scholarly journals Editorial: Emotional Intelligence and Cognitive Abilities

2016 ◽  
Vol 7 ◽  
Author(s):  
Pablo Fernández-Berrocal ◽  
Purificación Checa
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities

EMOTIONAL INTELLIGENCE AS A FACTOR IN FORMING A FUTURE SPECIALIST

2021 ◽  
pp. 178-186
Author(s):  
T. Kravchenko ◽  
◽  
N. Shymchenko ◽  
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Personal Development ◽  
Business Environment ◽  
General Information ◽  
Emotional Information ◽  
Intellectual Activity ◽  
Business World ◽  
Long Run

The essence and features of the concept of emotional intelligence are considered. The essence of emotional intelligence is defined as a set of cognitive abilities to identify, understand and manage emotions, as well as knowledge, skills and abilities, operations and strategies of intellectual activity related to the processing and transformation of emotional information. The characteristics and prerequisites for the formation of emotional intelligence are identified. The forms and levels of development of emotional intelligence in ontogenesis are analyzed. The main advantages of the formation and development of emotional intelligence for successful employment and personal development are highlighted. A survey of students on awareness in the field of emotional intelligence and assessment of its level, which showed that 24.3% of respondents are interested in this topic in depth, 60% know only general information, and 15.7% first learned about this indicator. Despite the fact that not everyone understands the essence of emotional intelligence, almost half of respondents believe that the level of emotional intelligence is significant. A quarter of students believe that IQ is more important, and another 25% found it difficult to answer this question. The basic methods of development of emotional intelligence are offered. The role of emotional intelligence for managers and business is defined. It is determined that in today's business environment, authoritarian managers are much less likely to succeed in the long run than those who use a democratic style of government. If a manager wants to succeed in the business world now and in the future, it is important to understand the role of emotional intelligence in business today. The possibility of increasing the efficiency of management activities of the specialist through the development of emotional intelligence, which provides prospects for innovative development of the organization (enterprise).

scholarly journals The Power of 'Wonder' by R. J. Palacio to Trigger Young Readers’ Emotionally Literate Responses

Linguaculture ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 45-64
Author(s):  
Raluca Ștefania Pelin
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Literacy Skills ◽  
The Self ◽  
Self Report ◽  
Literary Texts ◽  
Class Discussion ◽  
First Year ◽  
Young Readers ◽  
Third Stage

Readers’ emotions are naturally blended with their cognitive abilities in the transaction with literary texts. From the perspective of emotional intelligence, an emotionally literate reader will be able to read beyond the surface of the text and make inferences regarding shades of feelings, their causes and effects. The purpose of the present study was to observe whether there is any correlation between the emotional intelligence profile of young readers and their abilities to identify the emotional input in literary texts and its impact on themselves. The study was carried out with the participation of 72 students in the first year at the Faculty of Letters in Iași. It consisted in three stages and relied both on quantitative and qualitative data collection. In the first stage, the students filled in a Reading literary texts – Self-report questionnaire; in the second stage they filled in the How Empathetic are You? (The Toronto Empathy Questionnaire, TEQ) (“How Empathetic”) and in the third stage they were given excerpts from the book Wonder by R. J. Palacio in order to check whether the self-reported emotional literacy skills were at work when approaching a literary text. Approximately half of the students (30) offered to watch the film prior to class discussion and work. The answers were compared with the results of the self-reported questionnaires and a natural and fairly consistent correspondence between the profiles of readers in terms of empathy in general and the empathy felt with regard to the fictional characters together with a good command of emotion vocabulary could be observed.

scholarly journals A conceptual replication of emotional intelligence as a second-stratum factor of intelligence

2019 ◽  
Author(s):  
Thomas Rhys Evans ◽  
David Hughes ◽  
Gail Steptoe-Warren
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Emotion Perception ◽  
Data Set ◽  
Bifactor Models ◽  
Management Factors

MacCann, Joseph, Newman, and Roberts (2014) explored various unidimensional, oblique, hierarchical and bifactor models to suggest that ability EI can represent a distinct set of cognitive abilities that can be placed within existing intelligence frameworks. The current study presents a conceptual replication of these analyses from data collected using alternative (nonproprietary) measures. Using a data set of 830 individuals, the current study provides further evidence to suggest ability EI best represents a hierarchical construct formed of emotion perception, understanding and management factors, structured as a second stratum factor within broader models of cognitive ability.

scholarly journals Leaders Lacking Emotional Intelligence: Towards A Theory Of Tobephobic Leaders

2015 ◽  
Vol 31 (3) ◽  
pp. 1179
Author(s):  
Prakash Singh
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Significant Contribution ◽  
Primary Objective ◽  
Two Dimensions ◽  
First Century ◽  
Relevant Research ◽  
Task Oriented ◽  
Emotional Basis

Does a theory on tobephobic leaders (TLs) exist? In attempting to advance a theory on TLs, it is very pertinent to ask: Who are intelligent leaders? Research strongly suggests that intelligent leaders can mean numerous things because this conceptualization of intelligent leaders can be based exclusively on their intellectuality (cognitive abilities - IQ), or their emotionality (emotional intelligence EQ), or a combination of both. Expectedly, leaders who intellectualize and depend solely on their cognitive skills would tend to avoid the conscious recognition of the emotional basis of their decisions by substituting a superficially plausible, but questionable, explanation for their workers. On the other hand, leaders who base their decisions solely on their emotions can be accused of being irrational and not being task-oriented. The complexities of modern organizations in the twenty-first century require a new focus on leadership that extends well beyond possessing cognitive abilities alone. The focus of this paper is to advance a theory of TLs because no such attempt has yet been made globally. The primary objective of this article is to expand the notions of leadership that are currently in practice in organizations. Such a theory could make a major impact on how we view leadership practices in different organizations and could, therefore, make a significant contribution to our understanding of leadership activities. The theory of TLs will be embedded in two dimensions of leadership: intellectuality and emotionality. Hence, relevant research will be cited to evoke the prevalence and effects of TLs on human resources.

IDEAS ABOUT MODELS OF EMOTIONAL INTELLIGENCE IN THE CONTEXT OF SCIENTIFIC KNOWLEDGE

2021 ◽  
Vol 68 (3) ◽  
pp. 71-84
Author(s):  
A. D. Orazymbetova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Mixed Models ◽  
Theory And Practice ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Classical Models ◽  
Scientific Ideas ◽  
Pedagogical Literature

The uncertainty of the concept of emotional intelligence creates a difficult dilemma for researchers to choose model options and diagnostic tools. For this reason, there is a significant increase in interest in classical models of emotional intelligence. It should be clarified that a significant part of the components available in them are repeated in researchers. The variety of created models of emotional intelligence inspires the need for their systematization. Ability models and mixed models are most worthy of consideration. The analysis of psychological and pedagogical literature on this problem is carried out, approaches to explaining the nature of emotional intelligence are described. The novelty of the research is that scientific ideas about the variety of models of emotional intelligence, about the regulation of emotions and their management are expanding. Practical significance: this study complements the existing literature, demonstrating the role of classical models of emotional intelligence in terms of their potential significance for theory and practice, as well as the integration of research on emotional intelligence with well-known models of cognitive abilities.

scholarly journals How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal

2020 ◽  
Vol 29 (1) ◽  
pp. 17-41
Author(s):  
José M. Mestre
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Cognitive Abilities ◽  
Emotional Regulation ◽  
Compulsory Education ◽  
Educational Activity ◽  
School Life ◽  
Social Sciences And Humanities ◽  
Ability Emotional Intelligence ◽  
Theoretical Proposal

Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by most of the mandatory subjects of both Primary and Secondary Schools. The second stratum of CHC model is composed of similar cognitive abilities as 1997-Ability Emotional Intelligence Model (perception, using, understanding, and managing emotions), which is different from trait EI approaches - that consider EI has personality traits as well. It has pointed out that the capacities of the CHC-model second stratum are connected to the capabilities of AEI. Therefore, any educational activity that optimizes perception, understanding, attentional control or planning is affecting the development of AEI. Promoting AEI involves hot information processing. It is convenient to use transversely hot information processing - this means that this information has special meaning for the people. Connecting hot information to mandatory subjects teaching would develop the abilities of EI. Both Sciences and Natural Sciences pedagogic devices can improve emotional perception. However, Social Sciences and Humanities foster both emotional understanding and knowledge. Finally, the different contingencies that occur in school life scenarios are suitable for training of emotional regulation.

scholarly journals The essence and content of the concept of «emotional intelligence»

2018 ◽  
pp. 35-42 ◽  
Author(s):  
Lyudmyla Rakityanska
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Mixed Model ◽  
Practical Interest ◽  
Theoretical Development ◽  
Academic Science ◽  
Theoretical Understanding ◽  
Personality Psychology ◽  
Academic Knowledge ◽  
Psychological Phenomenon

The subject of special attention of scientists in the last more than two decades is the problem of emotional intelligence – a new psychological phenomenon, which in recent years has been identified by American psychologists as a problem of personality psychology. The practical interest in the problem, according to scientists, far outstrips the level of its theoretical development. The public demand for emotional intelligence came from the business sector, where it was found that academic knowledge in its pure form, intelligence does not always provide with the expected result. Public opinion is increasingly coming to the conclusion that in the development of the individual as an individual and groups of like-minded people, in solving the problems of emotional burnout, conflicts of any level, priority belongs not to reason, but emotions. From the way in which accurately and skillfully a person can recognize their emotions and reasonably manage them, its vital success depends to a large extent. The spectrum of interest in emotional intelligence is broad enough and encompasses academic science, management and business, applied psychology. The first studies of emotional intelligence as a psychological phenomenon, a theoretical understanding of its essence and essential features, the formation of scientific concepts on this basis belong to American scientists. The analysis of literature testifies to the lack of unambiguous scientific understanding of the phenomenon of emotional intelligence. American scientists have proposed three basic theories of emotional intelligence, which differ between developed model structures and corresponding methods of their measurement: the model of cognitive abilities; mixed model combining cognitive abilities and personality traits; a mixed model that combines non-cognitive abilities and is personal quality. Actuality, little research and discussion of the problem of emotional intelligence are increasingly attracted by the attention of domestic scientists.

scholarly journals Symbiotic Relationship Between Emotional Intelligence And Collegial Leadership

2013 ◽  
Vol 12 (3) ◽  
pp. 331
Author(s):  
Prakash Singh
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Cognitive Abilities ◽  
Well Being ◽  
Team Work ◽  
Working Environment ◽  
Symbiotic Relationship ◽  
Collegial Leadership ◽  
Emotionally Intelligent

Research on leadership over the past two decades suggests that the emotional intelligence of leaders matters twice as much as that of cognitive abilities, such as IQ or technical expertise. Emotionally intelligent leaders experience a greater sense of well-being, improved relationships, happier employees and lower employee turnover, better team work, greater job satisfaction and a greater degree of success. Four hundred and seventy four employees participated in this study. The quantitative research method was used to examine the employees perceptions of their leaders emotionally intelligent personal and social skills on their job satisfaction. Findings in this study strongly suggest that collegial leaders demonstrate high levels of EI and collegiality in the working environment. These collegial leaders are equipped with personal and social skills which they use to contribute to the happiness and job satisfaction of their workers. Integral to the success and development of the collegial process is that employees feel that they are being nurtured in an open, warm and sincere environment. Clearly, a leader who demonstrates appropriate levels of emotionally intelligent personal and social skills will not only create a collegial working environment but will also thrive in one. The evidence emanating from this exploratory study confirms that there is a symbiotic relationship between emotional intelligence and collegial leadership. The emotionally intelligent collegial leader is a concept that extends far beyond a slogan and must become an integral part of organizational effectiveness and reform. It is inconceivable to speak about collegial leadership in the absence of emotional intelligence.

scholarly journals Qué hacen los docentes para desarrollar la inteligencia emocional en las aulas universitarias. Un estudio cualitativo | What teachers do to develop emotional intelligence in university classrooms? A qualitative study

2019 ◽  
Vol 12 (25) ◽  
pp. 100
Author(s):  
Rocio Fragoso Luzuriaga
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Empirical Studies ◽  
Educación Superior ◽  
Educacion Superior ◽  
Specific Activities ◽  
Expression Of Emotions ◽  
University Classrooms ◽  
Estudiantes Universitarios

El maestro es una figura clave en el aprendizaje y perfeccionamiento de la inteligencia emocional (IE) en educación superior, no obstante, hasta el momento existen pocos trabajos empíricos que identifiquen acciones específicas para su fomento en el aula. Por lo anterior, el objetivo de esta investigación es indagar en las prácticas que los docentes de educación superior emplean, dentro de los salones de clase, para desarrollar la IE de los estudiantes. Con la finalidad de cumplir con dicho propósito se estructuraron cinco grupos focales, en dónde participaron 31 alumnos próximos a finalizar la licenciatura en psicología en la Benemérita Universidad Autónoma de Puebla, cuyas respuestas fueron analizadas mediante la propuesta de Strauss y Corbin (2002) para el desarrollo de teoría fundamentada. Los resultados arrojan que: demostrar pasión; generar climas positivos en el aula; planificar y aplicar actividades específicas; demostra empatía; y ser ejemplo en el manejo y expresión de las emociones son clave para la promoción de la IE. Por lo anterior se concluye que para fomentar ésta habilidad en los estudiantes universitarios el docente tiene que contar con numerosas capacidades emocionales, sociales y cognitivas.AbstractThe teacher is a key figure in the learning and improvement of emotional intelligence (EI) in higher education; however, there are few empirical studies that identify specific actions for the promotion of the ability in the classroom. Therefore, the aim of this research is to inquire the practices that higher education teachers use for the development of EI in their students. To fulfilling this purpose, five focus groups were structured with 31 students next to finish the psychology degree, in the Benemérita Universidad Autónoma de Puebla, whose answers were analyzed by the proposal of Strauss & Corbin (2002) to develop grounded theory. The results show that: demonstrate passion; generate positive climates in the classroom; plan and implement specific activities; generate empathy; and being an example in the management and expression of emotions are fundamental to the development of EI. Therefore, it is concluded that in order to promote EI in university students, the teacher must have numerous emotional, social and cognitive abilities.

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