Abstract
The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed.
Highlights
Cognitive intelligence has received much attention as the single most important predictor of human performance [1]
Saarni [21] furthers this distinction in her recent review, stating that there are three significant conceptual differences between EI and Emotional competence (EC), which are as follows: (1) EC is seen as a set of developed skills; (2) individuals that are emotionally competent are reacting to the emotion-eliciting environments with skills whereas emotionally intelligent individuals are responding with traits residing within those individuals; (3) third is the contribution of personal integrity to mature, emotionally competent functioning
There are two dimensions to infer the theories of emotional competence: (1) the construct related to the socialization in respect of functionalist and developmental perspectives and (2) the relationship between the construct and positive youth development
Summary
Cognitive intelligence has received much attention as the single most important predictor of human performance [1]. The ability to identify and discriminate emotions is especially important in youth development [4] and may be influenced by a person’s initial orientation to his/her emotion-related problems. When an individual has an ineffective orientation, he/she will try to avoid thoughts and feelings related to the problem [5]. In such a case, he/she may fail to identify emotions and be less able to resolve emotional problems in constructive ways and less likely to accept his/her own feelings. References on developing competence related to emotions have been found in both UK and US government reports, the research field is not yet very developed [2]. Emotional competence can be nurtured and developed as a person grows
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