Emotional Intelligence and Cognitive Intelligence: An In-Depth Empirical Evaluation

2003 ◽  
Author(s):  
Joseph Hulgus
Keyword(s):  
Emotional Intelligence ◽  
Empirical Evaluation ◽  
Cognitive Intelligence

Emotional Intelligence

2019 ◽  
pp. 193-204
Author(s):  
Stacy M. Lauderdale-Littin ◽  
Carol McArthur-Amedeo
Keyword(s):  
United States ◽  
Emotional Intelligence ◽  
Training Programs ◽  
Gifted Students ◽  
The United States ◽  
Preservice Teacher Training ◽  
Cognitive Intelligence ◽  
Teacher Training Programs ◽  
Understanding Emotions

Within the United States, almost 50% of teachers leave the field of education within the first five years. Teachers who remain in the field have been shown to be able to demonstrate career competency skills. These skills are related to emotional intelligence (EI), which refers to competencies in recognizing, managing, communicating, and understanding emotions in one's self and others. Previous literature suggests gifted students, due to specific characteristics associated with giftedness, struggle with EI, which impacts their ability to utilize the skills they have, including cognitive intelligence. For gifted individuals entering the field of education, difficulty with EI could potentially impact their ability to feel successful and remain in the field long term. This chapter provides information and resources related to meeting the emotional intelligence needs of gifted students in preservice teacher training programs.

The Interplay Between Cognitive Intelligence, Ability Emotional Intelligence, and Religiosity

2019 ◽  
Vol 59 (5) ◽  
pp. 2556-2576
Author(s):  
Paweł Łowicki ◽  
Marcin Zajenkowski ◽  
Dimitri van der Linden
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Intelligence ◽  
Ability Emotional Intelligence

Emotional Intelligence, Cognitive Intelligence, and Job Performance

2006 ◽  
Vol 51 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Stéphane Côté ◽  
Christopher T. H. Miners
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
Cognitive Intelligence

Got EQ? Increasing Cultural and Clinical Competence Through Emotional Intelligence

2007 ◽  
Vol 29 (1) ◽  
pp. 14-19 ◽  
Author(s):  
Shari A. Robertson
Keyword(s):  
Emotional Intelligence ◽  
Human Behavior ◽  
Clinical Competence ◽  
Cultural Intelligence ◽  
Cultural Proficiency ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Cognitive Intelligence ◽  
Theoretical Foundations

Cultural intelligence has been described across three parameters of human behavior: cognitive intelligence, emotional intelligence (EQ), and physical intelligence. Each contributes a unique and important perspective to the ability of speech—language pathologists and audiologists to provide benefits to their clients regardless of cultural backgrounds. This article provides an overview of the concept of EQ and its historic and theoretical foundations. Strategies for developing and implementing skills related to EQ to enhance clinical competence and cultural proficiency are explored.

scholarly journals Relationship between Ability-Based Emotional Intelligence, Cognitive Intelligence, and Job Performance

2019 ◽  
Vol 11 (8) ◽  
pp. 2299
Author(s):  
Nhu Ngoc Nguyen ◽  
Phong Tuan Nham ◽  
Yoshi Takahashi
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Job Performance ◽  
Cascade Model ◽  
Emotional Understanding ◽  
Cognitive Intelligence ◽  
Advantages And Disadvantages ◽  
Downstream Effects ◽  
The Relationship ◽  
Positive Effect

Based on previous findings, which found that the three facets of ability-based emotional intelligence (EI) have varying effects on job performance, this study investigates the relationship between emotional intelligence, cognitive intelligence (CI), and job performance. The use of a cascade model suggests a progressive pattern, starting from emotion perception, followed by emotional understanding and emotion regulation, with downstream effects on job performance. Considering the advantages and disadvantages of both measurements, we employed the performance-based ability measurement, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and the self-reporting ability EI measurement, Wong Law Emotional Intelligence Scale (WLEIS). Our findings supported the cascade model, but in the case of WLEIS measures, both self-emotion appraisal and others’ emotion appraisal precede emotion regulation, leading to a positive effect on job performance. Moreover, CI moderated the relationship between EI and job performance, such that a decline in CI rendered the relationship more positive. The MSCEIT and WLEIS showed similar results, thus supporting the cascading model and moderating effects.

scholarly journals Emotional, Social and Cognitive Intelligence

2019 ◽  
pp. 26-35
Author(s):  
Cicely Greaves
Keyword(s):  
Emotional Intelligence ◽  
Work Environment ◽  
Carl Jung ◽  
Full Potential ◽  
Human Beings ◽  
Mutual Respect ◽  
Cognitive Intelligence ◽  
The Past ◽  
Irrational Thoughts

Emotional, social and cognitive intelligence When Emotional, Social and Cognitive Intelligences are used to manage one-self as a day to day practice, this will transcend in to all aspects of one‘s life. Most people operate based on their emotions, and in those irrational thoughts, irrational decisions are made and that can be detrimental to all involved. Many theorists in the past have discussed emotions and social and cognitive intelligence, and one of those theories are Emotional Intelligence (EI). According to Psychologytoday.com "Emotional intelligence refers to the ability to identify and manage one's own emotions, as well as the emotions of others". When it is used on a frequent basis to manage life in an organic way it will make the work environment more harmonious, there will be mutual respect if each person has self-respect first. Values are individual, but virtues transcend through all, and all can relate to the them. Virtues meaning Love, Peace, Happiness, etc. All human beings want these basic qualities in their lives. In expanding further, Carl Jung was a theorist who created 4 stages of Life and they are the athlete, the warrior, the statement, and the spirit. When one can understand the four stages in Life, one can be successful in living a life to its full potential in this era. This study will take us through the 4 stages of Life and how to use Emotional, Social and Cognitive Intelligence and other methods in every aspect of life.

Emotional Intelligence

2008 ◽  
Vol 29 (2) ◽  
pp. 105-115 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Aljoscha C. Neubauer ◽  
Ursula Haller
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Outcome Measures ◽  
Big Five ◽  
Well Being ◽  
Maximum Performance ◽  
Cognitive Intelligence ◽  
Emotional Management ◽  
Typical Performance ◽  
Within Subjects

Based on our previous research on intrapersonal and interpersonal emotional management abilities (EMA; Freudenthaler & Neubauer, 2005 , 2007 ), the present study examined the effects of instruction (TP: typical performance vs. MP: maximum performance) on EMA scores, using a within-subjects design (n = 151). In addition, the relations of TP-EMA and MP-EMA to sex, cognitive intelligence, and personality traits, as well as indicators of well-being, were tested. Results showed not only lower means but also higher reliabilities in the TP condition than in the MP condition. While women outperformed men in interpersonal EMA in both instruction conditions, men scored higher than women on intrapersonal TP-EMA. As expected, only MP-EMA were significantly correlated with cognitive intelligence. In contrast, TP-EMA showed more overlap with personality and were also substantially related to life satisfaction and depression. Most of the correlations between TP-EMA and predicted outcome measures remained significant when sex, personality (Big Five), and cognitive intelligence were controlled for. In sum, the findings provide further evidence of the importance to distinguish between typical and maximum performance in research on emotional intelligence measures and their application.

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