5. Emotional Intelligence
1. Define Emotional Intelligence
“Emotional Intelligence is the idea that cognition and emotion are interrelated” (Noba, 2014, p. 343). Emotions are very influential in making decisions, building relationships, as well as everyday behavior. “Mayer and Salovey . . . proposed that [emotional intelligence] was a cognitive ability which is separate but also associated to, general intelligence (Mallery, n.d.).
2. Apply this idea Mayer and Salovey’s four- branch model to an example in your own life.
The Mayer and Salovey’s four-branch model says that there are four fundamental emotion-related abilities. The model begins with “perception/expression of emotion”, then “use of emotion to facilitate thinking”, then
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The third branch is understanding of emotion which is the ability to tell the difference between emotional states. I can use this by being able to understand if my teacher is a humorous person or more serious at different moments. The fourth branch is management of emotion which is “the ability to remain open to a wide range of emotions, recognize the value of feeling certain emotions in specific situations, and understand which short and long term strategies are most efficient for emotion regulation” (Noba, 2014, p. 347). This is good for when I get upset in a class or do not understand something, that I can control my emotions and not get to upset. 6. Vygotsky’s Theory
1. Apply Vygotsky’s theory of zone of proximal development and scaffolding to your career field.
Vygotsky’s theory of zone of proximal development is what a person can achieve on their own with no assistance. As well as what they can achieve with guidance and encouragement from a more knowledgeable other (MKO). Saul McLeod describes the zone of proximal development as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (McLeod, 2012). Scaffolding is teaching
There are many different definitions of what emotional intelligence is and exactly which components should be included to comprise it. The most basic model of emotional intelligence is the "four branch model" described by John Mayer and Peter Salovey in 1997. The key concepts included in the four branch model are: "emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional meanings, and to reflectively regulate emotions so as to promote both better emotion and thought (Mayer & Salovey, 1997).” The scientific definition of emotional intelligence, according to John Mayer, Peter Caruso and Peter Salovey is that "emotional intelligence refers to an ability to recognize the meanings of emotion and their relationships, and to reason and problem-solve on the basis of them. Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions, and manage them (Mayer, Caruso, & Salovey, 2000)."
Self-Awareness – this entails being able to process and comprehend your emotions. When individuals can assess themselves, they can identify areas that they have a weakness in and those in which their strength lies. This way, if at all they experience any difficulty with whatever issue, they can identify if the problem is with them. With self-awareness, a person gets to know how their emotions affect them and others altogether. Also, the person has better control of the same emotions. This domain has been passed as the most important of the five domains.
Two psychologists, John Mayer and Peter Salovey, first introduced the concept of “emotional intelligence”, or EI, in a journal article in 1990 (Goleman, 2005). It was then popularized in 1995, with the book Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman. Goleman posited that EI is as important, if not more important, than IQ in terms of success in academics, business, and interpersonal relationships (2005).
As suggested in Salovey and Mayer’s theory of emotional intelligence (1990), the instrument has three categories: the appraisal and expression of emotion assessed by 13 items; the regulation of emotion assessed by 10 items; and the utilisation of emotion assessed by 10 items.
this course. I think, as a basis, recognizing different emotions and the categories on which they can fall
1. Perceiving Emotions: This involves understanding nonverbal signals such as body language and facial expressions and perceiving them accurately.
Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for
Emotional intelligence was described formally by (Salovey & Mayer). They defined it as ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions’. They also provided an initial empirical demonstration of how an aspect of emotional
The author was given the task to explain emotional intelligence, and give two (2) example of the concept. Second, to examine, the concept of “emotional quotient” compared to traditional “intelligence quotient.” Third to suggest two to three (2-3) reasons why leaders’ need emotional intelligence to manage today’s workforce, as well as to speculate on at least two (2) possible consequences should a leader not possess emotional intelligence. Fourth, to explore the elements of emotional intelligence that leaders must be aware of to increase leadership effectiveness. Lastly, to recommend a strategy that the organization could undertake in order to improve the social skills of leaders within the organization and thereby
Emotional Intelligence is defined as a ‘type of social intelligence that involves the ability to monitor one’s own and other’s emotions, to discriminate among them and to use the information to guide one’s thinking and actions’ (Salovey and Mayer, 1990: 189). According to Goleman (2001), ‘emotional intelligence comprises of 4 key components which are, Self
…good old street smarts-knowing when to share sensitive information with colleagues, laugh at the boss’s jokes, or speak up in a meeting. In more scientific terms, … [emotional intelligence] can be defined as an array of noncognitive skills, capabilities, and competencies that influence a person’s ability to cope with environmental demands and pressures.1
Since the emergence of emotional intelligence, many theorists have contributed to the understanding and development of the concept. Of those, Mayer and Salovey were the first to introduce emotional intelligence as a skill; recognizing it as the capacity to identify, reason, problem solve, and enhance thinking through the use of emotion (Mayer and Salovey, 1990). Termed as the ability theory, the model also proposes that individuals vary in their emotional processing abilities and that they are able further develop and refine these skills promoting both emotional and intellectual growth (Akerjordet and Severinsson, 2007). By using the four branches of emotional ability, individuals are able to improve the management of emotions and interpersonal connections (Mayer, Salovey, and Caruso, 2011).
Emotional Intelligence is the ability to to be aware of your emotions, manipulate them from negative to positive and analyze them in yourself and other people, so you know when you are stressed, being negative and how to recognize this in other people.
Although intelligence has been studied for over a century, the study of emotional intelligence is relatively new in comparison. One commonly used definition of EI is ‘the ability to understand your own emotions and those of people around you’ (Maltby et al., 2010, p. 392). There are four main models are: The Salovey Mayer, and Caruso model (Mayer & Salovey,
To begin, the basics of emotional intelligence are crucial to understanding the foundation from which humans refer to on a daily basis for interacting in society. Emotional intelligence suggests that humans hold the capability to identify, interpret, understand, manage, and response to emotions in ways to enforce positive relationships, establish good communication, empathize, and address conflict within social networks. Humans begin learning this upon entering life, as emotional intelligence determines the ways that humans behave and intermingle with the environment. The degree of intelligence varies among people: those with a high emotional intelligence are able to recognize their own emotions and other emotions in addition to a sort of magnetic draw that pulls others toward them. This is because people with high emotional intelligence know how to better relate to, understand, and help others. Consider a group