Showing papers on "Emotional intelligence published in 2006"

The Bar-On model of emotional-social intelligence (ESI)

Abstract: The present manuscript is an empirically based theoretical paper that presents, describes, and examines the Bar-On Model of Emotional-Social Intelligence (ESI) in deep. First, a description of the Emotional Quotient Inventory (the EQ-i), which has played an instrumental role in developing the model, is given. The EQ-i is a self-report measure of emotionally and socially intelligent behaviour. It has been translated into more than 30 languages, and data have been collected around the world. The impact of age, gender, and ethnicity on the Bar-On model is presented. A description of the model's construct and predictive validity is given. Finally, the author summarizes the key points, discusses the limitations of the model, and raises the ideas for developing a future model of ESI.

Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence.

Abstract: Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Self-ratings were assessed in ways that mapped onto the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a validated performance measure of EI. In Study 1, self-ratings and MSCEIT scores were not strongly correlated. In Study 2, men's MSCEIT scores, but not self-ratings, correlated with perceived social competence after personality measures were held constant. In Study 3, only the MSCEIT predicted real-time social competence, again, just for men. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.

Social Intelligence: The New Science of Human Relationships

Abstract: Author Daniel Goleman explores the manner in which the brain is designed to engage in brain-to-brain “hookups” with others, and how these interactions affect both our social interactions and physical/mental well being. Based upon conceptualizations pioneered by Edward Thorndike, Goleman analyzes a traditional concept of social intelligence for the purpose of developing a revised model that consists of two categories: Social awareness (e.g., assessing the feelings of others) and social facility (e.g., awareness of how people present themselves). Goleman also explores advances in neuroscience that have made it possible for scientists and psychologists to study the ways in which emotions and biology work together.

Emotional Intelligence, Cognitive Intelligence, and Job Performance:

Abstract: This paper examines how emotional intelligence and cognitive intelligence are associated with job performance. We develop and test a compensatory model that posits that the association between emotional intelligence and job performance becomes more positive as cognitive intelligence decreases. We report the results of a study in which employees completed tests of emotional intelligence and cognitive intelligence, and their task performance and organizational citizenship behavior were assessed by their supervisors. Hypotheses from the model were supported for task performance and organizational citizenship behavior directed at the organization, but not for organizational citizenship behavior directed at individuals. We discuss the theoretical implications and managerial ramifications of our model and findings.

Positive Psychology: The Scientific and Practical Explorations of Human Strengths

Abstract: Part I: Looking at Psychology from a Positive Perspective Chapter 1: Welcome to Positive Psychology Building Human Strength: Psychology's Forgotten Mission Going From the Negative to the Positive Positive Psychology Seeks a Balanced, More Complete View of Human Functioning Where We Are Now and What We Will Ask A Guide to This Book The Big Picture Appendix: Movies for Review Chapter 2: Eastern and Western Perspectives on Positive Psychology: How 'ME + WE = US' Might Bridge the Gap A Matter of Perspective Historical and Philosophical Traditions Western Influences: Athenian, Judeo- Christian, and Islamic Traditions Eastern Influences: Confucianism, Taoism, Buddhism, and Hinduism East Meets West Individualism: The Psychology of ME Collectivism: The Psychology of WE Different Ways to Positive Outcomes Where We Are Going: From ME to WE to US ME/WE Balance: The Positive Psychology of US Chapter 3: Classifications and Measures of Strengths and Positive Outcomes Classifications and Measures of Strengths Positive Outcomes for All Identifying Strengths and Moving Toward a Vital Balance Part II: Positive Psychology in Context Chapter 4: The Role of Culture Developing Strengths and Living Well Culture and Psychology Understanding Culture: A Matter of Perspective Positive Psychology: Culture is Everywhere Putting Positive Psychology in a Cultural Context Final Thoughts on the Complexity of Cultural Influences Chapter 5: Living Well at Every Stage of Life Resilience in Childhood Positive Youth Development The Life Tasks of Adulthood Successful Aging A More Developmental Focus in Positive Psychology Part III: Positive Emotional States and Processes Chapter 6: The Principles of Pleasure: Understanding Positive Affect, Positive Emotions, Happiness and Well-Being Defining Emotional Terms Distinguishing the Positive and the Negative Positive Emotions: Expanding the Repertoire of Pleasure Happiness and Subjective Well-Being: Living a Pleasurable Life Moving Toward the Positive Chapter 7: Making the Most of Emotional Experiences: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach Emotional Intelligence: Learning the Skills That Make a Difference Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions Emotions and Context Working With Emotions to Bring About Positive Change An Emotional Balancing Act Part IV: Positive Cognitive States and Processes Chapter 8: Seeing Our Futures Through Self-Efficacy, Optimism, and Hope Putting Temporal Futures in Perspective Self-Efficacy Hope Cultural Caveats About Temporal Perspective Appendix A: A Summary of Hope Theories Appendix B: Zimbardo Time Perspective Inventory Items Chapter 9: Wisdom and Courage: Characteristics of the Wise and the Brave Becoming and Being Wise Theories of Courage Becoming and Being Courageous Courage Research Finding Wisdom and Courage in Daily Life Chapter 10: Mindfulness, Flow, and Spirituality: In Search of Optimal Experiences Moment-to-Moment Searches Mindfulness: In Search of Novelty Flow: In Search of Absorption Spirituality: In Search of the Sacred The Search Continues Part V: Prosocial Behavior Chapter 11: Empathy and Egotism: Portals to Altruism, Gratitude, and Forgiveness Altruism Gratitude Forgiveness Personal Benefits of Altruism, Gratitude, and Forgiveness The Societal Implications of Altruism, Gratitude, and Forgiveness "I Have a Dream": Toward a Kinder, Gentler Humankind Appendix A: The Helping Attitude Scale Appendix B: The Gratitude Questionnaire-Six Items From GQ-6 Appendix C: The Heartland Forgiveness Scale (HFS) Appendix D: The Transgression-Related Interpersonal Motivations Scale (TRIM) Chapter 12: Attachment, Love, and Flourishing Relationships Infant Attachment Adult Attachment Security Love Flourishing Relationships: A Series of Purposeful Positive Relationship Behaviors The Neurobiology of Interpersonal Connection More on Flourishing Relationships Future of Love Building a Positive Psychology of Close Relationships Part VI. Understanding and Changing Human Behavior Chapter 13: Balanced Conceptualizations of Mental Health and Behavior Moving Toward Balanced Conceptualizations Our Fascination With Abnormal Behavior Neglect of the Environment and of the Positive The Lack of a Developmental Emphasis Understanding Behavior in a Cultural Context The Limits of the Categorical Diagnostic System Going Beyond the DSM-5 Framework Chapter 14: Preventing the Bad and Promoting the Good In the Words of a Psychotherapy Client... Primary Prevention: "Stop the Bad Before It Happens" Secondary Prevention (Psychotherapy): "Fix the Problem" Primary Enhancement: "Make Life Good" Secondary Enhancement: "Make Life the Best Possible" The Balance of Prevention and Enhancement Systems Appendix A: Effective Secondary Preventions (Psychotherapies) for Adult Problems Appendix B: Hope Therapy Worksheet Part VII: Positive Environments Chapter 15: Positive Schooling and Good Work: The Psychology of Gainful Employment and the Education That Gets Us There Teaching as a Calling Giving Back to Teachers Gainful Employment Gainful Employment: Happiness, Satisfaction, and Beyond Having or Being a Good Boss The Strengths-Based Approach to Work Capital at Work The Dark Side: Workaholics, Burnouts, and Jobs Lost What Can Be Done to Improve Your Work? When Work Becomes a Calling: The Tale of a Hospital Orderly Appendix A: One Example of Positive Schooling: The StrengthsQuest Program Appendix B: Positive Workplaces in Hong Kong: Building Positive Organizations, Engaging the Heart of Employees Part VIII: A Positive Look at the Future of Psychology Chapter 16: The Future of Positive Psychology: A Conversation Between the Authors "Teachers Can't Get Jobs in the Real World!" "No Child Left Behind" and Beyond The Components of Positive Schooling

The Role of Trait Emotional Intelligence in a Gender‐Specific Model of Organizational Variables

Abstract: This article investigated the relationships between trait emotional intelligence ("trait EI" or "emotional self-efficacy") and 4 job-related variables (perceived job control, job stress, job satisfaction, and organizational commitment). Gender-specific data (N= 167, 87 females) were analyzed via multigroup structural equation modeling. Perceived job control had a negative effect on stress and a positive effect on satisfaction. Stress had a negative effect on satisfaction, which, in turn, had the strongest positive effect oil commitment. There were many gender differences in the model, mainly concerning age, which was negatively related to control and commitment in the female sample only. Trait El had specific, rather than widespread, effects in the model. Discussion focuses on trait EI's implications in the workplace.

Evidence that emotional intelligence is related to job performance and affect and attitudes at work

Abstract: The relation between emotional intelligence, assessed with a performance measure, and positive workplace outcomes was examined in 44 analysts and clerical employees from the finance department of a Fortune 400 insurance company. Emotionally intelligent individuals received greater merit increases and held higher company rank than their counterparts. They also received better peer and/or supervisor ratings of interpersonal facilitation and stress tolerance than their counterparts. With few exceptions, these associations remained statistically significant after controlling for other predictors, one at a time, including age, gender, education, verbal ability, the Big Five personality traits, and trait affect.

Cognitive asymmetry in employee emotional reactions to leadership behaviors.

Abstract: This article is predicated on the idea that leaders shape workplace affective events. Based on Affective Events Theory (AET), I argue that leaders are sources of employee positive and negative emotions at work. Certain leader behaviors displayed during interactions with their employees are the sources of these affective events. The second theoretical underpinning of the article is the Asymmetry Effect of emotion. Consistent with this theory, employees are more likely to recall negative incidents than positive incidents. In a qualitative study, evidence that these processes exist in the workplace was found. Leader behaviors were sources of positive or negative emotional responses in employees; employees recalled more negative incidents than positive incidents, and they recalled them more intensely and in more detail than positive incidents. Consequently, leaders may need to exercise their emotional intelligence to generate emotional uplifts to overcome the hassles in the workplace that employees seem to remember so vividly.

Emotional intelligence and leadership effectiveness

Abstract: Purpose – This paper investigates the relationship between managerial emotional intelligence (EI) levels and a rating of leadership effectiveness (subordinate ratings).Design/methodology/approach – The study involved administering the Mayer Salovey Caruso emotional intelligence test (MSCEIT) EI test to 38 supervisors within a large manufacturing organisation. Ratings of supervisory leadership effectiveness were assessed via subordinate ratings on an attitude survey detailing questions relating to supervisor performance. Altogether data were collated from a total of 1,258 survey responses.Findings – The overall results of the data analysis suggest that half of the MSCEIT scores may act as a strong predictor of leadership effectiveness, particularly the branches within the experiential EI domain (r=0.50, p<0.001). Interestingly, the relationship between supervisor ratings and the reasoning EI domain (r=−0.12) was not as expected.Practical implications – These findings endorse the validity of incorporating E...

The emotional intelligence of transformational leaders: a field study of elected officials.

Abstract: Participants were 80 elected public officials in the United States and 3-6 direct-report staffers for each leader. Together they composed 388 leader-member dyads. The authors surveyed them to explore the relationship between emotional intelligence and transformational leadership. The authors considered the 80 officials as leaders and the staffers as members. The present results showed that the emotional intelligence of the leaders shared significant variance with self-perceptions and rater-perceptions of transformational leadership. The present results also somewhat support the predictive value of emotional intelligence in antecedent leadership field research.

Measuring emotional intelligence with the Mayer-Salovery-Caruso Emotional Intelligence Test (MSCEIT).

Abstract: This manuscript examines the measurement instrument developed from the ability model of EI (Mayer and Salovey, 1997), the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey and Caruso, 2002). The four subtests, scoring methods, psychometric properties, reliability, and factor structure of the MSCEIT are discussed, with a special focus on the discriminant, convergent, predictive, and incremental validity of the test. The authors review associations between MSCEIT scores and important outcomes such as academic performance, cognitive processes, psychological well-being, depression, anxiety, prosocial and maladaptive behavior, and leadership and organizational behavior. Findings regarding the low correlations between MSCEIT scores and self-report measures of EI also are presented. In the conclusion the authors' provide potential directions for future research on emotional intelligence.

Trait Emotional Intelligence and Children's Peer Relations at School

Abstract: Trait emotional intelligence (‘trait EI’ or ‘trait emotional self-efficacy’) is a constellation of emotion-related self-perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were administered the trait emotional intelligence questionnaire and were subsequently asked to nominate all classmates who fitted each of seven distinct behavioural descriptions (‘co-operative’, ‘disruptive’, ‘shy’, ‘aggressive’, ‘dependent’, ‘leader’ and ‘intimidating’). The teachers were also asked to nominate all pupils who fitted the seven descriptions. Pupils with high trait EI scores received more nominations for ‘co-operation’ and ‘leadership’ and fewer nominations for ‘disruption’, ‘aggression’ and ‘dependence’. Factor analysis of teacher nominations revealed two orthogonal factors encompassing pro social and antisocial descriptions, respectively. High trait EI pupils scored higher on the pro social factor and lower on the antisocial factor. The discussion focuses on the construct validity of trait EI and its implications for children's peer relations at school.

Empathy and the emergence of task and relations leaders

Abstract: This empirical study of small workgroup peers investigated relationships among perceptions of emotional abilities (i.e., empathy, ability to identify others' emotions, and ability to express one's own emotions), cognitive abilities, and leadership emergence. While controlling for cognitive ability and complex task performance, we found that people rated highly on empathy garnered attributions of leadership from their peers. Our study found that an actor's empathy (1) related positively to ratings of task leadership and ratings of relations leadership and (2) mediated the effect of other emotional abilities (i.e., the ability to identify others' emotions and the ability to express one's own emotions) on task and relations leadership. Emotional abilities were unrelated to cognitive abilities or complex task performance. Cognitive abilities and complex task performance earned actors higher ratings on task leadership, but not on relations leadership. The article concludes by relating the results to the new research on authentic leadership.

Relating emotional intelligence to social competence and academic achievement in high school students

Abstract: This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students ( N= 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni, 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, Gonzalez, & Garcia-Gallo, 1998). Students’ academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students’ final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.

Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review.

Abstract: This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuroscience that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings.

Emotional intelligence, personality, and task-induced stress

Abstract: Emotional intelligence (EI) may predict stress responses and coping strategies in a variety of applied settings. This study compares EI and the personality factors of the Five Factor Model (FFM) as predictors of task-induced stress responses. Participants (N = 200) were randomly assigned to 1 of 4 task conditions, 3 of which were designed to be stressful. Results confirmed that low EI was related to worry states and avoidance coping, even with the FFM statistically controlled. However, EI was not specifically related to task-induced changes in stress state. Results also confirmed that Neuroticism related to distress, worry, and emotion-focused coping, and Conscientiousness predicted use of task-focused coping. The applied utility of EI and personality measures is discussed.

Comparing the validity of multiple social effectiveness constructs in the prediction of managerial job performance

Abstract: Social effectiveness constructs have been receiving increased attention in organizational research. However, the proliferation of such constructs raises questions of their relative effectiveness as predictors of job performance when used in multivariate comparison. The current study examined four social effectiveness constructs (i.e., self-monitoring, leadership self-efficacy, emotional intelligence and political skill) in the prediction of managerial job performance. Bivariate correlations showed that performance was predicted by social effectiveness constructs with the exception of self-monitoring. Multiple regression analyses, using gender and seniority as control variables, found political skill to be the strongest predictor and that it has significant incremental validity in the prediction of performance over the prediction provided by the other three social effectiveness constructs as a set. Strengths and limitations of the study are discussed, as are directions for future research. Copyright © 2006 John Wiley & Sons, Ltd.

The Relationship Among Emotional Intelligence, Task Performance, and Organizational Citizenship Behaviors

Abstract: Theory suggests that individuals who are high in emotional intelligence are likely to exhibit a higher level of performance outcomes. However, research acknowledges the need to further establish the connection between emotional intelligence and work outcomes. We address this call by empirically examining the relationship between emotional intelligence and two aspects of work outcomes (task performance and two forms of organizational citizenship behaviors, altruism and compliance). Emotional intelligence was assessed by Schutte et al.'s (1998) self-report measure of emotional intelligence, whereas work outcomes were assessed by the employees' supervisors. The findings show positive relationships between emotional intelligence and employees' work outcomes.

A life worth living: Contributions to positive psychology.

Abstract: PART I - HISTORICAL AND THEORETICAL PERSPECTIVES 1. Positive traditions in western psychology 2. The VIA classification of strengths 3. Positive personality development: Approaching personal autonomy 4. Spirituality: Recent progress PART II - POSITIVE EXPERIENCES 5. The broaden-and-build theory of positive emotions 6. Benefits of emotional intelligence 7. Strategies for achieving well-being PART III - LIFE-LONG POSITIVE DEVELOPMENT 8. Adaptive resources in later life 9. The impact of subjective experience on the quality of life 10. What works makes you happy 11. Materialism and its alternatives 12. Getting older, getting better 13. Afterword: Breaking the 65% barrier

The Assessment of Emotional Intelligence: A Comparison of Performance-Based and Self-Report Methodologies

Abstract: We assessed the patterns of convergent validity for the Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, & Caruso, 2002), a performance-based measure of emotional intelligence (EI) that entails presenting problems thought to have correct responses, and a self-report measure of EI (Schutte et al., 1998). The relations between EI and demographic characteristics of a diverse community sample (N = 223) concurred with previous research. However, the performance-based and self-report scales were not related to one another. Only self-reported EI scores showed a consistent pattern of relations with self-reported coping styles and depressive affect, whereas the performance-based measure demonstrated stronger relations with age, education, and receiving psychotherapy. We discuss implications for the validity of these measures and their utility.

The Role of Emotional Intelligence in Anxiety and Depression among Adolescents

Abstract: This Study examined the relationship between emotional intelligence, anxiety and depression among adolescents. Two hundred and fifty high-school students were administered the Trait Meta-Mood Scale (TMMS), a self-report measure of emotional intelligence, along with measures of thought suppression, self-esteem, anxiety, and depression. It was hypothesized that emotional abilities would predict psychological adjustment above and beyond factors that have been previously associated with poor adjustment (i.e., self- esteem and thought suppression). The study revealed two main findings. First, self-reported ability to regulate mood (Emotional Repair) was positively related to self-esteem. Second, self-reported emotional intelligence was negatively related to levels of depression and anxiety. Specifically, the ability to discriminate clearly among feelings (Emotional Clarity) and the ability to self- regulate emotional states were associated with better psychological adjustment, independent of the effects of self-esteem and thought suppression. The results provide support for the hypothesis that emotional abilities are an important and unique contributor to psychological adjustment.

Emotional Intelligence as Predictor of Mental, Social, and Physical Health in University Students

Abstract: This study examined the association between emotional intelligence (EI), anxiety, depression, and mental, social, and physical health in university students. The sample was made up of 184 university students (38 men and 146 women). EI was evaluated by the Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995), which evaluates the three dimensions (Attention, Clarity, and Mood Repair). Anxiety was evaluated with the Trait Anxiety Questionnaire (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983) and depression with the Beck Depression Inventory (Beck, Rush, Shaw, & Emery, 1979). Mental, social, and physical health were evaluated with the SF-12 Health Survey (Ware, Kosinski, & Keller, 1996). Results showed that high Emotional Attention was positively and significantly related to high anxiety, depression, and to low levels of Role Emotional, Social Functioning, and Mental Health. However, high levels of emotional Clarity and Mood Repair were related to low levels of anxiety and depression, high Role Physical, Social Functioning, Mental Health, Vitality, and General Health. This study confirmed the predictive value of Attention, Clarity and Mood Repair regarding the levels of anxiety, depression, and areas related to mental, social, and physical health in university students.

Emotional Intelligence, Emotion and Social Work: Context, Characteristics, Complications and Contribution

Abstract: Tony Morrison is an independent trainer and consultant working with a background in children's services. He works with social services, health and other agencies both in the UK and overseas on issues including staff supervision; inter-agency collaboration; change management; and team development. He has a special interest in attachment theory and has been involved in work to develop services to young people who sexually abuse. He is a Visiting Research Fellow at the School of Human and Health Sciences at Huddersfield University and is an external examiner for the MSc in Advanced Social Work at Queens and Ulster Universities in Northern Ireland. He has published widely in the fields of supervision, staff development and inter-agency Summary Emotional intelligence (EI) has become one of the new management 'buzz' terms. It is suggested that this is the missing ingredient that separates average from top manage- ment or performance. However, despite its potential relevance for social work practice, there has been little investigation and few reports about its application in social work settings. This paper seeks to stimulate debate about the role of EI in social work prac- tice by considering its development, definitions and problematics. Whilst the empirical evidence supporting the existence of a separate and measurable EI is ambiguous and emergent, the role of emotion in the organization of human behaviour is more firmly established. The paper examines the role of EI and emotion in relation to five core social work tasks: engagement of users; assessment and observation; decision making; collaboration and co-operation; dealing with stress. The paper situates itself in the rap- idly changing context of social work: the merger of social services departments with larger more powerful bureaucracies; the movement towards integrated service deliv- ery; and the new social work degree. It is argued that social work needs to identify its claims to professional competence at a time of such change, one of which is the ability to use relationships to address users' needs. This requires the capacity to handle both one's own and others' emotions effectively.

Emotional intelligence: what does the research really indicate?

Abstract: In her critique of emotional intelligence (EI) theory and research, Waterhouse (2006) makes several claims. First, she argues that there are "many conflicting constructs of EI," implying that it cannot be a valid concept given this multiplicity of views. Second, she cites some research and opinion suggesting that "EI has not been differentiated from personality plus IQ." Third, she states that "the claim that EI determines real-world success has not been validated." Finally, she proposes that research on brain function proves that there cannot be a "unitary EI." Based on this critique, she argues that EI competencies should not be taught in the schools. This article addresses each of these criticisms and shows that there now is much more empirical support for EI theory than Waterhouse suggested in her article.

Learning to labour with feeling: class, gender and emotion in childcare education and training

Abstract: There is debate among early years experts about the appropriate degree of emotional engagement between nursery nurses and the children in their care. Through research into the learning cultures of further education (in the Economic and Social Research Council’s Teaching and Learning Research Programme), the author considers how prospective nursery nurses first learn to deploy emotion in their work. Few researchers have investigated the learning of feelings for caring occupations, and this article presents a detailed case study, based on both quantitative and qualitative data, of a group of childcare students throughout their two-year course. In analysing its official, unwritten, and hidden curricula, and the social practices of learning it entails, the author draws on feminist readings of Marx and Bourdieu to reveal how gendered and class-fractional positionings combine with vocational education and training to construct imperatives about ‘correct’ emotions in childcare. The author compares theorisations of emotional capital and emotional labour, and suggests we need social rather than individualised understandings of how feelings are put to work. The author concludes that emotional labour carries costs for the nursery nurse, not because children consume her emotional resources, but because her emotional labour power is controlled and exploited for profit by employers.