Showing papers on "Emotional intelligence published in 1998"

Working with Emotional Intelligence

Abstract: In Working with Emotional Intelligence,Goleman reveals the skills that distinguish star performers in every field, form entry-level jobs to top executive positions. He shows that the single most important factor is not IQ, advanced degrees, or technical expertise, but the quality Goleman calls emotional intelligence. self-awareness, self-confidence, and self-control; commitment and integrity; the ability to communicate and influence, to initiate and accept change--these competencies are at a premium in today's job market.

Emotional intelligence: in search of an elusive construct.

Abstract: The view that emotional intelligence should be included within the traditional cognitive abilities framework was explored in 3 studies (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is narrower than that postulated within current models of emotional intelligence.

The emotional intelligence of leaders

Abstract: Emotional Intelligence for Leaders improves leaders’ ability to excel in increasingly difficult and complex leadership roles. Emotional Intelligence (or EI) encompasses qualities that go beyond general intellectual intelligence and technical competency. Managers who maintain accurate self-awareness have more attributes of emotional intelligence and appear to be more effective to their superiors and subordinates.

Constructive Thinking: The Key to Emotional Intelligence

Abstract: Preface A Tale of Two Minds Emotional Intelligence Revisited What Is Emotional Intelligence, and How Can It Be Measured? Constructive Thinking: The Intelligence of the Experiential Mind Testing Your Constructive Thinking Evidence for the Existence of the Experiential Mind How Your Experiential Mind Thinks Why We Do What We Do: A New Understanding of Human Behavior Constructive Thinking and Success in Living Constructive Thinking and Success in the Workplace Constructive Love Better Constructive Thinking Means Better Adjustment and Less Stress How You Think Can Affect Your Health Where Constructive Thinking Comes From and How It Changes Once a Constructive Thinker, Always a Constructive Thinker? Parenting Good Constructive Thinkers How Life Experience Affects Constructive Thinking Improving Your Constructive Thinking Getting to Know Your Experiential Self Evaluating Your Automatic Thinking Training Your Experiential Mind The Wisdom of the Experiential Mind Epilogue: Constructive Thinking in Broader Context Index

Career Commitment, Competencies, and Citizenship:

Abstract: Carson and Bedeian's (1994) Career Commitment Measure was used to examine the relationships of career commitment with emotional intelligence and organizational citizenship behavior, which were then examined for relationships with organizational commitment. As predicted, emotional intelligence was positively related to career commitment, but not related to organizational commitment. Both types of commitments were positively related to organizational citizenship behavior and its underlying factor of civic virtue. However, career commitment was related to the sportsmanship and altruism factors, whereas organizational commitment was related to the involvement factor of organizational citizenship behavior. Further insight into these relationships was gained by exploring the three dimensions of the Career Commitment Measure. A respecified model examining emotional intelligence as an antecedent to career commitment with organizational commitment and organizational citizenship behavior factors as outcomes display...

The role of the emotional climate in learning organisations

Abstract: This paper describes the research directed at the study of the role of the emotional climate in learning organisations. It becomes increasingly obvious that an emotional climate pervades every level of human interaction inside organisations. Emotionality and rationality coexist in organisational settings. This research examines how an emotional climate arises, how it evolves, how it is maintained, and what are the consequences of a given type of emotional climate. We suggest that it may deeply affect organisational dynamics such as idea‐generation, creativity, adaptability to change, and facilitation or inhibition of learning processes. Hence, it ultimately influences performance. We are in the process of developing an instrument to measure the emotional climate in a learning organisation.

The emotionally competent leader.

Abstract: Aristotle once challenged man "to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way" (The Nicomachean Ethics). Daniel Goleman, Ph.D., a journalist for the New York Times, expands on this statement in his new book, "Emotional Intelligence." He defines emotional intelligence as the ability to rein in emotional impulses, to read another's innermost feelings and to handle relationships and conflict smoothly. This new model of intelligence puts emotions at the center of our aptitudes for living. Goleman asserts that these emotional aptitudes can preserve relationships, protect our health and improve our success at work. The following adaptation from "Emotional Intelligence" (Bantam Books, 1995) offers suggestions to managers and supervisors on how they can create a more cost-effective and healthier workplace for their employees by becoming more aware of their own emotional. intelligence.

Revisión histórica del concepto de inteligencia: una aproximación a la inteligencia emocional

Abstract: A historical review of the eonceptualization of intelligence is presented, from the beginning of scientific psychology up lo the end ofthe XXth. century. Ernphasis is placed on the most recent periodo The psychometric, biological and innatist perspectives are seen in a different Iight in contemporary research. The present conceptualization of emotional intelligence ineludes not only the cognitive world but also the emotions and the social context and its plasticity.

Flow Theory as a Model for Enhancing Student Resilience.

Abstract: Survivors of hardships, unusual stress, trauma, or deprivation draw upon their inner resources to cope and even thrive under conditions that their less robust counterparts find debilitating. Who are these examples of resilience? What are the common characteristics of resilience? What models explain how resilience occurs? And, finally, how can we utilize what is known about resilience in school counseling? These questions are addressed in this article. THE CHARACTERISTICS OF RESILIENCE Interest in the resilience of children and adolescents (Anthony & Cohler, 1987; Beardslee & Poderefsky, 1988; Dugan & Coles.1989; Garmezy,v,1993; Lewis & Looney,1983; Osborn,1990; Rak & Patterson,1996;Werner, & Smith,1992; Wolin & Wolin. 1993) has flourished in recent years. This interest in resilience has filtered into the public's eye as well. For example, the nationally distributed magazine of a Sunday newspaper recently featured an article about Tom Harken (Ryan, 1996), a millionaire owner of a chain of restaurants and Horatio Alger Award winner, who overcame childhood tuberculosis, polio, and who was illiterate throughout childhood and most of his adulthood. Most of the focus in the literature on resilience is on at-risk children. However, Daniel Goleman's (1995) book, Emotional Intelligence, which highlights many socio-emotional characteristics of successful individuals, has also captured the attention of both professional and lay readers because those characteristics bear a striking similarity to traits of resilient survivors. Wolin and Wolin (1993) cite seven qualities associated with resiliency--insight, independence, relationships, initiative, creativity, humor, and morality Warschaw and Barlow (1995) identify the following: unambivalent commitment to life, self-confidence, adaptability, resourcefulness, willingness to risk, acceptance of personal responsibility, perspective, openness to new ideas, willingness to be proactive, and attentiveness.The Basic Behavioral Science Task Force of the National Advisory Mental Health Council (1996) focuses on personality traits, self-concept, and self-esteem as critical components of resilience.This report cites research suggesting that early-attachment experiences, genetics, and other environmental factors such as school and family dynamically interact to account for the development of resilience. Longitudinal studies (Garmezy, Masten, & Tellegen, 1984; Rutter, 1979,1983,1985,1986;Werner,1984;Werner & Smith,1982) have traced developmental factors that are related to resilience: proactivity, active problem solving, an optimistic view of life, novelty seeking, a propensity to have a positive vision of life, independence, and an ability to benefit from positive attention. Goleman (1995), stressing the importance of harmonizing emotion and thought, posits that characteristics that are unmeasured by traditional intelligence tests best explain who can withstand adversity and who can reach their potential. These characteristics include the ability to be self-motivating, persistence in the face of frustration, impulse control, the ability to delay gratification, the ability to regulate one's moods and negative feelings, the ability to empathize with others, and a hopeful outlook about life. Identifying many of the same dimensions of resilience, McCann and Pearlman (1990) discuss the abilities that helpers must activate to help survivors of traumatic experiences.These include (1) self capacities such as the ability to tolerate strong affect, to be alone without being lonely, to calm oneself, to regulate self-loathing; and (2) ego resources such as intelligence, willpower, a capacity for introspection, initiative, a desire for personal growth, awareness of one's psychological needs, the ability to foresee consequences, the ability to establish mature relationships with others, the ability to establish boundaries, and the ability to make self-protective judgments. …

Parental Inducement of Emotional Intelligence

Abstract: One hundred and nine junior high school students were surveyed to assess their perception of their parent's influence on their emotional intelligence (EI) and their own EI; and their task orientati...

Agents, emotional intelligence and fuzzy logic

Abstract: Emotions were proven to lead an important role in human intelligence. Intelligent agents' research produced many emotional agents. Research on human psychology had long considered the notion of an emotion (e.g., happy) to be a matter of degree; however, most existing research on emotional intelligent agents treat emotions as a black-and-white matter. We are proposing a model called FLAME-Fuzzy Logic Adaptive Model of Emotions. FLAME was modeled to produce emotions and to simulate the emotional intelligence process. FLAME was built using fuzzy rules to explore the capability of fuzzy logic in modeling the emotional process. Fuzzy logic helped us in capturing the fuzzy and complex nature of emotions. Throughout the paper we try to point out the advantages of using fuzzy modeling over conventional models to simulate a better illusion of reality.

Developing Empathy through Children's Literature.

Abstract: Seven-year-old Joshua returns to class after being absent for two weeks with the flu. Although normally he comes to school happy, today he stands close to his mother at the door, eyes filled with tears as he looks into the room. One of the other children comes over and says, "it's okay, you're just sad because it's hard to leave home after you've been out for so long. That happens to me too." How do children learn to empathize in this way? Is there a way teachers can support the development of empathy in the classroom? In the past few years, writers such as Robert Coles (1997), in his book The Moral Intelligence of Children and Daniel Goleman (1995), in his book Emotional Intelligence, have argued that schooling is not just for cognitive development but must also include affective instruction. If, then, we are going to develop a quality primary education program we must look at the social and emotional domains of the classroom. Katz and McClellan (1992) suggest that the best predictor of later social adjustment is the ability of a child to get along with peers. Given this far reaching consequence, the importance of establishing social competence in young children is critical. One way in which students can become socially competent is through developing empathetic responses. If empathy is so important in social adjustment, how can a teacher assist in its development? The focus of this paper is to present a rationale for encouraging the use of empathy related literature and to provide teachers with a children's literature resource of realistic picture books whose stories evoke feelings of empathy. The use of stories is supported by Coles (1989) who states, as an individual reflects on stories, "one remembers, one notices, then one makes connections--engaging the thinking mind as well as what is called the emotional side" (p. 128). Empathy Empathy is viewed as both a cognitive and affective process and is defined in a number of ways. Empathy is sometimes referred to as a cognitive process, which involves cognitive role taking or perspective taking as critical attributes of the definition (Deutsch & Madle, 1975). Feshback (1975) refers to empathy as an affective process in which a person is able to "share an emotional response with another as well as the ability to discriminate the other's perspective and role" (p. 145). Hoffman (1984) defines empathy as "an affective response more appropriate to someone else's situation than to one's own." Eisenberg and Strayer (1990) identify empathy as "an emotional response that stems from another's emotional state or condition and is congruent with the other's emotional state or situation" (p.5). For the purpose of the present paper, empathy is viewed as both a cognitive and affective process. Hoffman(1984) describes four developmental levels of empathy children progress through. Infants are not able to separate self from others, but as a precursor to empathy they might cry when they hear the cry of other infants. The second level develops as the child is able to physically differentiate self from others. At two to three-years of age the third level begins to develop. Children become aware that others might have feelings which are different from their own based on the other person's needs. As children develop a sense of self and others the ability to empathize becomes stronger. As language develops children begin to empathize with a wide range of emotions. In the primary education years children develop the ability to empathize with a person who is not present. At this point perspective-taking is a part of the process. The fourth, more advanced level, develops in late childhood. At this point children become able to empathize not only with what happens in the present and in a person's absence, but also with chronic problems of a person, a group of people, or society as a whole. Based on Hoffman's (1984) work, as children develop a sense of self and others the ability to empathize becomes stronger. …

Measuring Emotional Intelligence: Where We Are Today.

Abstract: Emotional intelligence has been defined as "the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions" (Salovey & Mayer, 1990, p. 189). As a subset of social intelligence, and of personal intelligences (Gardner, 1983), emotional intelligence involves a mental aptitude that assists in the cognitive processing of affect (Mayer & Salovey, 1993). Three studies are used to illustrate the concept of emotional intelligence and how it has been measured thus far. In addition, implications for the impact of emotional intelligence on achievement, emotional well being, and culture are discussed.

A review of Emotional Intelligence by Daniel Goleman: implications for technical education

Abstract: Goleman's book, Emotional Intelligence, holds some valuable lessons as we attempt to design more effective educational programs. Goleman takes a more holistic approach to defining intelligence than the traditional IQ, which focuses on cognitive intelligence. By incorporating the cognitive and affective dimensions of intelligence, he demonstrates that, to be successful in life, it takes more than just being "smart". We are all aware of "smart" students who flunk out of college, or those who graduate near the top of their class only to be a failure in the work place. Goleman shows that the seeds of what he calls emotional intelligence are sown early in life, and affect not only how the person gets along with others, but also how they succeed in academic pursuits. In contrast to cognitive intelligence, which is "God given", emotional intelligence can be strengthened later in life with proper tutoring and commitment. Goleman's ideas are a valuable complement to the author's earlier studies of Perry's model of intellectual and ethical development in college students. This paper describes Goleman's hypotheses and suggests how they might impact technical education.

Socialization, Society's "Emotional Contract," and Emotional Intelligence

Abstract: (1998). Socialization, Society's 'Emotional Contract,' and Emotional Intelligence. Psychological Inquiry: Vol. 9, No. 4, pp. 300-303.

Learning and Emotional Intelligence in Agents

Abstract: Neurological evidence was uncovered by A. Demasio revealing the existence of ‘emotional intelligence’ and its importance. Following this breakthrough many computational models of emotions were developed. Although, psychological research on emotions recognized memory and experience as the main factors that define and shape the complexity of the emotional process, existing computational models of emotion did not incorporate experience or learning. We are proposing a model of an agent named PETEEI - a PET with Evolving Emotional Intelligence. PETEEI was modeled to produce emotions according to its own experience. Furthermore, PETEEI filters and expresses emotions according to its own moods and previous experience.

Personal and Social Talents

Abstract: Emotional and social intelligence will ultimately be proven to be important for two reasons, the authors predict. First, they are likely to be core requirements for success in certain occupations. And second, they may be a link between innate ability and the mature expression of talent in work and in life. One of the best-selling books of 1995 was Daniel Goleman's Emotional Intelligence.(1) This book, which galvanized popular sentiments that some form of intelligence beyond academic knowledge and cognitive problem-solving capacity is essential to success in life, represents a broader trend toward examining the personal attributes and skills that link academic intelligence and success in school, work, and interpersonal relationships.(2) Since the 1920s academics have engaged in a long, though sporadic, discussion in the popular media of the talents and aptitudes associated with personal (emotional) intelligence and social intelligence.(3) Despite this history of popular and academic interest, conceptions of personal and social talent appear crude in comparison to theories of intellectual ability. In this article, we examine the expanding theoretical and empirical literature regarding personal and social talents, consider the distinction between academic intelligence and these talents, and identify the components of both talent areas. Our goal is to summarize current information regarding personal and social talents and their roles in academic, career, and personal Success. Personal Talents We define personal talents as aptitudes that are primarily intrapersonal and enable one to take constructive action with respect to both people and tasks. This definition is broader than Howard Gardner's. He defines intrapersonal intelligence as "access to one's own feeling life" or what others have called "emotional intelligence."(4) In our view, personal talents include both affective processes and aptitudes and connative processes and aptitudes, such as volition and self-regulation.(5) These two correlated sets of abilities help an individual develop self-awareness, capitalize on personal strengths, minimize personal weaknesses, make effective life decisions, and set and achieve goals. Individuals have different levels of these personal abilities, just as they have different levels of intellectual, artistic, or musical abilities. Individuals with high levels of personal talent are often found among the ranks of the eminent. A key finding of Benjamin Bloom's study of world-class experts in several talent fields was that, as children and adolescents, these individuals set goals for themselves and practiced long hours to achieve those goals.(6) Talented adolescents are also distinguished by their capacity for consistent and intense concentration on academic tasks, athletic events, and musical performance.(7) Nobel scientists and mathematicians have been described as having high levels of goal-directed behavior and task persistence.(8) Bloom also described eminent achievers as combining great emotional acuity and technical excellence in their activities, which suggests that emotional intelligence was integral to their success. Many distinguished writers have the emotional intelligence necessary to rebound from early losses and to express their personal pain and conflict through the creation of great literature.(9) Eminent achievers appear to be extraordinary in their ability to focus their attention, sustain their work efforts, and use their creative efforts as a vehicle for emotional expression. On the other hand, deficiencies in personal talents have been associated with failure to realize potential. For example, children with attention deficit/hyperactivity disorder (ADHD) exhibit deficits in some of the core abilities underlying such affective processes as impulse inhibition and such connative processes as task persistence and goal-directed behavior.(10) Intellectually gifted boys with ADHD have difficulties with selective attention, sustained attention, self-regulation, and social/emotional development. …

Emotional intelligence: managerial fad or valid construct?

Abstract: During the last few years there has been a massive level of interest in Emotional Intelligence (EQ), fuelled by Goleman's (1996) book. This article reviews the literature on the subject and attempts to pin-down and define this nebulous construct, using competency-based and personality factor (16PF and OPQ) scales. Using data gathered from 100 General Managers for a 7-year follow-up study, the reliability, and construct and predictive validity of three scales were investigated. An EQ scale based on 16 relevant competencies showed highly promising reliability and validity, and was shown to consist of six independent factors, each also reasonably reliable. The results also showed the relevance of two other competency-based scales - Intellectual Intelligence (IQ) and Managerial Intelligence (MQ) - which both predicted organisational advancement. Taken together, however, the three scales had even higher validity, accounting for 71% of the total variance on the Level Advancement variable. In contrast, the two EQ scales derived from the personality questionnaires did not show predictive validity, although the scale derived from the OPQ was significantly related to the EQ competencies scale. The overall results supported Martinez's (1997) view that EQ constructs can be measured more effectively by 'performance analysis' than by 'classic paper and pencil tests'. In addition they provide support for Goleman's proposition that the combination of EQ and IQ is a more powerful predictor of "success" than either measure alone.

Predictors of satisfaction for distance learners: a study of variable conditions

Abstract: Introduction One-quarter of Americans represent a significant proportion of our citizens who continue to live in the relative isolation of rural communines where access to higher education is challenging if not impossible (U.S. Census, 1990). When organized in a highly interactive manner, teleconferencing can offer a cost-effective solution to the more traditional methods of educational delivery to rural communities (Parham & Wood, 1985; Passaro, McEvoy, & La tham, 1991; Schaeffer & Schaeffer, 1993). Although it is currently thought that distance learner satisfaction plays a significant role in determining the effectiveness and success of a tele-education course (Biner,1993), very tittle has been done to explore how learnerrelated factors could influence these satisfaction levels.

The Effects of Arts Education on Emotional Literacy.

Abstract: Human potential includes at least seven intelligences--only two, linguistics and mathematics/logic, typically are taught in elementary schools. Researchers in the field of multiple intelligences believe the arts represent the other intelligences, i.e.: music, spatial reasoning, kinesthetic, interpersonal, and intrapersonal. A study explored the relationship of arts education to emotional literacy, which includes interpersonal and intrapersonal intelligences. Much of an individual's success depends on the abilities generated within these latter two intelligences. Although schools have typically attempted to change undesirable behaviors through social programs, a growing body of evidence indicates a lack of success with this approach. Instead, arts education is being proposed by some social scientists as a means of developing positive self-esteem, self-expression, trust, self-acceptance, and acceptance of others. The positive effects of arts education on emotional literacy are observable but often not measurable. This study compared elementary school student responses at one school providing arts education and one that did not. A survey was administered to second through sixth graders at two West Virginia schools. The data revealed that students with education in the arts make more emotionally literate decisions and are more aware of their feelings and of the feelings of those around them. The judgment of educational systems to cut funding for arts education has deprived children of access to intelligences of equal importance to those currently taught in schools. (Contains 2 tables of data and 43 references) . (Author/BT) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** THE EFFECTS OF ARTS EDUCATION ON EMOTIONAL LITERACY A Thesis Presented to The Faculty of the Master of Arts Degree Program Salem-Teikyo University In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Tebecca. c. Walictc e, 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) by U.S. DEPARTMENT OF EDUCATION ffice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) leThis document has been reproduced as received from the person or organization originating it. 0 Minor changes have heen made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Rebecca Rockwell Wallace May 1998 2

How Are Kids Smart? Multiple Intelligences in the Classroom; Emotional Intelligence: A New Vision for Education; Character Education: Restoring Respect and Responsibility in our Schools

Abstract: When the Collaborative for the Advancement of Social and Emotional Learning did a series of site visits of well-supported, enduring, school-based social and emotional competence-building programs (Elias, Bruene-Butler, Blum, & Schuyler, 1997; Elias, Weissberg, Zins, and Associates, 1997), one of the most consistent findings was that effective program dissemination was strongly related to new implementers having direct contact with the programs they were intending to carry out. Yet, we know that print media are the most frequent sources of information about programs. Manuals, curricula, workbooks and the like are sold in much greater volume than other media. Of course, the volume of other media is not anywhere as great. There are numerous cliches, in addition to the one in the title, that extol the virtues of seeing something (e.g., “Seeing is believing.”). But what exactly is it that should be seen? Are pictures enough? Will videos begin to create