Showing papers on "Emotional intelligence published in 2004"

The Emotional Brain: The Mysterious Underpinnings of Emotional Life

Abstract: What happens in our brains to make us feel fear, love, hate, anger, joy? do we control our emotions, or do they control us? Do animals have emotions? How can traumatic experiences in early childhood influence adult behavior, even though we have no conscious memory of them? In The Emotional Brain, Joseph LeDoux investigates the origins of human emotions and explains that many exist as part of complex neural systems that evolved to enable us to survive. Unlike conscious feelings, emotions originate in the brain at a much deeper level, says LeDoux, a leading authority in the field of neural science and one of the principal researchers profiled in Daniel Goleman's Emotional Intelligence. In this provocative book, LeDoux explores the underlying brain mechanisms responsible for our emotions, mechanisms that are only now being revealed. The Emotional Brain presents some fascinating findings about our familiar yet little understood emotions. For example, our brains can detect danger before we even experience the feeling of being afraid. The brain also begins to initiate physical responses (heart palpitations, sweaty palms, muscle tension) before we become aware of an associated feeling of fear. Conscious feelings, says LeDoux, are somewhat irrelevant to the way the emotional brain works. He points out that emotional responses are hard-wired into the brain's circuitry, but the things that make us emotional are learned through experience. And this may be the key to understanding, even changing, our emotional makeup. Many common psychiatric problems - such as phobias or posttraumatic stress disorder - involve malfunctions in the way emotion systems learn and remember. Understanding how thesemechanisms normally work will have important consequences for how we view ourselves and how we treat emotional disorders.

Emotional Intelligence: Theory, Findings, and Implications

Abstract: (2004). TARGET ARTICLES: 'Emotional Intelligence: Theory, Findings, and Implications' Psychological Inquiry: Vol. 15, No. 3, pp. 197-215.

The construct and criterion validity of emotional intelligence and its potential utility for management studies

Abstract: In this study, the authors reviewed the definition of emotional intelligence (EI) and argued that El is conceptually distinct from personality. In Study 1, the authors showed that EI was related to yet distinct from personality dimensions and that it had incremental predictive power on life satisfaction. The authors examined the construct validity of self-reports and others' ratings of EI using two samples in Study 2. In a student sample, parents' ratings explained additional variance in the students' life satisfaction and feelings of powerlessness after controlling for the Big Five personality dimensions. In the work sample, peer ratings were found to be significant predictors of job performance ratings provided by supervisors after controlling for the Big Five personality dimensions. Other implications for future research on EI are discussed.

Emotional Intelligence and Social Interaction

Abstract: Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex In both studies, the main findings remained statistically significant after controlling for Big Five personality traits

Positive Psychology: The Science of Happiness and Human Strengths

Abstract: Happiness Positive Traits Hope and Optimism Flow Emotional Intelligence Giftedness, Creativity and Wisdom Positive Self Positive Relationships Positive Psychological Therapy

Managing emotions during team problem solving: Emotional intelligence and conflict resolution

Abstract: Although the potential links between emotional intelligence and performance continue to garner interest, few empirical studies have examined this phenomenon. The influence of emotional intelligence on team performance is of particular interest to researchers and practitioners as teamwork becomes more prevalent in organizations. In this article, we examine the utility of emotional intelligence for predicting individual performance, team performance, and conflict resolution styles. Three-hundred-and-fifty respondents working in 108 teams were administered a measure of team members' emotional intelligence. Participants then completed a problem-solving task, individually and as a team member, and afterwards reflected on the conflict resolution tactics used to achieve the team outcome. In line with expectations, emotional intelligence indicators were positively linked with team performance and were differentially linked to conflict resolution methods. Limitations and implications for future research are also d...

Emotional intelligence in nursing work.

Abstract: Background Emotional labour has been widely accepted in the literature as part of nursing work, however the contribution of emotional intelligence in the nursing context requires further study. Aim This paper aims to present an analysis of the literature on emotional intelligence and emotional labour, and consider the value of emotional intelligence to nursing. Method A literature search was undertaken using the CINAHL and MEDLINE databases. Search terms used were 'emotions', 'intelligence', 'emotions and intelligence' and 'emotional labour'. A hand-search of relevant journals and significant references added to the data. Results Emotional intelligence plays an important part in forming successful human relationships. Emotional labour is important in establishing therapeutic nurse-patient relationships but carries the risk of 'burnout' if prolonged or intense. To prevent this, nurses need to adopt strategies to protect their health. The potential value of emotional intelligence in this emotional work is an issue that still needs to be explored. Conclusions Analysis of the literature suggests that the modern demands of nursing draw on the skills of emotional intelligence to meet the needs of direct patient care and co-operative negotiations with the multidisciplinary team. The significance of this needs to be recognized in nurse education. The link between emotional intelligence and emotional labour is a fruitful area for further research. The potential benefits of gaining a better understanding of how these concepts interact is largely conjecture until we have more evidence. The prospect that there may be advantages to both nurses and patients is a motivating factor for future researchers.

Educating Entrepreneurship Students About Emotion and Learning From Failure

Abstract: As theory develops and increases our understanding of the role of emotion in learning from failure, entrepreneurship educators have the opportunity to reflect these advancements in their pedagogies. This requires a focus on how students “feel” rather than on how, or what, they “think.” I offer suggested changes to pedagogy to help students manage the emotions of learning from failure and discuss some of the challenges associated with measuring the implications of these proposed changes. I then expand my scope to explore possibilities of educating students on how to manage their emotions to avoid failure and, more generally, improve their emotional intelligence and for organizations to improve their ability to help individuals regulate their emotions.

The role of emotional intelligence and personality variables on attitudes toward organisational change

Abstract: Although the role of organisational characteristics in the change process has been extensively analysed and discussed in the literature, individual characteristics, which are equally crucial for the success of change, have been neglected. Therefore, the purpose of the present study is to add a different way of looking and working with organisational change by focusing on individuals’ emotions and personality traits. This paper explores how emotional intelligence and the “big five” dimensions of personality can facilitate organisational change at an individual level by exploring the relationship between these attributes and attitudes toward organisational change. The sample consisted of 137 professionals who completed self‐report inventories assessing emotional intelligence, personality traits and attitudes towards organisational change. The results confirmed that there is a relationship between personality traits and employees’ attitudes toward change. Similarly, the contribution of emotional intelligence to the attitudes to change was found to be significant, indicating the added value of using an emotional intelligence measure above and beyond the effect of personality. The practical implications of these findings are discussed in relation to the phases of a change project.

The heart of the art: emotional intelligence in nurse education

Abstract: The concept of emotional intelligence has grown in popularity over the last two decades, generating interest both at a social and a professional level. Concurrent developments in nursing relate to the recognition of the impact of self-awareness and reflexive practice on the quality of the patient experience and the drive toward evidence-based patient centred models of care. The move of nurse training into higher education heralded many changes and indeed challenges for the profession as a whole. Traditionally, nurse education has been viewed as an essentialist education, the main emphasis being on fitness for practice and the statutory competencies. However, the transfer into the academy confronts the very notion of what constitutes this fitness for practice. Many curricula now make reference in some way to the notion of an emotionally intelligent practitioner, one for whom theory, practice and research are inextricably bound up with tacit and experiential knowledge. In this paper we argue that much of what is described within curriculum documentation is little more than rhetoric when the surface is scratched. Further, we propose that some educationalists and practitioners have embraced the concept of emotional intelligence uncritically, and without fully grasping the entirety of its meaning and application. We attempt to make explicit the manner in which emotional intelligence can be more realistically and appropriately integrated into the profession and conclude by suggesting a model of transformatory learning for nurse education.

Internet use, social skills, and adjustment.

Abstract: The present study investigated the extent to which inter-personal skills, personality, and emotional intelligence (EI) were related to the extent of usage of the Internet, as measured with the Internet Addiction Scale, on a sample of undergraduates. EI was assessed by performance measures derived from the identification and labeling of emotions as shown in pictures of facial expressions, and as interpreted from descriptions of social episodes. Use of the Internet was related to loneliness and adherence to idiosyncratic values (strong effects), and also to poorer balance between work and leisure and emotional intelligence (weaker effects). Big Five personality dimensions were also included in the study. No link was found between personality and usage of the Internet. Results suggest that frequent users tend to be lonely, to have deviant values, and to some extent to lack the emotional and social skills characteristic of high EI.

Motivation, Emotion, and Cognition : Integrative Perspectives on Intellectual Functioning and Development

Abstract: Contents: Preface Part I: Introduction DY Dai, RJ Sternberg, Beyond Cognitivism: Toward an Integrated Understanding of Intellectual Functioning and Development Part II: Cognition in Motivational and Affective Contexts CS Dweck, JA Mangels, C Good, Motivational Effects on Attention, Cognition, and Performance EA Linnenbrink, PR Pintrich, Role of Affect in Cognitive Processing in Academic Contexts S Hidi, KA Renninger, A Krapp, Interest, a Motivational Variable That Combines Affective and Cognitive Functioning Part III: Intelligence and Personality: From Psychometrics and Personal Dynamics PL Ackerman, R Kanfer, Cognitive, Affective, and Conative Aspects of Adult Intellect Within a Typical and Maximal Performance Framework G Matthews, M Zeidner, Traits, States, and the Trilogy of Mind: An Adaptive Perspective on Intellectual Functioning MA Brackett, PN Lopes, Z Ivcevic, JD Mayer, P Salovey, Integrating Emotion and Cognition: The Role of Emotional Intelligence Part IV: Development of Intellectual Competencies J Pascual-Leone, J Johnson, Affect, Self-Motivation, and Cognitive Development: A Dialectical Constructivist View G Labouvie-Vief, MM Gonzalez, Dynamic Integration: Affect Optimization and Differentiation in Development PA Alexander, A Model of Domain Learning: Reinterpreting Expertise as a Multidimensional, Multistage Process N Charness, M Tuffiash, T Jastrzembski, Motivation, Emotion, and Expert Skill Acquisition Part V: Intellectual Functioning and Development in Social and Cultural Contexts BJ Zimmerman, DH Schunk, Self-Regulating Intellectual Processes and Outcomes: A Social Cognitive Perspective D Perkins, R Ritchhart, When Is Good Thinking? J Li, KW Fischer, Thought and Affect in American and Chinese Learners' Beliefs About Learning DY Dai, Epilogue: Putting It All Together: Some Concluding Thoughts

Decoupling task and relationship conflict: the role of intragroup emotional processing

Abstract: The present paper focuses on the role of emotion in intragroup conflict processes. We propose that how group members handle emotion affects intragroup interactions and has implications for task and relationship conflict. Three types of variables—collective emotional intelligence, intragroup relational ties, and conflict-relevant interactional norms—constrain negative emotionality and may determine whether task conflict results in damaging relationship conflict. The moderating influence of these variables is discussed, as are compositional issues associated with measuring them. Copyright © 2004 John Wiley & Sons, Ltd.

Seven Myths About Emotional Intelligence

Abstract: Inspired by an influx of academic research, the writ ingof several best-selling trade texts, and frequent me dia exposure, emotional intelligence (El) has emerged recently as one of the most high profile of the psycholog ical constructs (Matthews, Zeidner, & Roberts, 2002). The concept has also prospered due both to cultural trends and orientations that stress the previously ne glected role of the emotions (with some claiming it con stitutes a zeitgeist) and to increasing efforts at standard ized assessment of individual differences in El (Mayer, Salovey & Caruso, 2000a). Common claims suggest that tests for El are predictive of important educational and( occupational criteria, beyond that proportion of variance that general intellectual ability predicts. Thus, the field has increasingly important implications for so ciety, particularly in the impetus to improve emotional fuinctioning in real life. Proponents of El claim that indi v iduals can enjoy happier and more fulfilled lives if they ar-e aware of both their own emotions and those of other people and able to regulate those emotions effectively. Another reason for the widespread, often uncritical, em bracing of the El construct is the suggestion that El gives hope for a more utopian, classless society. This vision for the future stands in contrast to research suggesting a preordained "cognitive elite" (Herrnstein & Murray, 1'994) because El is within anyone's realm to learn and cultivate. Goleman's (1995) widely read book claims that raising El is a panacea for all manner of psychologi cal and social problems. Despite the seeming importance of these claims, scientific investigation of a clearly identified construct of El is sparse. Many of the current propositions pre sented in bo h the populist and specialist literature have littl empirical substance (Matthews, Zeidner et al., 2002). Stripped of scientific trappings, it remains plausible that El is nothing but the latest in a long line of psychological fads. On the other hand, because sys tematic scientific research is just beginning, EI could ind ed mature into a construct that is theoretically me ningful, empirically important, and practically useful. In this article, we examine seven myths about El, that is, st ong, widely believed claims that purport edly give the concept of El scientific credibility. In each case, we identify weaknesses in evidence and ar gument that challenge the value of the El construct. Today's myth could become tomorrow's accepted wisdom, or it could be conclusively falsified. For each claim, we also evaluate the likelihood that it will even tually be substantiated by research. This article focuses on what we see as the key shortcomings of current work on El and the prospects for an eventual science of El. How ver, we also acknowledge the intrinsic inter est of the subject material and the various research ef for s inspired by the concept. Our aim is not to dismiss work on El out of hand, but to examine where the first wave of research on the construct is meeting barriers to progress, and whether those barriers can be overcome.

The Emotionally Intelligent Manager: How to Develop and Use the Four Key Emotional Skills of Leadership

Abstract: Introduction. Part One: Learn About the World of Emotional Intelligence. 1. Emotions and Reasoning at Work. 2. An Emotional Blueprint. Part Two: Understand Your Emotional Skills. 3. Read People: Identifying Emotions. 4. Get in the Mood: Using Emotions. 5. Predict the Emotional Future: Understanding Emotions. 6. Do It with Feeling: Managing Emotions. 7. Measuring Emotional Skills. Part Three: Develop Your Emotional Skills. 8. Read People Correctly: Improving Your Ability to Identify Emotions. 9. Get in the Right Mood: Improving Your Ability to Use Emotions. 10. Predict the Emotional Future Accurately: Improving Your Ability to Understand Emotions. 11. Do It with Smart Feelings: Improving Your Ability to Manage Emotions. Part Four: Apply Your Emotional Skills. 12. Managing You: Applying Your Emotional Intelligence Skills. 13. Managing Others: Applying Emotional Intelligence Skills with Others. 14. Building the Emotionally Intelligent Manager. Appendix 1: Assessing Your Emotional Style. Appendix 2: The Emotional Blueprint. Appendix 3: Further Reading and Updates. Notes. Acknowledgments. About the Authors. Index.

What cognitive intelligence is and what emotional intelligence is not.

Abstract: My commentary deals with the Mayer, Salovey, and Caruso (this issue) article. I substantially agree with the views of Matthews, Roberts and Zeidner. My commentary considers three issues. First, I indicate that there are fundamental distinction between tests of cognitive intelligence and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) of emotional intelligence (EI). Second, I sketch a brief outline of some properties of cognitive intelligence construed as a latent trait and I review empirical studies that provide insights into the variable relation between the latent trait for cognitive ability and psychometric measures of intelligence. And, I indicate that the research reported by Mayer et al. does not indicate that MSCEIT assesses a construct that has isomorphic characteristics. Third, I review the studies presented by Mayer et al. purporting to demonstrate that MSCEIT has predictive validity.

Getting the Measure of Emotion - and the Cautionary Tale of Emotional Intelligence

Abstract: This article examines critically the recent growth of emotion measurement in organizational behaviour. The epistemological and phenomenological consequences of psychometrically ‘boxing’ emotion are, it is argued, problematic and restrictive. This may be seen in the power and professional prestige it affords to the measurers and in the consequences to those classified by measurement. This is particularly so when an emotion is presented as key to personal or organizational success. Emotional intelligence is a strong illustration of these issues, where ‘experts’ ascribe positive value to people with high emotional intelligence quotients (EQ), and low EQs are regarded as suitable cases for training. How can emotion be ‘known’, other than through measurement and numbers? The article suggests some different approaches towards researching an important, but enigmatic, concept.

How emotional intelligence can improve management performance

Abstract: This paper describes the research conducted in relating the emotional competencies of individual general managers to the key performance outputs under their direct control. The Bar‐On Eqi is the tool used to test emotional intelligence, and the participants in the study are a group of managers operating in the pub restaurant sector of the leisure industry in the UK. Evidence was found of correlation in key areas of profit performance relating to the emotional intelligence pattern of the general manager.