An Introduction to Emotional Intelligence

Lorraine Dacre Pool, Pamela Qualter

• Publisher: Wiley-Blackwell
• Year: 2018
• ISBN:
  9781119114420
• Edition: 1
• Topic: Psychologie
• Subtopic: Personnalité en psychologie

Bridges the gap between the scholarly literature and "pop-psych" books on EI

Emotional Intelligence (EI) has become a topic of vast and growing interest worldwide and is concerned with the ways in which we perceive, identify, understand, and manage emotions. It is an aspect of individual difference that can impact a number of important outcomes throughout a person's lifespan. Yet, until now there were no authoritative books that bridge the gap between scholarly articles on the subject, often published in obscure professional journals, and the kind of books found in the "pop-psych" sections of most large bookstores. This book fills that gap, addressing the key issues from birth through to old age, including the impact of EI on child development, social relationships, the workplace, and health. It is a useful introduction to the academic study of EI, including its history as a concept. Featuring contributions by an international team of EI researchers, this thought provoking and informative book offers students, educators, mental health professionals, and general readers a comprehensive, critical, and accessible introduction to state-of-the-art EI theory and research.

From the historical origins of EI to its contemporary applications across an array of domains, An Introduction to Emotional Intelligence explores what the research evidence tells us about it, why it is important, and how it is measured. Throughout each chapter any potentially tricky words or concepts are highlighted and explained. And, most chapters feature activities to spur further reflection on the subject matter covered as well as ideas on how to apply aspects of EI to various questions or problems arising in the readers' lives.

• Features contributions from expert authors from around the world with experience of researching and teaching EI theory and practice
• Makes EI concepts, foundations, research, and theory accessible to a wider audience of readers than ever before
• Explores EI's roots in psychological thinking dating back to early 20 th century and considers the reasons for its widespread popularity in contemporary times
• Reviews the latest research into the constructs of ability EI and trait EI and their validity in relation to health, wellbeing, social relationships, academic, and work performance

An Introduction to Emotional Intelligence is fascinating and informative reading and a source of practical insight for students of psychology, management and leadership, education, social work and healthcare, and those working in education, health settings and in psychological counseling professions.

1
Emotional Intelligence: A Brief Historical Introduction

Moshe Zeidner and Gerald Matthews

1.1 INTRODUCTION

Since its popularization in the early 1990s, emotional intelligence (EI) has been a high‐profile construct in modern day psychology, catching the imagination of the academic and educational community, the commercial world, and the general public, alike. EI is one of those concepts we find it easier to recognize than to define. The quality is apparent in leaders who articulate their followers’ vision, in teachers who inspire even the most recalcitrant child, and in those in the caring professions who ease mental suffering. We also recognize emotional stupidity: crass insensitivity, lack of empathy, temper tantrums, and reckless impulsivity.

The seeming visibility of emotional competency also suggests that elevating EI may be a quick fix panacea for manifest problems in personal relations, at work, and during the educational process. Higher EI may be the answer to coping with work stress, passing exams, repairing a failing marriage, and rising above the many other troubles of life. Training EI in the workplace, schools, and mental health clinics then offers a viable and valuable solution to perceived individual, community, national, and global needs. Despite much recent enthusiasm in the media, trade texts, and even psychological handbooks, some caution and skepticism is requisite. Our intuitions about EI may be fallible, and it may be easier to attribute it after the fact than to develop a coherent psychological science of what it means to be emotionally intelligent. Perhaps emotional intelligence is nothing more than a popular fad along the lines of crystal healing, sexual intelligence, feng shui, and other New Age excesses (Zeidner, Matthews, & Roberts, 2009a).

In this chapter, we provide the historical and cultural framework for the emergence of EI as a high‐profile construct. We aim to lay out some of the reasons why there has been so much “buzz” surrounding EI, as well as its place within a cultural zeitgeist that is increasingly accepting and valuing the expression of human emotions. We also set forth a case for developing a rigorous science of EI, touching upon different visions proposed by leading authorities. We conclude this chapter by underscoring contemporary topics of concern in EI research and identifying promising directions for future research.

1.2 THE EMERGENCE OF A HIGH‐PROFILE CONSTRUCT

It is important to start with a working definition of EI. For now, we will take this term to refer to a generic competence in perceiving, understanding, and regulation of emotions (both in one's self and in others). Thus conceived, EI appears important because many people fail to differentiate, understand, or express their emotions effectively in social contexts, or regulate their emotions successfully.

The scholarly interest in EI may be gauged, in part, by the volume of research activity it has stimulated since first making its debut in the psychological literature about a quarter of a century ago (Stough, Saklofske, & Parker, 2009a). There are currently over 2500 scientific publications on EI since the concept gained currency in the early 1990s. Based on data generated by conducting a “Psychlit” search of publications, with the phrase “emotional intelligence” or “EQ” captured in either the publication title or keyword, we plotted the number of publications over the years (see Figure 1.1). The number of publications focusing on EI over this period has increased steadily. This trend attests to the widespread popularity of the concept in academia. Yet, googling EI yields several million “hits” and there is a serious disjuncture between the popular and scientific treatment of EI. This has resulted in the propagation of misconceptions, unfounded claims, and myths concerning the nature and practical value of EI.

Figure 1.1 Scientific publications on EI over the years

1.2.1 Where does the term EI come from?

The term “emotional intelligence” has been attributed to various sources. Thus, literary accounts of Jane Austen’s Pride and Prejudice refer to various characters possessing this quality (Van Ghent, 1953, p. 106–107), and the Dutch science fiction author Carl Lans published two novels in the 1960s elaborating the concept, including use of the phrase “Emotional Quotient.”

In scientific psychology, the first reference appears to come from the German psychoanalyst Barbara Leuner. Writing in 1966, she suggested that the hallucinogenic drug LSD might help women with low EI, a condition Leuner attributed to early separation from their mothers. Thankfully, perhaps, the use of hallucinogens married with psychotherapy to improve EI has not survived the 1960s. The first author to use the term in an English language source was Wayne Payne (1986), arguing that emotional awareness was an important component to develop in children. The concept was elaborated and popularized in psychological circles by two psychologists, Jack Mayer and Peter Salovey (e.g., 1993).

However, the concept of emotional intelligence, as popularized in the behavioral literature, did not appear out of the blue. Rather, it is firmly rooted in past psychological thinking, research, and practice. The concept has come to prominence against a background of dissatisfaction with conventional theories of intelligence, in particular. Doubts about conventional “IQ” go back to the beginnings of the field in the 20th century. Pioneers of intelligence testing, such as Alfred Binet and David Wechsler, were well aware that general intelligence might not be the only factor important for social functioning (Landy, 2005).

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IQ: Intelligence quotient

A standard measure of a person's intellectual ability based on tests of general ability or intelligence.

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EI was initially conceptualized as a subset of the domain of social intelligence. Landy (2006) traces the term social intelligence to the educator John Dewey (1909), whom he quotes as follows: “Ultimate moral motives and forces are nothing more or less than social intelligence (italics in the original) – the power of observing and comprehending social situations – and social power (italics in the original) – trained capacities of control – at work in the service of social interests and aims” (p. 43). Dewey’s concern was the school curriculum.

Subsequently, the learning psychologist Edward L. Thorndike developed a tripartite model including three forms of intelligence: analytic, mechanical, and social intelligence. He described social intelligence as an ability distinct from abstract or academic intelligence, defining it as “the ability to manage and understand men and women, boys and girls, to act wisely in human relations” (1920, p. 228). Thorndike never attempted to develop a test for social intelligence, believing that it should be observed in real‐life behavior.

Overall, interest in social intelligence has waxed and waned over the years, with advances being hindered by the absence of reliable and valid measures to research this slippery quality. Researchers sporadically tried to develop and validate standardized tests for social intelligence, with these measures including, for example, tests of the respondent’s ability to recognize emotive gestures and facial expressions, tests for understanding and coping with the behaviors of others – measures that bear more than passing resemblance to some contemporary indicators of EI. These measures showed mixed results (Kihlstrom & Cantor, 2011; Matthews, Zeidner, & Roberts, 2002). Some authors (Gardner, 1983; Goleman, 2001) have recognized that self‐ and other‐related aspects of EI may be distinguished. However, it remains unclear to what extent EI is expressed only through interaction with others.

1.3 EMOTIONAL INTELLIGENCE AND THE CURRENT “EMOTIONAL ZEITGEIST”

There are several sociological and cultural reasons why emotional intelligence struck a powerful chord with various professional groups and the general public. Most generally, as several writers (e.g., Mayer, Salovey, & Caruso, 2000a) have noted, Western culture has always seemed conflicted about its attitudes toward emotions, especially strong, passionate emotions. Scherer (2007) drew attention to an Aristotelian model of emotional competence, marked by moderation and temperance in emotion expression and regulation. It may be contrasted with a Galilean “more is better” perspective which Scherer sees as appropriate for emotion perception and appraisal, for which high accuracy may be more important than moderation.

At times the intellect has ruled the passions, as exemplified by the classical virtue of temperance, and the Stoic philosophy that judgment should be unclouded by emotion. Other cultural trends have placed more value on the heart than on the head, including romantic philosophy and the 1960s counterculture. A contemporary “zeitgeist” favors free emotional expression, arising as a counterpoint to technocratic Western society’s increasing emphasis on formal academic qualifications, standardized testing, and reliance on hard statistical data in policy‐making. A case in point is enthusiasm for remedies from “alternative medicine,” such as homeopathy, despite the lack of any scientific data supporting their medical effectiveness. Such a zeitgeist is entirely in tune with the view that “the wisdom of the heart” has been unduly neglected. With such boundaries drawn, authors that denigrate academic ability (e.g., Epstein, 1988) are likely to find a recept...

Table of contents

• Cover
• Preface: Introduction by the Editors
• 1 Emotional Intelligence
• 2 Trait and Ability Conceptualizations of Emotional Intelligence
• 3 Emotional Self‐Efficacy
• 4 Measuring Emotional Intelligence
• 5 An Overview of Emotional Intelligence in Early Childhood
• 6 Emotional Intelligence and Emotional Education in the School Years
• 7 Emotional Intelligence in Adolescence and Early Adulthood
• 8 Emotional Intelligence in Higher Education
• 9 Emotional Intelligence and the Workplace
• 10 Emotional Intelligence for Health Care Professions – Professional Compathy
• 11 Emotional Intelligence, Stress, and Health
• 12 Emotional Intelligence and Ageing
• References
• Index
• End User License Agreement