Emotional intelligence Flashcards
1
Q
What is emotional intelligence?
A
- The ability to understand your own emotions
- The emotions of those around you
- And use that knowledge effectively
- Ability to use emotions in a strategic way
2
Q
Items from TEIQue-SF – Konstantinos Petrides
A
- Expressing my emotions with words is not a problem for me.
- I often find it difficult to see things from another person’s viewpoint.
- On the whole, I’m a highly motivated person.
- I usually find it difficult to regulate my emotions.
- I generally don’t find life enjoyable.
- I can deal effectively with people.
- I tend to change my mind frequently.
- Many times, I can’t figure out what emotion I’m feeling.
- I feel that I have a number of good qualities.
- I often find it difficult to stand up for my rights.
3
Q
What are the Models of EI?
A
- Salovey & Mayer (1990)
- Goleman (1995)
- Bar-On (1997)
4
Q
What is the Salovey and Mayer (1990) model?
A
- First clear theory of EI
- Posited 4 components
- Accurately perceiving emotions
- Using emotions to aid thinking
- Understanding emotional thinking
- Managing emotions – ability/skill
- Ability and skill based
5
Q
What is the Goleman (1995) model?
A
- Most well-known
- ‘Mixed’ model - Emphasises ability and personality
- Salovey & Mayer more of an ability model
- Emotional intelligences form a hierarchy
6
Q
What is Goleman’s 1995 Hierarchy?
A
- Sustain good interpersonal relations
- Assess and influence others emotions
- Emotion related to a drive for achievement
- Manage one’s own emotional states
- Identify one’s own emotional states
- Works from bottom to top
7
Q
What is Goleman’s 2001 Hierarchy?
A
- Social skills/management
- Social awareness
- Self-regulation/management
- Self-awareness
- Bottom up
- Change of language
8
Q
What did Goleman emphasise and measure?
A
- Emphasised physiology - Amygdala as a seat of EI. Over simplified and probably best ignored, not much research in the area (Matthews et al (2004))
- Measure - Emotional competence inventory (Goleman & Boyatzis, 2005). 360 degree measure/approach to EI. Other-rated, e.g. someone else rates a person. How forceful, assured, respectful, courteous, empathic etc
9
Q
What was Bar-On (1997) - Emotional-social intelligence model?
A
- Evolutionary framework e.g. Darwin - We evolved to be adapted to social life – hence the need for EI
- Similar sort of constructs (Intrapersonal, Interpersonal, Adaptability, Stress management, General mood)
- First to develop a measure in this domain
- Emotional Quotient Inventory (EQi) - Overall score; five domains; fifteen facets. The overall score is used like IQ. Mean of 100; SD of 15. Proprietary
10
Q
What is emotional intelligence associated with?
A
- Educational achievement - Downey et al (2008). Although somewhat mixed results in this domain, score higher in EI will have better educational outcomes
- Workplace achievement (Goleman 1998). People will do better in the workplace if they’re more emotionally intelligent, e.g. more people will like you, want to work, more likely to be promoted
- Life satisfaction/happiness – (Chamorro-Premuzik et al (2007)).
11
Q
What did Connolly et al find when looking at Sex differences in emotional recognition ?
A
- Face and bodily expressions
- Across three studies, key finding was that there was no reliable difference except for disgust in the face
- Women more likely to recognise disgust
- Men and women do not differ that much
12
Q
How does EI relate to PID?
A
- Are we just reinventing the wheel? Is social/emotion perception just general cognitive ability? Is interpersonal success just neuroticism, extraversion, and agreeableness?
- Important to know
- Jingle-jangle fallacy
- Jingle = two different things are the same because they bear the same name
- Jangle = two identical or almost identical things are different because they are labelled differently
- Implication = people may sell a product as new and sexy when it’s actually old knowledge
13
Q
What did Lewis et al (2016) find when looking at facial and body expression ?
A
- Measured emotional expressions through looking at facial photographs
- Different body positions to express emotions
- Shown a face and have to choose from 5 emotions
- Consistency across recognising facial expressions
- Not as consistent when recognising body expressions
- Evidence that some people who are very good at facial but not as good for body
14
Q
What correlations did Lewis et al find when looking at face specific factors?
A
face-specific factor: Autism symptoms: r = -.36 Alexithymia: r = -.32 Empathic concern: r = .24. Uncorrelated with general intelligence
15
Q
What correlations did Lewis et al find when looking at supramodal factors?
A
Supramodal factor (general ability): General intelligence: r = .43 (not a big correlation) Alexithymia: r = -.21 Autism symptoms: r = -.12
16
Q
What did Schulte et al (2004) think when comparing emotional intelligence and personality?
A
- emotional intelligence: not much more than g and personality
- 102 college students (Texas)
- Wonderlic Personnal Test - brief measure of general intelligence; 50 items
- NEO-FFI - 60 items
- MSCEIT - Mayer/Salovey/Caruso EI test. Ability measure
17
Q
What correlations with EI did Schulte et al find?
A
- WPT: r = .45
- Neu: r = -.28
- Ext: r = .18
- Ope: r = .27
- Agr: r = .27
- Con: r = .23
- So smart, emotionally stable, extraverted, open, agreeable, and conscientious individuals tend to score high in EI
18
Q
What did Petrides et al (2007) find when looking at Greek students?
A
- 274 students (Greece)
- Factor analysis - Trait EI was related to, but also distinct from, Big Five traits. Not captured fully in big 5 factors
- Summary: “trait EI is a distinct, compound trait located at the lower levels of personality hierarchies”
19
Q
Can EI be applied?
A
- Somewhat unscientific i.e. Big Five traits, aspects, and facets are probably the better labels to use
- But in the context of business it might useful - Limited time; greater interest in screening candidates than scientific ‘truth’
- Claims of being able to improve EI might be somewhat bogus - Personality and g are very hard to change by intervention. Although strategies for dealing with people might be more malleable
20
Q
What exactly is emotion regulation?
A
- Capability to: decrease undesired emotions (e.g. anger, sadness) and increase desired emotions (e.g. happiness, gratitude)
- For example, pre-interview: To calm nerves or to get hyped up
21
Q
What is the Process model of emotion regulation e.g. Gross & Thompson (2007)?
A
- 4 basic components that are relevant for understanding EI
- Situation – high pressure situation
- Attention – what your attention is on
- Appraisal – think about what the situation is all about
- Response
- A process, multiple components where emotions can start to rise
22
Q
How can each stage of the Process model of emotion regulation be changed?
A
- Situation modification – change the situation
- Attention deployment – distract
- Cognitive change
- Response modulation
23
Q
What is Attentional deployment?
A
- Distraction - Browsing social media; listen to music
- Concentration - Set a specific task that will draw your focus away from the emotive entity
24
Q
What is Cognitive change?
A
- Reappraisal - The emotion is normal. “Fear is good – I need it to perform”
- Reappraise the meaning/outcome - “If they reject me it’s only because of my limited experience”
- Reappraise as a third-person/temporal distancing - “The result of this talk won’t matter in a year”
25
What is Response modulation?
- Suppression
- Suppress the expression - Don’t show you are worried
- Suppress the experience - Blunt the internal feeling of anxiety
- Suppress thoughts of the eliciting event - Don’t think about the terrible secretary who dropped coffee on you in the waiting room
26
What strategies are best? (Webb et al)
- Attentional deployment doesn’t work in general (more you try not to think about something, the more you think about it) - But distraction has a modest effect
- Cognitive change has a small to medium effect in general - all types of reappraisal had reliable positive effects on emotional outcomes, manage emotional state
- Response modulation has a small effect
- Suppressing the expression of emotion had a small to-medium-sized effect on emotional outcomes.
- In contrast, suppressing the experience of emotion, suppressing thoughts of the emotion-eliciting event, or suppressing both the expression and the experience of emotions did not reliably influence emotional outcomes
