emotional intelligence chapter Flashcards
what are the four branches of emotional intelligence
perceiving emotion, using emotion to facilitate thought, understanding emotion and regulating emotion
skills for perceiving emotion
-identify emotions in their own physical states and thoughts as well as in others’ facial expressions, vocalizations, postures, and movements
-Discern emotion in cultural artifacts such as works of art
-Express their emotions and needs related to them
-More advanced: determine whether or not an emotional expression is genuine
skills for using emotion to facilitate thought
-Determine which activities may benefit from the emotion they are currently experiencing
-Generate the emotions most likely to facilitate tasks that need to be done (e.g. link between happiness and creativity) (note: negative high-arousal emotions like fear are associated negatively with cognitive flexibility, but are better suited for deductive reasoning tasks and making contingency judgments)
skills for understanding emotion
-Labeling emotions accurately and understanding that different emotions words are related (e.g. joyful and elated are nuanced experiences of happy)
-Recognizing why certain emotions occur
Foreseeing the trajectory of an emotion that goes unregulated (sadness → hopelessness)
-Surmising what occured to change one emotion into another (anger → satisfaction when justice is served)
-Understanding how multiple emotions can blend to form another emotion (disgust + agner = contempt)
skills for regulating emotion
-Remaining open to experiencing both pleasant and unpleasant emotions
-Judging the usefulness of a particular emotion in a specific situation
-Using effective emotion regulation strategies with consideration for the situational context and desired outcome
what things can emotional intelligence predict
health, interpersonal functioning, academic achievement, and professional performance
emotional intelligence and health
-Individuals higher in emotional intelligence experience better physical, mental, and psychosomatic health
-Adolescence EI predictive of mental health (over and above personality and cognitive ability)
-EI protects against health risk behaviors for both adults and adolescents
-Adolescents less likely to use alcohol, smoke cigarettes
-College students: high EI linked to lower rates of substance abuse, adjustment problems, and aggressive behaviors
-Adult males: low EI linked to use of illegal drugs and alcohol
emotional intelligence and interpersonal functioning
-EI contributes to successful interpersonal functioning by equipping individuals with the tools needed to assess and understand others’ emotions and points of view, and to communicate about and manage their own and others’ emotions effectively
-Higher EI linked with being more interpersonally sensitive, have better relationships with friends, parents, members of the opposite sex, and romantic partners, exhibit more secure attachment styles in adulthood
emotional intelligence and academic achievement
-EI related to academic performance through the former’s impact on students’ attention, self-regulation, and adaptation in school
-MSCEIT scores correlated with verbal SAT scores
-Higher GPA and teacher ratings of academic performance
-Understanding and managing emotions scores higher among academically gifted compared to the average
-Efforts to teach EI skills through evidence-based social and emotional learning programs have also been linked to improved academic achievement
emotional intelligence and professional performance
-Higher EI linked with better performance on the job particularly in the context of jobs requiring more emotional labor
-EI correlated with leadership which remained significant after controlling for cognitive ability and personality
ways to improve emotional intelligence
- (dependent on beliefs) Comprehensive, evidence-based efforts to shape children’s social and emotional development early on in life have been shown to provide clear social, emotional, behavioral, and academic advantages (for this reason, authors encourage caregivers and educators to adopt an optimistic view regarding the potential for developing EI)
-Can be done through
Parents’ socialization of children’s emotional skills (program: “Tuning into Kids” aims to strengthen parent-child emotional connections by teaching the five-step model of emotion coaching)
-Teaching emotional intelligence in the classroom (Program: RULER (acronym for recognizing, understanding, labeling, expressing, and regulation emotion) - Supports educators in using new teaching practices to help children learn about emotions and refine their ability to be self-aware, acquire the language or emotions, and practice emotion regulation skills
-Technology - Research group at MIT use biosensors and long term measurements of autonomic nervous system function to increase self-awareness and improve emotion regulation in everyday life via a wearable device (iCalm)
