Emotional Intelligence reading

Question 1

What is the definition of emotional intelligence provided on the top left of p. 515 (original numbering)?

Answer 1

Emotional intelligence involves the ability to accurately perceive, appraise, and express emotion; the ability to access emotions to facilitate thoughts and the ability to regulate emotions to promote emotional and intellectual growth

Question 2

What are “mixed models” of emotional intelligence?

Answer 2

These are mixed models because they mix ability measures (such as perceiving emotions) with elements of personality and behavioural tendencies

Question 3

What are the 3 points noted right at the top of the right column of text on p. 515?

Answer 3

1. emotional intelligence is a set of mental abilities
2. emotional intelligence is distinct from other measures of intelligence (but they are correlated)
3. emotional intelligence increases with age and experience

Question 4

What is this branch (perceiving emotion)?

Answer 4

The ability to identify their own emotional state and that of others

Question 5

What is this branch (using emotion to facilitate thought)?

Answer 5

Using emotions to problem solve

Question 6

What is this branch (understanding emotion)? In particular, what is mentioned about foreseeing, surmising change, understanding blends, and historical and cultural context?

Answer 6

The ability to understand the cause and consequences of emotion

• forseeing the trajectory of an emotion that goes unregulated
• surmising how to change one’s emotion to other emotions
• understanding how multiple emotions can blend to form new emotions
• emotionally intelligent people take into account cultural and historical context

Question 7

Whose emotions are being regulated?

Answer 7

one’s own emotions and others emotions

Question 8

What is mentioned about the efficacy of cognitive reappraisal and expressive suppression?

Answer 8

• Cognitive reappraisals can help people experience more positive emotions sooner
• expressive suppression causes more negative emotions

Question 9

What is the importance of a performance measure, and what is the difference between a performance measure and a self-report measure?

Answer 9

Performance measures are preferable, and the difference is that self-report measures as one to estimate their abilities rather than to exercise them

Question 10

What are the three problems noted with self-report measures of emotional intelligence?

Answer 10

1. they overlap with personality measures
2. they capture perceived (not actual) abilities
3. they are susceptible to faking

Question 11

What are the two ways of scoring the MSCEIT?

Answer 11

1. responses are tallied based on overlap from a normative sample
2. responses are tallied based on consensus with experts

Question 12

What is the link between emotional intelligence and the use of alcohol, cigarettes, substance abuse, and illegal drugs?

Answer 12

Higher EI = less substance use

Question 13

What are the findings for relationships and attachment?

Answer 13

Higher EI = better relationships and secure attachment

Question 14

What do the authors state about emotional intelligence and agreeableness?

Answer 14

High EI = more agreeable

Question 15

What are the findings described for anger for the Ford and Tamir (2012) study?

Answer 15

People higher in EI tend to feel emotions that are more useful to a situation (like anger is for confronting someone)

Question 16

At the beginning of this section, what is the stated importance of attention, self-regulation, and adaptation?

Answer 16

EI impacts academic performance through attention, self-regulation and adaptation

Question 17

For what types of occupations does emotional intelligence most contribute to job performance?

Answer 17

Jobs that require heavy emotional labour, like customer service

Question 18

What is reported for leadership emergence?

Answer 18

No correlation between EI and leadership emergence

Question 19

These are the studies by Crombie et al. (2011) and by Reuben et al. (2009) that are described. Who were these studies conducted with, and what was found?

Answer 19

1. Crombie (2011) - athletes were tested and had significantly higher EI scores than at baseline (went back to nil after though)
2. Reuben (2009) - business school students were tested and had higher EI scores than at baseline

Question 20

The theory of parental meta-emotion philosophy proposes dismissive and coaching styles. What are these, and what are the five features of the coaching style?

Answer 20

Dismissive style: parents tend to minimize or dismiss the child’s negative emotions
Coaching style: parents are likely to engage in 5 behaviours:
1. being aware of child’s emotions
2. emotional expression is an opportunity to teach
3. communicating that emotions are acceptable
4. help children label emotions
5. facilitating emotional problem solving

Question 21

What are the findings in the bottom right hand corner of p. 523 that are reported for the study by Rivers et al. (2013).

Answer 21

Implementation of RULER in one school showed more warmth between teachers and students, more student leadership, less bullying, and more of a focus on student’s motivations