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Personality and Individual Differences > Emotional Intelligence > Flashcards

Emotional Intelligence Flashcards

1
Q

What is emotional intelligence

A
  • being able to understand our own and others emotions.
  • as well as regulating our own emotions
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2
Q

Mayer & Salovey (1990)

A
  • 4 branch model of emotional intelligence
    1, regulate emotions
    2, understanding different emotions
    3, using emotions to facilitate thinking
    4, perceiving emotions accurately in oneself and others

They came up with a emotional intelligence test MSCEIT

  • two tasks per each of the 4 branches
  • an example is respondents identifying emotions expressed in photographs of peoples faces
  • emotional intelligence is a mental ability.
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3
Q

Goleman (1995)

A
  • emotional intelligence is formulated in terms of theory of performance
  • recognises emotional intelligence can be taught and isn’t always innate
    5 components to emotional intelligence
  • self awareness
  • self regulation
  • self motivation
  • empathy
  • relationship management
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4
Q

BAR-ON (2005)

A
  • influences by Darwins work, survival and adaption
    5 main components in his mode:
  • interpersonal skills
  • intrapersonal skills
  • adaptability
  • stress management
  • general mood
    controlling emotions as well as being self motivated and relating to others.
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5
Q

The emotional quotient inventory
(Bar-on, 1997)

A
  • self report measure of social and emotional intelligence
  • 133 items and 5 point scale
  • scores as standardised and converted to EQ score
  • mean is 100
  • high score = effective emotional and social functioning
  • low score = difficulty in managing daily demands
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6
Q

Gender differences in emotional intelligence

A

Golman describes emotionally intelligent males and females differently: male = outgoing, cheerful
female = assertive, positive about self (controversial and not relatable to real life

Mayer and Salovey: Women = women tend to score higher than men across perception, integration, understanding and management

Bar on: no significance found between men and women for overall emotional intelligence

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7
Q

What is empathy

A
  • Emotionally feel how others might be feeling
  • young children are the least empathetic
  • Empathy underpins other psychological abilities and behaviours
  • Empathy helps to engage in moral reasoning and know when to performa pro social behaviours
  • Also fundamental for development
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8
Q

Social perspective of empathy
(Riva & Andrighetto)

A
  • Empathise physical pain equally with everyone
  • But, rate social pain as being more painful for victims who are similar to us.
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9
Q

Cognitive perspective of empathy
(Bluck et al, 2012)

A
  • when participants shared their own autobiographic memories of being in pain they had higher levels of empathy in the second of empathy towards both the young and elderly targets
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10
Q

Biological perspective of empathy
(Jackson et al, 2005)

A
  • Watching others experience painful experiences can activate a region of the brain with personal pain
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11
Q

Developmental perspective of empathy
(Zahn-Waxler et al, 1992)

A
  • Children’s became more empathetic over second hear of their life, they became more willing to help others.
  • They began to stop responding positively such as laughing as they got older
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12
Q

What is emotional regulation
Gross 1998

A
  • Suggests that parents can discuss emotional states with their children to help them manage their emotions. Things which could be discussed:

Conscious process - actively and deliberately suppressing emotions
Unconscious process - automatic actions and habit to reduce intensity of emotions
external and internal factors

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13
Q

Causes and consequences of problems in emotional regulation

A
  • When children can’t regulate emotions, they find it hard to understand their own emotions they also may lack emotional intelligence
  • High levels of emotional availability in child parent relationships are associated with goof emotional regulant skills in infants
  • infants with depressed mothers cope with stress differently compared to those without depressed mothers.
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14
Q

Strategies fore helping emotional regulation

A
  • Working on s specific behaviour, this could be preventing a child having tantrums
  • Trying to help a child understand their own emotions
  • Talking strategies between parent and child to help them manage their emotions
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15
Q

Emotional Intelligence in the work place

A
  • people with higher emotional intelligence are more successful in their careers, they are better at taking on opinions of others (Cooper, 1997)
    -Barret et al 2002, found that many studies which state emotional intelligence is linked with career success haven’t been peer reviewed and are collected by consulting companies
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16
Q

Emotional intelligence and creativity

A
  • Emotionally intelligent employees are likely to display high levels of generosity, these acts of generosity foster creative behaviours (Carmeli et al, 2013)
17
Q

Emotional intelligence and education

A
  • Petrides, Fredrickson & Furnham (2004), emotional intelligence moderates the relationship between IQ and academic performance
  • better emotional intelligence facilitates academic performance
18
Q

Emotional Intelligence and Wellbeing

A
  • EI is associated with resilience and positive self evaluation (DI Fabio and Kenny, 2012)
  • A protective factor against suicidal ideation is in adolescents is emotional intelligence (Bonet et al 2020)
19
Q

Criticisms of Emotional intelligence
Salovey and Mayor (1990)

A
  • it doesn’t require any intelligence, it is just about how we focus our attention
  • you can’t assign skills and habits as intelligence
20
Q

Criticisms of emotional intelligence models

A
  • models are really complex (bar on, 5 different domains and 15 aspects)
  • Goleman model uses broad skills
  • Eyesenck says that models combine personality and emotion and this is problematic
  • although, models do allow us to see behaviours come together to define high performance
21
Q

Use of EI assessment in the work place

A
  • Emotional intelligence models were created by Americans
  • It has been found that Germans have differences to Americans (Sharma et al, 2009)
  • Uk residents scored higher on EI than Hong Kong residents
  • Karmin et al, MSCEIT factor structures fairly similar across Pakistani and fresh students

Personality and Individual Differences (8 decks)

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