Abstract
Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses—among other things—on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.
Highlights
Contemporary accounts of emotions emphasize the important role they play in adaptation (e.g., Cosmides and Tooby, 2000)
We review below the findings of the studies that have investigated the relationship between emotional intelligence (EI) and emotion regulation (ER)
The ER tradition has shed light on emotion regulation processes while the EI tradition has documented the consequences of individual differences in emotion regulation on social, health, educational and work outcomes
Summary
Contemporary accounts of emotions emphasize the important role they play in adaptation (e.g., Cosmides and Tooby, 2000) Numerous studies support this view, showing that emotions facilitate adaptation by optimizing sensory intake (Susskind et al, 2008; Vermeulen et al, 2009), improving detection of threatening stimuli (e.g., Ohman et al, 2001; Williams et al, 2004; Pessoa et al, 2005), readying behavioral responses (e.g., Frijda, 1987; Roseman et al, 1994), assisting decision making (Damasio, 1994), enhancing memory for important events (Phelps, 2006; Luminet and Curci, 2009), and guiding interpersonal interactions (Keltner and Kring, 1998). We often try to regulate our emotions (Gross, 1998b)
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