & Mixed Models of EI: Some consensus on what these are (agreed components) Awareness (or perception of emotions) Management of emotions Comparing Ability & Mixed Models of EI: Statistical similarities Relationship between different subscalezs of emotional intelligence: Measuring EI: Self-Report measures (mixed models) Extent to which a certain statement applies. Reliance on a person's self-understanding and self-concept. Accurate if the person's self-concept is accurate. Measuring EI: Other report measures (mixed models) Individuals familiar with a person asked to what extent statement describes that person. Measure of representation not true self. Measuring EI: Performance Measures (ability models) Individuals engage in a number of cognitive tasks. Regarded as the "gold standard" for traditional intelligence. Measures actual capacities rather than beliefs about those capacities. Ability vs. Mixed models Emphasis of mixed models shifts from a focus on defining EI (ability models) to defining what makes (characteristics) a successfully emotionally intelligent person. Key criticism of mixed models - uncertain how useful EI is for enhancing the understanding of human ability over and above what is already available, e.g. personality and general intelligence. Ability model supporters argue that research based on ability measures has demonstrated that EI is a distinct and clearly defined construct with evidence of incremental validity - concrete. Key criticisms of ability models: - do not necessarily measure success in school or life - ignore personality and do not possess applicability to life. Lack ecological validity. Neurological evidence for EI Findings cannot support one model of EI over another. However, do endorse the existence of a set of emotional abilities that comprise a form of intelligence which is distinct and different from standard intelligence. The ability to neurologically distinguish cognitive intelligence (IQ) and emotional intelligence (EI) is a significant contribution to the legitimacy of the emotional intelligence construct. However, lack of empirical research to support the biological theoretical contexts in which Goleman and Bar-On place their models of EI. Applicability to Everyday Living PROS High EI is associated with: - Greater self-efficacy in coping situations - Higher EI is associated with better health and psychological mental health - Higher life satisfaction - Higher levels of happiness - Increased positive interpersonal relationships - Higher levels of academic achievement across a range of subjects (maths/science/art) (- correlations are not definitive - depict relationships but not causality). Applicability to Everyday Living CONS Lower EI associated with: - Owning more self-help books - Higher use of illegal drugs and alcohol - Increased participation in deviant behaviour, i.e. involvement in physical fights and vandalism. Gender and EI Goleman (1995) - Women's EI: Assertive and expresses feelings directly. Feels positive about oneself. Life holds meaning. Outgoing. Seeks and enjoys the company of others. Expresses feelings appropriately. Adapts well to stress. Rarely feels guilt or ruminates. Gender and EI Goleman (1995) - Men's EI: Outgoing and cheerful. Not prone to fearfulness or worry. Ability to show commitment to people or causes. Takes responsibility. Has an ethical outlook. Sympathetic and caring in relationships. Comfortable with oneself and others. Gender and EI Goleman (1995) Goleman suggests that men and women do differ. Separate descriptors of men and women's emotional intelligence -) however, distinctions are not as clear cut as expected. Gender and EI Mayer & Salovey MSCEIT Women have been found to score significantly higher than men - women better at perception, facilitation and management. Gender and EI Bar-On using the EQi Overall scores = no significant differences between men and women - 3,000 people in the sample. Across aspects - Females scored significantly higher on all three
aspects of interpersonal skills (empathy, social responsibly and interpersonal relationships). Males score significantly higher on: self-regard; cope better with stress; more independent; solve problems better; and are more optimistic. -) However, all but one of the effect sizes were being 0.16; the exception was empathy - effect size was just under 0.45. Small effect sizes mean that it's hard to generalise findings, and furthermore validity and reliability become questionable. Gender and EI Implications Self-fulfilling prophecy and biased evaluations (Rudman and Glick, 1999) 'Men can't communicate' 'Women are bad at maths' Gender and EI Implications Job advert - managerial post required technical skills, ability to work under pressure and ability to be helpful and sensitive to the needs of others. Female applicants who displayed 'masculine' qualities received lower hire-ability ratings than 'masculine' male applicants (d=0.92). The researchers concluded that women must present themselves as competent and agentic to be hired, but they may then be viewed as interpersonally deficient and uncaring because of their violation of the female nurturance stereotype. -) Difficult for women - must present themselves as nurturing but also competent - bound by stereotypes. EI enables an individual to... ...correctly exhibit suitable amounts of different emotions. Also enables individuals to know about others' emotions and react accordingly. Theory development surrounding emotional intelligence is weak May not be the concept itself, but in the lack of consistency in how constructs are conceptualised and operationalised. Conclusive evidence Research exist to suggest that EI is a protecting factor against social damages and is associated with successful family, marriage, life satisfaction, as well as job and academic achievements. Study of stereotypes breaks with the traditional trait approach and in doing so opens up different questions: Mapping of the complexity, conditions and implications under which those stereotypes of emotion operate. EI and gender Is it appropriate to ask 'which sex is more emotional?' Trait based approach of sex. What does emotional intelligence refers to?Emotional intelligence (otherwise known as emotional quotient or EQ) is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict.
What are the four dimensions of emotional intelligence quizlet?Condensed into 4 aspects of emotion: self-awareness; self-regulation/managment; social awareness; and social skills/ management.
What is the definition of emotional intelligence quizlet?Emotional intelligence (Thorough Definition) The ability to accurately perceive your own and others' emotions; to understand the signals that emotions send about relationships; and to manage your own and others' emotions.
When the emotions of one person affect the emotions of another person it is called?It's called emotional contagion, and sharing emotions can happen easier than you'd think. Emotional contagion is simply when one person's emotions or behaviors are mimicked by another person's. Often times, these emotions or behaviors happen subconsciously.
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