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Personality and Individual Differences > Emotional Intelligence > Flashcards

Emotional Intelligence Flashcards

1
Q

What is emotional intelligence?

A

‘The ability to perceive and express emotion, assimilate
emotion in thought, understand and reason with emotion, and regulate emotion in the self and others
Maryer, Salovey and Caruso

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2
Q

Who made the emotional intelligence four branch model?

A

Mayer and Salovey

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3
Q

What is an ability model

A

Does not include personality
Measures on a specific theoretical framework

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4
Q

What is mixed ability model?

A

Focus on real world application
Focus on defining an emotional intelligence person
Behavioural and personality characteristics

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5
Q

What is the basis of the Mayer and Salovey model?

A

Framed EI in a model of intelligence
Mental ability + informational processing model
Known as an ability model

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6
Q

What are the 4 branches of emotional intelligence (M & S)?

A

Managing emotions to attain specific goals
Understanding emotions, emotional language and signals
Using emotions to facilitate thinking
Perceive emotional in oneself and others accurately

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7
Q

What is the Mayer-Salovey-Caruso emotional intelligence test consist of?

A

141 items (30-45 mins to complete)
8 tasks (2 for each of the 4 branches of the EI model)
Self reports (social desirability)

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8
Q

What does the MSCEIT model provide?

A

15 main scores: total EI score, 2 area scores, 4 branch scores and 8 task scores

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9
Q

What does Mayer and Salovey see emotional intelligence as?

A

A series of mental ability

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10
Q

What are the gender differences with Mayer and Salovey?

A

Women tend to score significantly higher than men across perception, integration, understanding
and management.

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11
Q

Who looked at gender differences in M&S?

A

Day and Carrol

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12
Q

What did Day and Carrol find?

A

Effect size for emotional intelligence higher in women than men

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13
Q

Who formulated EI in terms of theory of performance?

A

Goleman 1995

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14
Q

What did Goleman’s theory of EI?

A

Emphasis on physiology such as the amygdala
Adapted to predict personal effectiveness at work and in leadership
A mixed ability model (use of both biological and personality factors)

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15
Q

What are 5 components within Goleman’s model that can enhance emotional intelligence?

A

Self-regulation
Self-awareness
Self-motivation
Empathy
Relationship management

Social skills added in later

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16
Q

What are the gender differences for Goleman’s?

A

Provided different descriptors of an emotionally intellgent man and woman

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17
Q

Who placed EI in the context of personality theory?

A

Bar-on 2005

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18
Q

What is Bar-on’s theory?

A

Influenced by Darwin’s early work due to importance of emotional expression for survival
Mixed ability model

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19
Q

What is the main precursor in the Bar-on model of emotional intelligence?

A

Effective emotional and social functioning which leads to wellbeing

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20
Q

What does emotion-social intelligence consist of in Bar-on’s model?

A

Interrelated competence abilities that allow us to understand others, cope with our environment and express emotions

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21
Q

What are the 5 main components in Bar-on’s model?

A

Intrapersonal skills
Interpersonal skills
Adaptability
Stress management
General mood

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22
Q

What are the key components of emotional-social intelligence?

A

The ability to recognise, understand and express emotions and feelings
The ability to understand how others feel and relate with them
The ability to manage and control emotions
The ability to manage change, adapt and solve problems of a personal and interpersonal nature
The ability to generate positive affect and be self-motivated

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23
Q

How many aspects are there of social and emotional competence?

A

15

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24
Q

Who looked at gender differences for Bar-On?

A

Bar-On 1997

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25
Q

What did Bar-On find?

A

No significant difference found between men and women for overall emotional intelligence. But
difference found across subscales

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26
Q

What is the emotional quotient inventory?

A

Self-report measure of
emotionally and socially
intelligent behaviour that
provides an estimate
of emotional-social intelligence.

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27
Q

What does the What is the emotional quotient inventory consist of?

A

Contains 133 items, five point scoring (ranging from “very seldom or not true of me” to “very often true of me or true of me”).

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28
Q

What does th 5 scales of the emotional quotient inventory match with?

A

Five scales match up to the
five domains from the Bar-On model, produces an overall emotional-social intelligence score.

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29
Q

What happens to the scores on the EMI)

A

Scores are standardised and
converted to an EQ score
(Mean = 100, Standard
Deviation = 15; just like IQ
scores!).

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30
Q

What does a high score mean in the EQ-I)?

A

High score= effective emotional and social functioning

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31
Q

What does a low score mean in the EQ-I?

A

Lower score= difficulty in managing daily demands and presence of emotional/social difficulties

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32
Q

What is empathy?

A

Being able to take another person’s point of view and to imagine how
they are thinking, feeling or perceiving
Psychological process
Cog + emotional (feel what others are feeling) processes

33
Q

What is empathy important?

A

Engage in moral reasoning
Anticipate others ractions
Underpins other psych abilities and behaviours

34
Q

What are the 4 psychological perspectives of empathy?

A

Social
Cog
Biological
Developmental

35
Q

Who looked at social perspectives of empathy?

A

Riva snd Andrighetto

36
Q

What is the social perspective of empathy?

A

We tend to empathise
physical pain equally with
everyone, however we rate
social pain as being more
painful for victims who are
more similar to us

37
Q

Who looked at the cog perspective of empathy?

A

Bluck et al 2012

38
Q

What did Bluck et al find?

A

Participants who were
asked to share their own
autobiographic memories
of being in pain had higher
levels of empathy in the
second measure of
empathy towards both the
young and elderly targets

39
Q

Who looked at biological perspective of empathy?

A

Jackson et al

40
Q

What did Jackson et al find?

A

Watching other experience
painful experiences can
activate a region of the
brain association with
personal pain

41
Q

Who looked at the developmental perspective of empathy?

A

Zahn-Waxler et al 1992

42
Q

What did Zahn-Waxler find?

A

Childrens expressions of
concern and willingness to
help others steadily
increased over the course
of their second year of life.
Conversely their readiness
to respond positively, so
such as laughing, steadily
declined as they got older

43
Q

Who looked at emotional regulation?

A

Gross 1998

44
Q

What are the strategies for emotional regulation?

A

Conscious process
Unconscious process
External factors
Internal factors

45
Q

Who looked at the causes of emotional regulation?

A

Salovey and Sluyter

46
Q

What are the consequences of emotional regulation? (S & S)

A

Some children who have difficulty regulating their emotions seems to have problems in the domain of emotional intelligence

47
Q

Who looked at the causes of the consequences of emotional regulation?

A

Shields et al

48
Q

What did Shields et al find?

A

They have difficulty recognising and understanding their own emotions

49
Q

Who looked at children ho are at risk of emotional regulation problems develop these emotional regulation problems?

A

Bornstein
Manian and Bornstein

50
Q

What did Bornstein find?

A

High levels of emotional availability in parent child relationship are associated with good emotional regulation skills in infants

51
Q

What did Manian & Bornstein find?

A

Infants of mothers with depression seem to cope with their distress differently than infants whose mothers are not depressed

52
Q

What are the strategies to help with emotional regulation?

A

Focusing on specific behaviours
Developing greater understanding of emotions

53
Q

Who looked at focusing on specific behaviours for emotional regulation?

A

Kazdin

54
Q

What did Kazdin find?

A

A therapist might work with a child and his parents to develop strategies for modifying the child’s tendency to throw tantrums

55
Q

Who looked at developing understanding of emotions for emotional regulation?

A

Slaby et al

56
Q

What did Slaby et al 1995 find?

A

Expanding on the child’s ability to understand their own emotional states and
those of others, assuming that such an increased awareness will lead to enhanced abilities to arrest an emotional surge before it
gets out of control

57
Q

Who looked at applications of EI in the workplace?

A

Cooper

58
Q

What did Cooper find?

A

People with high levels of emotional intelligence experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low EQ

59
Q

Who looked at EI and Emotional competence inventory?

A

Cavello and Brienza

60
Q

What did Cavello and Brienza find?

A

Superior performers scored higher in all four EI clusters (Self-Awareness, Self Management, Social Awareness, and Relationship Management)

61
Q

Who looked at MSCEIT and the workplace?

A

Lopes et al 2004

62
Q

What did Lopes et al find?

A

Higher scores on the MSCEIT predicted greater merit increases, higher company rank, better peer and supervisor ratings of interpersonal facilitation, stress tolerance, and leadership potential

63
Q

Who contradicts EI application in the workplace?

A

Barrett et al

64
Q

What did Barrett et al find?

A

Much of the existing evidence bearing on the role of EI in occupational success is anecdotal, impressionistic, or collected by consulting companies and not published in the peer-reviewed literature

65
Q

Who found that emotional intelligence links with creativity?

A

Geher et al, 2017 and further supported by
Sanchez-Ruiz et al., (2011).

66
Q

Who looked at EI and generosity?

A

Carmeli et al

67
Q

What did Carmeli et al find?

A

Emotionally intelligent employees display a high level of
generosity; these acts of generosity nurture a sense of vigour, which in turn fosters creative behaviours

68
Q

What does positive affect do to creativity?

A

A mediating role (Parke et al 2015)

69
Q

Who looked at EI and education?

A

Petrides, Frederickson &
Furnham (2004)

70
Q

What did Petrides, Frederickson &
Furnham (2004) find?

A

EI moderates the relationship between IQ and academic performance as lower IQ students struggle
with demands of study,
however, aspects of emotional intelligence (positive self perceptions) might help facilitate academic performance.

71
Q

Who looked at EI and wellbeing?

A

Di Fabio and Kenny

72
Q

What did Di Fabio and Kenny find?

A

EI is associated with a variety of individual
and social resources, such as resilience, positive self- evaluation, and social support

73
Q

What is the protective factors against suicidal behaviours?

A

Emotional intelligence (Bonet et al 2020) and social support

74
Q

What are the criticisms of EI?

A

Models of EI are very diffferent that noone can encompass all the abilities associated with EI
Salovey and Mayer’s definition of EI is arbituary to assign the label intelligence
Mixed models are an issue as they are combining personality and emotion which is unscientific (however the models allow us to see how the behaviours come together to define high performance)
Some self report of EI correlate with personality measures but MSCEIT does not (other things can predict EI)

75
Q

What are the criticisms with EI assessment in the workplace?

A

Ethical concerns with the measurement and evaluation of an individual’s emotional and
social skills (Fragouli, 2007)
E.g. Privacy and consent, impact on welling, stigmatising

76
Q

What are the cultural issues with EI?

A

EI models were created by Americans
Sharma et al= factor structure in Germany and India is different for these two cultures

77
Q

Who found the refutes for cultural differences for EI?

A

Karim et al 2010

78
Q

What did Karim et al find?

A

MSCEIT factor structure was fairly similar across Pakistani and French students

Personality and Individual Differences (8 decks)

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