Task 3 Emotion regulation and intelligence

Question 1

how can emotions be maladaptive

Answer 1

a. emotions of wrong type
b. emotions at wrong time
c. emotions at wrong intensity level

Question 2

How do emotions shape how we interact with the world around us?

Answer 2

Emotion facilitate adaptation by
a. optimizing sensory intake
b. improving detection of threatening stimuli
c. readying behavioural responses
d. assisting decision making
e. guiding interpersonal interactions

Question 3

What is emotion regulation

Answer 3

Emotion regulation = how a person can effectively regulate emotions (process oriented)

1. awareness: determine whether emotion should be regulated
2. goals: specifies whether emotion should be up/down regulated in experience, expression, and physiology
3. strategies: specifies means which can be efficient in reaching the goal

Question 4

Process model of emotion regulation

Answer 4

Question 5

What is emotional intellgience

Answer 5

individual differences (dispositions) in regards to how individuals identify, understand, express, and regulate emotions –> individuals show consistency in emotion regulation (largely an outcome of their emotional intelligence)

Question 6

Conceptualisation of emotional intelligence as process model

Answer 6

Situation selection: high EI increases forecasting ability –> situation selection is more efficiently + less avoidant strategies –> confrontation is beneficial for achieving long-term goals

Situation modification: high EI use more steps to modify disadvantageous situations + more likely to seek help + adequate emotion expression + greater use of problem-focused coping

Attentional deployment: high EI less rumination and more attentional deployment + more focus on pos. things

Cognitive change: high EI –> appraising upcoming events as challenge instead of threat + high self-efficacy

Response modulation: neg. relationship between high EI and response modulation strategies

Question 7

Tripartite model of EI

Answer 7

• EI consists of 3 loosely connected levels
• competence in one level does not necessarily translate to competence in another level

1. knowledge: what people know about emotions and emotional competencies
2. abilities: people’s capacities to apply knowledge
3. traits: emotion-related dispositions

Question 8

What is inteligent emotion regulation

Answer 8

• flexible
• consistent with goals of individual
• promoting long-term maximization of intra-and inter-individual survival and wellbeing
• no single emotion is truly maladaptive per se as long as it aligns with these factors

Question 9

Trait emotional intelligence

Answer 9

• multifaceted personality construct: individual’s consistent patterns in emotional traits and dispositions

Question 10

TEI as hindrance to academic achievement

Answer 10

• pro-social dispositions can lead to individuals pursuing other activities instead of studying
• managing other people’s emotions –> increased exposure to social stressors

Question 11

Does trait EI influence high academic achievement?

Answer 11

trait EI: various cognitive, motivational, and interpersonal processes that influence individual’s academic achievements

• cognitive processes (enhanced emotional self-efficacy) promote adequate learning
• motivational processes (dispositional self-control) help in pursuing long-term goals instead of instant gratification
• interpersonal processes: help individuals to effectively collaborate in academic settings

–> TEI enhances academic achievement