Which of the following is a component of high emotional intelligence quizlet? (2023)

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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 regulateemotions 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 tothe 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
2) Using emotions to facilitatingthinking
3) Understanding emotional meaning
4) Managing 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 tomore 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 orfully 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 ofage 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 intelligencestrength.

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 systeminvolved 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 asbetween recognition and regulation.

Combines central ideas of abilities with personal traits.

Personal Competence + Recognition

Self-Awareness
(Emotional self-awareness; accurate self-awareness; self confidence)

Social Competence + Recognition

Social Awareness
(empathy; service orientation; developing others;leveraging diversity; political awareness)

Personal Competence + Regulation

Self-Regulation/ Management
(self-control; trustworthiness; conscientiousness; adaptability; achievement drive; initiative)

Social Competence + Regulation

Social Skills/Management
(developing others; influence; communication; conflict management;leadership; change catalyst; building bonds; teamwork capabilities; collaboration and cooperation).

Emotional Competence Inventory (Goleman)

ECI -
Assessor asked to rate the person in terms of how characteristic they are of the abilities listed in the model.

Individuals present themselves in an assured, forceful, impressive and unhesitating manner.

ECI commonly used in the work place.

-) trulyvalid? someone else's interpretation - subjective.

Work Profile Questionnaire of Emotional Intelligence (Goleman)

WPQei -
Measures 7 competencies thought of as most essential for effective work performance.

-) truly valid? someone else's interpretation - subjective.

Bar-On Model of EI

Advocates survival.
Routedin biology, focused on darwinism/ theory of evolution.

Identified 5 domains: intra-personal, interpersonal, adaptability, stress management and general mood.

Bar-On Model of EI:

Domain - Intra-personal

Aspects:
-Self-regard
-Emotional/self-awareness
-Assertiveness
-Independence
-Self-actualisatoin

Bar-On Model of EI

Domain -Interpersonal

Aspects:
-Empathy
-Social responsibility
-Interpersonal relationship

Bar-On Model of EI

Domain - Adaptability

Aspects:
-Reality testing
-Flexibility
-Problem solving

Bar-On Model of EI

Domain - Stress Management

Aspects:
-Stresstolerance
-Impulse control

Bar-On Model of EI

Domain - General Mood

Aspects:
-Optimism
-Happiness

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 compositescales 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.

ComparingAbility & 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 ofemotions)

Management of emotions

Comparing Ability & Mixed Models of EI:

Statistical similarities

Relationship between different subscalezs of emotional intelligence:
Similarities are significant between the regulation of emotion sub-scale of MSCEIT and the interpersonal EQ scale of the Bar-ON EQ-i (Bracket & Mayer, 2002).

Measuring EI:

Self-Reportmeasures (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 trueself.

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 afocus 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 incrementalvalidity - concrete.

Key criticisms of ability models:
- fail to broaden the traditional notion of intelligence

- 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 emotionalabilities 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.

Applicabilityto 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 relationshipsbut 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:

Assertiveand 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 peopleor 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.

Genderand 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 threeaspects of interpersonal skills (empathy, social responsibly and interpersonal relationships).
Females are also more aware of their own emotions than men are.

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 behelpful 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 presentthemselves 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 theconcept 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 traditionaltrait 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.

Which of the following is a component of emotional intelligence?

Self-awarenessA key part of EI is a level of understanding and self-awareness of a person's own emotions. An individual with high EI is not only aware of what emotions they are feeling but can put words to their feelings.

Which are components of emotional intelligence quizlet?

What are the 5 components of emotional intelligence quizlet?

Which of the following is not a component of emotional intelligence quizlet?

The right answer is E ( inventing emotions \textit{inventing emotions} inventing emotions). Emotional intelligence consists of four components: perceiving emotions, understanding emotions, managing emotions, and using emotions. Inventing emotions are not a component of emotional intelligence.