Emotional Intelligence (EI) Emotional Intelligence = reflects the ability to understand our own emotion and emotions of the individuals arounds to allow us to use that knowledge in an effective way. · Difficult to understand how we feel e.g. getting angry but unaware that anxiety is the root of this anger. TEIQue-SF (TSF) short form - Konstantinos Petrides · example set of questionnaire items · 30-item questionnaire designed to measure global trait emotional intelligence (trait EI). It is based on the full form of the TEIQue. Two items from each of the 15 facets of the TEIQue were selected for inclusion, based primarily on their correlations with the corresponding total facet scores (Cooper & Petrides, 2010; Petrides & Furnham, 2006). · measured on a Likert Scale . Ability models vs. Mixed models (Emmerling & Goleman, 2003) Ability Mixed · defines set of abilities unique to El and does not include · focus on defining the successful 'emotionally intelligent' person personalityfibehaviour characteristics that belong to other psychological models like the mixed models use · well established approach in workplace and occupational psychology · provide deeper understanding of people who succeed and how EI as a sum of new and existing behaviours is central to that process · psychologists can clearly identify and communicate what EI is · Psychologists can understand what El is and how it's related to similar psychological theories by examining relationship between Ei and measures of psychological thinking and feelings · Psychologists can examine real applied value of EI with relationship to mental health, work and school achievement
Salovey and Mayer (1990) . First clear theory of El · 4 components: accurately perceiving emotions, using emotions to aid thinking and understanding this thinking, managing emotions · In 1987, expanded on model: - Perceiving branch: perception, appraisal and expression of emotion = high in this means able to recognise emotions in other people through use of language, sound and behaviour. Within this, can identify own emotions accurately through own thoughts and feelings and able to express emotions properly according to these thoughts and feelings. - Facilitating branch: emotional facilitation of thinking = high in this means able to use emotion to aid memory and judgements about feelings to prioritise thinking. Use emotions to consider multiple views and understand some emotions can be used for problem solving e.g. happy -> creativity). - Understanding branch: understanding and analysing emotions; employing emotional knowledge = high in this means able to label emotions accurately and recognise relationships between them e.g. similarities and differences between dislike and hate. Able to understand meaning behind emotions and links for processes e.g. doing well in exam -> happy. Understand transitions e.g. shouted at someone because of anger, later regretted and felt remorse. - Managing branch: reflective regulation of emotion to promote emotional and intellectual growth = high in this means openness to pleasant and unpleasant feelings e.g. praise and criticism. Ability to reflectfidetach to see if it's informative e.g. is upsetness unreasonablett. Monitor emotions of self and