Emotional intelligence (EI)
Emotional intelligence (EI) refers to the ability to recognize, understand, and manage one's own emotions as well as the emotions of others. This concept, which emerged in the 1980s, has evolved through various interpretations, making its definition somewhat controversial. The term "emotional intelligence" was coined in the 1990s by researchers Peter Salovey and John Mayer, later gaining popularity through Daniel Goleman's influential work. There are three main models of EI: the ability-based model, the mixed model, and the trait model, each focusing on different aspects of emotional capabilities. Tools for assessing EI include the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Emotional Competence Inventory (ECI), both of which evaluate various emotional competencies and skills.
Emotional intelligence has broad applications, particularly in enhancing workplace productivity, interpersonal relationships, and educational outcomes. Training programs often emphasize skills such as self-awareness, empathy, and relationship management, which can lead to improved social interactions and academic performance. However, the concept faces criticism, particularly regarding the scientific validity of measuring emotional intelligence and its distinction from established psychological theories. Despite these critiques, emotional intelligence continues to be a valuable framework for understanding human behavior and improving personal and professional relationships.
Emotional intelligence (EI)
DATE: 1980s forward
TYPE OF PSYCHOLOGY: Emotion; intelligence and intelligence testing
Emotional intelligence is often referred to as a skill, ability, competency, and even a personality trait. Its definition, therefore, is constantly changing and somewhat controversial.
Introduction
The concept of emotional intelligence is still relatively new to the field of psychology. The ideas and concepts that are now referred to as emotional intelligence first came to be in the 1980s, when Howard E. Gardner first proposed his theory of multiple intelligences. The term “emotional intelligence” was introduced by Peter Salovey and John Mayer in a 1990 research paper. In 1995, the publication of Daniel Goleman’s Emotional Intelligence: Why It Can Matter More Than IQ popularized the concept. Three common models of emotional intelligence have been developed: the ability-based model (Mayer and Salovey’s four-branch model based on emotional skills and abilities), the mixed model (Goleman’s model based on skills and competencies), and the trait model (based on personality traits).
Because of the differences that exist among the three models and because the field is growing at such a rapid pace, a standardized definition of emotional intelligence has yet to emerge. Although not agreed on by researchers in the field, two common definitions of emotional intelligence are the ability to monitor the feelings and emotions of the self and of others and to use this information to guide one’s behaviors, and the ability to identify and control emotions in oneself and in others.
Measurement and Assessment
Several tools have been developed to assess emotional intelligence. The two most prominent tools are the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Emotional Competence Inventory (ECI). The MSCEIT is a self-report test, consisting of 141 items based on the four branch abilities model of emotional intelligence. It measures abilities on each of the four branches, then computes a separate score for each branch and an overall emotional intelligence score. The test includes eight tasks that measure the four branches of emotional intelligence as defined by Mayer, Salovey, and David R. Caruso. These four branches of abilities, listed from most basic to most complex, are as follows: perceive emotions, use emotions to facilitate thought, understand emotions, and manage emotions.
The ECI is based on Goleman’s mixed model of emotional intelligence. It is a 360-degree survey that assesses emotional intelligence (EI) by asking the person and multiple raters to answer questions about the person’s behavior. The test measures eighteen competencies that fall under the four dimensions of emotional intelligence as identified by the mixed model approach. The four dimensions are self-awareness, self-management, social awareness, and relationship management. The competencies measured in the ECI are said to be learned capabilities, and because of this, individuals can work on and further develop each of the four emotional intelligence dimensions.
The popular media often presents various traits or qualities that suggest strong emotional intelligence. For example, many reference Goleman's focus on self-awareness, self-regulation, motivation, empathy, and social skills. Other things commonly referenced as signs of emotional intelligence include the ability to acknowledge and apologize for mistakes, the ability to accept feedback, the ability to set boundaries, a willingness to ask open-ended questions, and being a good listener.
Training and Application
Since its inception, the concept of emotional intelligence has been used in a wide variety of contexts to help people live more successfully. Although some of the first contexts in which emotional intelligence was used focused on worker productivity and satisfaction, the concept has since been applied successfully in a broad range of areas.
One of the areas in which emotional intelligence has proven to be very helpful is in relationship training. Emotional intelligence, by its nature, has a strong focus on empathy and on understanding the ways in which emotions influence people. When people are able to combine a sense of how their own emotions can guide or derail them with a developed awareness of how others feel, they are equipped to navigate the complexities of relationships across many situations. Emotional intelligence has also been applied in structuring educational settings for students, teachers, and parents. Curricula have been designed that incorporate appropriate emotional modeling, helping children regulate their emotions and connecting emotional experience to learning. Training children in the classroom in social skills and emotional skills has been shown to increase academic performance and reduce conduct problems and aggression.
Emotional intelligence has also been widely used in skills training for supervisors and managers. In one randomized, controlled study with corporate executives, people who received training in emotional intelligence competencies were superior to the no-intervention control group in measures of social awareness, relationship management, self-management, and self-awareness, as reported by bosses, peers, and employees. In fact, emotional intelligence and the possession of certain traits has essentially become as important as intellect in the hiring process. Emotional intelligence in the workplace not only promotes better work habits, but it can also help create an environment conducive to productivity.
Critiques
Although it has become widely recognized and studied, the concept of emotional intelligence has also been subject to significant criticism. Importantly, some critics have suggested that there is no real scientific basis for the popular conception of an Emotional Intelligence Quotient (EQ). They in particular point out that Goleman, who did the most to popularize the idea of EQ, wrote as a journalist rather than a scientist and did not follow scientific standards in defining and measuring the proposed trait. Many subsequent books and articles on emotional intelligence likewise cater to the general public or business self-help markets rather than present robustly designed research. Some psychologists argue that any insight from works on emotional intelligence is better explained through more-established theories such as the Big Five personality traits and intelligence quotient (IQ).
Bibliography
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