Emotional intelligence

Intelligence Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). The scope of emotional intelligence includes the verbal and nonverbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. The emotional intelligence framework organizes the existing individual-differences literature on the capacity to process and adapt to affective information. Many intellectual problems contain emotional information that must be processed; this processing may proceed differently than the processing of non-emotional information. Emotional intelligence could have been labeled "emo-tional competence," but we chose intelligence in order to link our framework to a historical literature on intelligence. Our concept overlaps with Gardner's (1983) "[intra]personal intelligence": The core capacity at work here is access to one's own feeling hfe-one's range of affects or emotions: the capacity instantly to effect discriminations among these feelings and, eventually, to label them, to enmesh them in symbolic codes, to draw upon them as a means of understanding and guiding one's behavior. In its most primitive form, the intrapersonal intelligence amounts to little more than the capac

Personality and …, 1998

This series of studies describes the development of a measure of emotional intelligence based on the mode1 of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9,. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure (a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control; (b) predicted first-year college grades; (c) were significantly higher for therapists than for therapy clients or for prisoners; (d) were significantly higher for females than males, consistent with prior findings in studies of emotional skills; (e) were not related to cognitive ability and (f) were associated with the openness to experience trait of the big five personality dimensions. 0

Journal of Personality, 2004

Two studies explored the nature and psychological implications of individual differences in emotional complexity, defined as having emotional experiences that are broad in range and well differentiated. Emotional complexity was predicted to be associated with private selfconsciousness, openness to experience, empathic tendencies, cognitive complexity, ability to differentiate among named emotions, range of emotions experienced daily, and interpersonal adaptability. The Range and Differentiation of Emotional Experience Scale (RDEES) was developed to test these hypotheses. In Study 1 (N 5 1,129) students completed questionnaire packets containing the RDEES and various outcome measures. Study 2 (N 5 95) included the RDEES and non-self-report measures such as peer reports, complexity of representations of the emotion domain, and level of ego development measured by a sentence completion test. Results supported all of the hypotheses, providing extensive evidence for the RDEES's construct validity. Findings were discussed in terms of the role of emotional complexity in ego maturity and interpersonal adaptability.

Personality and Individual Differences, 2003

There has been a proliferation of new measures of individual differences in emotional processing, but too little research that evaluates the distinctiveness and utility of such measures. We critically evaluated the Level of Emotional Awareness Scale (LEAS), which is a measure of people’s awareness of emotions in both the self and others. Across two studies, university students (N=124 and 107 for study 1 and 2, respectively) completed the LEAS, as well as a battery of personality measures and ability tests, and a mood-induction task. The LEAS was statistically distinct from a wide variety of personality measures, emotional intelligence tests, and self-report ability measures. In addition, both studies demonstrated that people high in emotional awareness were less likely than others to show mood congruent biases in their judgments (e.g. when bad moods lead to negative judgments and good moods to good judgments). The LEAS appears to be both distinctive and useful in understanding mood-relevant processes.

The present research explores the link between the personality trait exploitativeness, a component of narcissism, and emotion recognition abilities. Prior research on this topic has produced inconsistent findings. We attempt to resolve these inconsistencies by testing the hypothesis that narcissistic exploitativeness, in particular, should be associated with emotionreading abilities, because it specifically taps into the motivation to manipulate others. Across two studies we find that narcissistic exploitativeness is indeed associated with increased emotion recognition, but in some cases the confounding effects of mood need to be considered (Study 1). Importantly, effect sizes of narcissistic exploitativeness were similar in magnitude to two different measures of dispositional empathy, which is an established correlate of emotion recognition. These studies suggest that emotional recognition abilities are associated with desirable and undesirable traits.

Journal of Organisation & Human Behaviour, 2017

The present paper presents a critical and analytical discussion on emotional intelligence in the workplace. The paper chronicles major scholastic attempts that have propagated academic consciousness on the study and intricacies of emotions at the workplace. It identifies emotional intelligence as central to workplace harmony and proposes emotional capital theorising to develop both individual and organisational emotional assets. The paper views workplace emotions as occurring in the abstract or in the soul state of man therefore, requiring dominantly life occurring data for its research. Thus, the ideographic research methodology deriving its justification from subjectivism as a suitable research philosophical assumption is deemed appropriate for inquiry into the universe of human emotions. The paper also contends that the foregoing being dominant may be supported by primed nomothetic research instrument to produce data triangulation for evidences that may be closer to the truth.

2008

Reflective experience of mood provides insight to individuals about their knowledge of themselves and their environment, allowing in some cases emotions to run their course, or, when necessary, to be suppressed. According to this affective approach, moods convey valid and useful information for the individual, but people differ in the use, abuse or misuse of this affective information. The experience of mood and the evaluation of our thoughts about the mood has become a growing area in individual differences research. In fact, studies on meta-mood have increased enormously in the last two decades thanks to the resurgence of the interest in emotions as important cues to successful decision making or valid evaluative judgment. Besides, this approach attempts to account for individual behaviour and emotional well-being, assuming that mood conveys important information about oneself and our social context which influences our cognitions and actions. From this perspective, the way people attend to moods and regulate emotions helps to determine coping behaviours and is essential for adaptive coping with stress over their life span.

In 3 studies (Ns ϭ 250, 83, 236), an examination of differences in how individuals experience their emotions (meta-emotion traits of clarity, attention, and intensity) led to the identification of 4 distinct types (overwhelmed, hot, cerebral, and cool). When mood was manipulated, the types differed in how they initially reacted to the emotional situation, how they regulated their mood, and how they made judgments. In particular, one type of individual (the hot type) was more reactive to emotional situations than the others. Another type of individual (the overwhelmed type) regulated mood differently than the others, which led these individuals to make judgments that were also different. Overwhelmed individuals appeared unable or unwilling to avail themselves of critical affective information. Society for Personality and Social Psychology, February 2001, San Antonio, Texas.

2015

This thesis asks the question, `Can emotional intelligence theory and research be applied to the prevention of ministry burnout?' Burnout is a significant problem for many in ministry, with a significant financial cost and a tragic human cost. Since both stress and burnout have major emotional components, researchers have turned to the relatively new field of emotional intelligence (EI) to investigate whether individuals with well-developed EI are able to reduce the incidence and severity of burnout. Even though significant research has been done concerning EI in other professions, such as education and medicine, little research has occurred in the context of Christian ministry. The literature further reveals almost no research specifically concerning EI and ministry burnout. Most of the work researching EI and ministry has major flaws, displaying a limited understanding of EI theory and the challenges in its measurement. Rather than conducting an empirical study, this thesis turns to theory in order to construct a basis for future empirical research. A multidisciplinary approach is used, combining psychology and ministry studies. First the theory and models of EI and of burnout are examined. A clear distinction is made between investigating EI as an ability and as part of personality. This distinction is grounded in relevant psychometric theory. While noting the potential for investigating EI as an aspect of personality, this thesis focuses on EI as an ability. Burnout theory is reviewed and the key role of emotions in the stress and burnout process is identified. Critiques are provided and recommendations made for the appropriate tools for ministry research in the areas of EI and burnout. The limitations of these tools are identified and suggestions are provided for addressing these limitations. Research on EI and burnout is then reviewed, including an assessment of various intervention studies. This thesis concludes that while many studies fail to adequately distinguish between studying EI as an ability and as an aspect of personality, the evidence favours ability EI as a significant factor in reducing burnout incidence and mitigating its severity. Having established a theoretical basis for understanding EI and its potential to prevent burnout in the ministry, various burnout risk factors identified in the literature are examined. For each risk, empirical studies and/or theory are used to identify the potential role for EI in the prevention of ministry burnout. Examples of how each risk factor may present in ministry are given and practical implementation suggestions are provided. Suggestions are given for how to incorporate EI awareness and training into ministry training. Hurdles to the adoption of EI training are identified. The discussion concludes by highlighting areas for further research on EI and its potential to prevent burnout in ministry.

2004

We investigated whether cheek raising (AU6b-c) would lead infant smiles to be perceived as more positive and cry-faces to be perceived as more negative. Positive stimuli (16 in all) were photographic images of the same lower portion of the smiling face, half with cheek raising (AU6b-c, Duchenne) and half without cheek raising (non-Duchenne).