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Emotional Intelligence: The Development of Emotional Intelligence
Emotional Intelligence: The Development of Emotional Intelligence
Emotional Intelligence: The Development of Emotional Intelligence
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Emotional Intelligence: The Development of Emotional Intelligence

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•The reader will understand the signs of low emotional intelligence as follows:
•Low self-awareness: highly opinionated;
•Lack of empathy: insensitive;
•Lack of accountability: blaming others;
•Poor coping skills: low motivation;
•Low self-regulation;
•Unpredictable emotional explosions and
•Poor social skills: relationship problems.

Key Features Include:
•Understanding emotional
•Managing emotional
•Using emotional
•Perceiving emotional
•Emotional competency
•Emotional skills

LanguageEnglish
Release dateJun 27, 2022
ISBN9781005587062
Emotional Intelligence: The Development of Emotional Intelligence

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    Emotional Intelligence - Prof Gideon C. Mwanza

    Emotional Intelligence

    Emotional Intelligence

    The Development Of Emotional Intelligence

    Prof Gideon C . Mwanza

    Copyright © 2022 Prof Gideon C. Mwanza

    Published by Prof Gideon C. Mwanza Publishing at Smashwords

    First edition 2022

    All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage or retrieval system without permission from the copyright holder.

    The Author has made every effort to trace and acknowledge sources/resources/individuals. In the event that any images/information have been incorrectly attributed or credited, the Author will be pleased to rectify these omissions at the earliest opportunity.

    Published by Gideon Mwanza using Reach Publishers’ services,

    P O Box 1384, Wandsbeck, South Africa, 3631

    Edited by Francois Rabe for Reach Publishers

    Cover designed by Reach Publishers

    Website: www.reachpublishers.org

    E-mail: reach@reachpublish.co.za

    PROF Gideon C. Mwanza

    vc@gideonrobertuniversity.com

    This is a qualitative exploration of the relationship between leadership development programmes and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence.

    This study provided research in this area. The researcher utilised the ESAP-A/B to calculate growth in emotional intelligence (EI), along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programmes. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training.

    This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programmes.

    Table of Contents

    1. The Origins Of Emotional Intelligence Theory

    2. Introduction

    3. Intercultural Sensitivity and Emotional Dynamics During Intercultural Interaction

    4. Emotional Intelligence Entry-Points into Intercultural Sensitivity and Resistance to Difference

    5. Overview of Measuring Emotional Intelligence

    APPENDIX D

    6. Emotion Intelliegnce and Research

    7. Introduction Overview

    CHAPTER ONE

    The Origins Of Emotional Intelligence Theory

    Overview

    Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. It has been suggested that EQ, the ‘emotion quotient, or measure of emotional intelligence, is even more important than the somewhat less controversial ‘intelligence quotient, or IQ.

    Emotional intelligence didn’t become popular as a term until around 1990, and interest has grown tremendously over the last 30 years. As early as the 1930s, psychologist Edward Thorndike described the concept of ‘social intelligence’ as the ability to get along with other people. During the 1940s, psychologist David Wechsler proposed that different components of intelligence could play an important role in how successful people are in life.

    The 1950s saw the rise of humanistic psychology with the likes of Abraham Maslow focusing on the different ways that people could build emotional strength. In the mid-1970s, Howard Gardner introduced the idea that intelligence was more than just a single, general ability.

    The emergence of emotional intelligence

    It was not until 1985 that the term ‘emotional intelligence’ was first used in a doctoral dissertation by Wayne Payne. In 1987, an article published by Keith Beasley in Mensa Magazine uses the term ‘emotional quotient’. Reuven Bar-On¹, an Israeli psychologist, proposed a quantitative approach to creating an EQ comparable to an IQ score in the first copy of his doctoral dissertation, which was submitted in 1985. In 1990, psychologists Peter Salovey and John Mayer² published their landmark article entitled Emotional Intelligence in the journal Imagination, Cognition and Personality.

    In 1995, the concept of emotional intelligence was popularised after the publication of Daniel Goleman’s book Emotional Intelligence: Why it can matter more than IQ, which we have used as the basis for EI content in our organisational leadership skills course.

    Below is an overview of a number of other prominent models mentioned in the development of the EI theory.

    ¹The Bar-On concept of emotional and social intelligence

    Bar-On’s model described emotional and social competencies that determine how effective individuals are at understanding and expressing themselves, understanding others and interacting with them, as well as coping with daily demands and challenges.

    These competencies are clustered into the following five meta-factors – the ability to:

    • Be aware of emotions as well as to understand and express feelings

    • Understand how others feel and interact with them

    • Manage and control emotions

    • Manage change, adapt and solve problems of a personal/interpersonal nature

    • Generate positive effects to enhance self-motivation in order to facilitate emotionally and socially intelligent behaviour

    • These five meta-factors comprise a total of fifteen factors:

    • Interpersonal relationships

    • Empathy

    • Social responsibility

    • Problem-solving

    • Reality testing

    • Impulse control

    • Emotional expression

    • Assertiveness

    • Independence

    • Self-regard

    • Self-actualisation

    • Emotional self-awareness

    • Flexibility

    • Stress tolerance

    • Optimism

    Mayer and Salovey developmental model of emotional intelligence

    The Mayer and Salovey developmental model of emotional intelligence comprises four branches:

    • The ability to perceive emotions in oneself and others accurately

    • The ability to use emotions to facilitate thinking

    • The ability to understand emotions, emotional language and the signals conveyed by emotions

    • The ability to manage emotions so as to attain specific goals

    What differentiates EI from the ‘personal’ intelligences is that EI does not focus on a general sense of self and the appraisal of others, rather, it is focused on recognising and using the emotional state of the self and others in order to solve problems and regulate behaviour.– Mayer and Salovey, 1990

    The revised model of emotional intelligence by Mayer, Salovey and Caruso – 2016

    In 2016, a new description of the four-branch model of emotional intelligence was released and included added areas of reasoning:

    1. Perceiving emotions

    • Identify deceptive or dishonest emotional expressions

    • Discriminate between accurate vs. inaccurate emotional expressions

    • Understand how emotions are displayed depending on context and culture

    • Express emotions accurately when desired

    • Perceive emotional content in the environment, visual arts, and music

    • Perceive emotions in other people through their vocal cues, facial expression, language, and behaviour

    • Identify emotions in one’s own physical states, feelings, and thoughts

    2. Facilitating thought using emotions

    • Select problems based on how one’s ongoing emotional state may facilitate cognition

    • Leverage mood swings to generate different cognitive perspectives

    • Prioritise thinking by directing attention according to present feeling

    • Generate emotions as a means to relate to experiences of another person

    • Generate emotions as an aid to judgment and memory

    3. Understanding emotions

    • Recognise cultural differences in the evaluation of emotions

    • Understand how a person may feel in the future or under certain conditions (affective forecasting)

    • Recognise likely transitions among emotions, such as from anger to satisfaction

    • Understand complex and mixed emotions

    • Differentiate between moods and emotions

    • Appraise the situations that are likely to elicit emotions

    • Determine the antecedents, meanings, and consequences of emotions

    • Label emotions and recognise relations among them

    4. Managing emotions

    • Effectively manage others’ emotions to achieve a desired outcome

    • Effectively manage one’s own emotions to achieve a desired outcome

    • Evaluate strategies to maintain, reduce, or intensify an emotional response

    • Monitor emotional reactions to determine their reasonableness

    • Engage with emotions if they are helpful; disengage if not

    • Stay open to pleasant and unpleasant feelings, as needed, and to the information they convey

    The decision to attend college can be a profound one. The impact that college may have on a person’s life can be as significant as getting married, joining the military, or deciding to adopt (Astin, 1993). Higher education encourages students to become civic-minded citizens with respect for diversity and knowledge (Cress, Astin, Zimmerman-Oster& Burkhardt, 2001; Low, Lomax, Jackson & Nelson, 2004). While the primary goal of higher education is academic development, there is also social and emotional development that takes place during the college experience and which contributes to a student’s success both at school and beyond. With over 20 million students enrolled in higher education (Research Triangle Institute, 2012), it is important to understand the developmental process that occurs during the higher education experience.

    How a student develops relationships, self-confidence, and the ability to communicate is extremely important to the overall goals and missions of higher education. The majority of student development research is focused on how students develop cognitively. William G. Perry (1981) developed a cognitive student development theory based on the idea that students are always moving and developing new ‘positions of knowledge’. Perry’s theory consisted of nine positions that develop a student’s cognitive ability from a basic duality of knowledge to relativism. After Perry’s seminal work, Marcia Baxter Magolda developed the epistemological reflection model (2007), which was a gender-based model which described four positions of cognitive development leading to self-authorship. Cognitive theories are primarily used to assist faculty members and academic administrators in the development of curriculum and learning outcomes (The National Association of Student Personnel Administrators & The American College Personnel Association, 2004).

    Research abounds regarding academic achievement, content knowledge, test scores, and enhancing a student’s cognitive ability. Psychosocial theories, the second most extensive category of student development research, explain the ways in which students deal with certain experiences during their life.

    Chickering and Reisser (1993) developed a seven-vector model to describe the different pathways a student takes during their college journey. A student begins by gaining competence and continues to develop through relationships, identity, and integrity. Student development research has traditionally focused on the classroom experiences of students, however, development does take place outside the classroom through co-curricular experiences (Kuh, 1995). It is through these co-curricular experiences that the social and emotional development of students tends to occur.

    Corporate culture has been examined through an emotional intelligence lens since Daniel Goleman’s Emotional Intelligence bestseller appeared on the shelves (1995). Goleman was interested in abilities such as being able to motivate oneself, to control impulse and delay gratification, to empathise and hope. Low, Lomax, Jackson and Nelson (2004) defined emotional intelligence (EI) as …a learned ability to identify experience, understand, and express human emotions in healthy and productive ways (p. 9).

    The three major categories of emotional intelligence theories include ability, integrative, and mixed-model approaches. Ability models focus on one particular capacity such as perceiving emotion or utilising emotion, whereas integrative models represent emotional intelligence as a more global, cohesive ability using the integration of at least two abilities (Mayer, Roberts & Barsade, 2008). Finally, mixed models contain the comprehensive explanation of EI including abilities, behaviours, and personality traits.

    Through activities which require students to work in groups and build relationships, emotional intelligence is being developed during the college years. There is little research available regarding what specific co-curricular activities may assist in the development of emotional intelligence.

    With the primary focus of higher education traditionally being cognitive development, it is not surprising to find that the majority of emotional intelligence research studies concerning higher education have been focused on the relationships between emotional intelligence and academic achievement (Al-Rabadi, 2012; Bar-On, 2006; O’Connor & Little, 2003). Very few researchers have investigated in any depth the actual development of a student’s emotional intelligence through the college experience. Research regarding emotional intelligence has been primarily confined on the business realm.

    Within the last ten years there has been an increasing interest in the development of emotional intelligence through the college experience. While many studies (MacCann, Fogarty, Zeidner & Roberts, 2011; O’Connor & Little, 2003; Sparkman, Maulding & Roberts, 2012) have focused on the predictive ability of emotional intelligence with regards to academic achievement, there have been minimal research studies of how emotional intelligence is developed during the college experience.

    Low et al. (2004) proposed a student development model which included emotional intelligence. The mixed-model approach contains four competency areas which students must develop, including interpersonal skills, personal leadership, self-management, and intrapersonal skills. In addition, the model provides a problem competency area which contains skills that are likely to cause problems for students: aggression, deference, and change orientation. This Emotional Skills Assessment Process (ESAP) model provides the theoretical framework.

    Definition of terms

    ‘Emotional intelligence’ is defined as …a learned ability to identify, experience, understand, and express human emotions in healthy and productive ways (Low et al., 2004).

    In this study, leadership training includes academic year-long volunteer programmes which students apply for in the summer and complete at the end of the following spring semester.

    CHAPTER TWO

    Introduction

    College mission statements often emphasise both the cognitive and non-cognitive development of students in discussing the personal growth and preparation for life outside of the classroom (Feldmann, Aper & Meredith, 2011). One of the impacts of attending college is the development of cognitive and social skills (Al-Rabadi, 2012; Feldmann et al., 2011; Seal, Naumann, Scott& Royce-Davis, 2010). Cognitive skills development includes intellectual ability and content mastery. These are stated outcomes of higher education (Al-Rabadi, 2012; Feldmann et al., 2011; Harvey, 2000). Many researchers have also identified communication skills, interpersonal competence, cultural awareness, and a sense of identity as positive outcomes of higher education (Arthur W. Chickering, 1999; Feldmann et al., 2011; Harvey, 2000; Low et al., 2004; Schuetz, 2008; Terenzini, Pascarella & Blimling, 1996). These elements are all part of

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