Emotions In Oneself Research Articles

Models of Emotional Intelligence: Similarities and Discrepancies

What is the secret of human happiness and fulfilment? Philosophers, prophets, and other sages have debated this questioned since ancient times without arriving at a satisfactory resolution. The advance of Psychology in the last century has raised the hope of a scientific answer. Systematic, empirical study of human success and failure will tell us how we should live. Recently Psychologists have proposed that understanding the emotions in oneself and others is the key to a satisfying life. Those people who are self aware and sensitive to others manage their affairs with wisdom and grace, even in adverse circumstances. On the other hand those who are emotionally illiterate blunder their way though lives marked by misunderstandings, frustrations and failed relationships. A scientific understanding of Emotional Intelligence allows us to train our emotional skills so that we can live more fulfilling and productive lives. El refers to the competency to identify and express emotions, understand emotions, assimilate emotions in thought, and regulate both negative and positive emotions in self and others. Although the concept first appeared in Psychological literature nearly two and a half decades ago, it is only in the past ten years or so that Emotional Intelligence has received widespread attention. The result is that today there are many models which explain Emotional Intelligence.Review of literature suggests there are five main models of Emotional Intelligence-Mayer, Salovey and Caruso Conceptualization, Bar-On's Model of Emotional Intelligence, Daniel Goleman's Model of Emotional Intelligence, The Four Cornerstone Model of Emotional Intelligence and the Six Seconds' Model of Emotional Intelligence. A brief discussion of these five models will be followed by a comparison among them.Mayer salovey caruso conceptualizationThe work of Mayer Salovey Caruso has been the most influential in scientific genesis. These researchers were the first to publish extensive accounts of El in peer reviewed psychological journals (Mayer, DiPaolo, & Salovey, 1990). These researchers suggest that their specific of the term stresses the concept of an intelligence that processes and benefits from emotions. From this perspective, El is composed of mental abilities, skills or capacities (Mayer, Salovey et al., 1997). A major assumption of the Mayer Salovey Caruso model is that El resembles other forms of ability in terms of concepts, assessment vehicle, developmental trajectories, lawful phenomena associated with patterns of interrelationships with other measures and further empirical instantiations. In this system, El represents an intelligent system for the processing of emotional information and thus it resembles central parts of well established intelligent systems. According to Mayer and Mitchell (1998), an intelligent system consists of a capacity for inputting information and a capacity for processing information, through both immediate manipulation of symbols and reference to expert knowledge. El cuts across the cognitive and emotional systems and is at one time unitary and multidimensional, being sub divisible into four branches.Perceiving Emotions (Branch 1)- The ability to perceive emotions in oneself and others, as well as in objects, art, stories, music and other stimuli.Facilitating Thought (Branch 2)- The ability to generate, use and feel emotion as necessary to communicate feelings or employ them in other cognitive processes.Understanding Emotions (Branch 3)- The ability to understand emotional information, how emotions combine and progress through relationship transitions and to appreciate such emotional meanings.Managing Emotions (Branch 4)- The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth.Multi-branch Emotional Intelligence Scale (MEIS, 1999) was developed for empirical testing of the model. …

I Feel Therefore I Connect: The Social Network World for Employees with Higher Emotional Abilities

Emotional abilities (EA) are the set of skills that relate to the processing of emotional information, such as perceiving, facilitating, understanding and managing emotions in oneself and others. T...

Assessment and determinants of emotional intelligence and perceived stress among students of a medical college in south India.

Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. Stress resulting from having to meet professional demands is common in the medical student's life. The perceived stress (PS) can be either an input or an outflow of EI or the lack thereof. This study was done to assess EI levels and to find out its association with sociodemographic variables and PS among medical students. Data were collected using a self-administered questionnaire from 198 first-year and 208 second-year medical students. EI scores were found to increase with age (r = 0.169, P = 0.004). PS scores were found to be higher among first-year students (P = 0.05). PS scores were found to decrease with increase in EI scores (r = -0.226, P < 0.001). Hence, if sufficient measures to improve EI are provided in the beginning, it would make students more stress-free during their training years at medical schools.

Importancia de la inteligencia emocional en Medicina

Emotional intelligence is a topic that has not been addressed sufficiently in medicine, science shows us that it is not a fashion item but on the contrary is a set of interrelated skills that involve the ability to control oneself and having to do with the ability to accurately perceive and appraise and express emotions in oneself and to access and generate feelings when they facilitate thought and understanding the emotions of others. This article aims to raise awareness among teachers of schools and medical schools are in charge of education, to consider the subject of emotional intelligence as a pending issue for undergraduates and medical specialties. Students need to know how to respond emotionally to personal and professional situations.

Emotional intelligence in orthopedic surgery residents

Emotional intelligence (EI) is the ability to understand and manage emotions in oneself and others. It was originally popularized in the business literature as a key attribute for success that was distinct from cognitive intelligence. Increasing focus is being placed on EI in medicine to improve clinical and academic performance. Despite the proposed benefits, to our knowledge, there have been no previous studies on the role of EI in orthopedic surgery. We evaluated baseline data on EI in a cohort of orthopedic surgery residents. We asked all orthopedic surgery residents at a single institution to complete an electronic version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). We used completed questionnaires to calculate total EI scores and 4 branch scores. Data were analyzed according to a priori cutoff values to determine the proportion of residents who were considered competent on the test. Data were also analyzed for possible associations with age, sex, race and level of training. Thirty-nine residents (100%) completed the MSCEIT. The mean total EI score was 86 (maximum score 145). Only 4 (10%) respondents demonstrated competence in EI. Junior residents (p = 0.026), Caucasian residents (p = 0.009) and those younger than 30 years (p = 0.008) had significantly higher EI scores. Our findings suggest that orthopedic residents score low on EI based on the MSCEIT. Optimizing resident competency in noncognitive skills may be enhanced by dedicated EI education, training and testing.

Emotional Literacy: The ABC of Understanding Emotions

Emotions are an integral part of human nature and they form an essence of life. We respond to life in many different ways through our emotions which in turn influence our thoughts and actions, inspire our needs, have an effect on our body and impact our relationships. In order to understand any language, it becomes necessary to learn the basics or the building blocks namely ABC of that language. Similarly, to understand the language of emotions, one must get familiar with literacy which is the A B C of understanding emotions.Emotional Literacy (EL) plays a key role in learning to be smart with one's emotions. In order to understand this concept better, this paper reviews various research papers that contribute to the essence of EL. The sub-topics further help in getting in-depth knowledge of the concept.* Various approaches to learning EL* Emotional Literacy and it's definitions* Contribution of EL to various walks of life* Various approaches to learn intelligenceTo understand the effectiveness of the EL programme, it is necessary to understand the different approaches towards learning EL.Howard Gardner's approachGardner, in his Frames of Mind: The Theory of Multiple Intelligences (1983), explained that there are intra-personal and interpersonal intelligences. Intra-personal intelligence is an individual's understanding of how one gets along with others whereas interpersonal intelligence is the ability to understand oneself. Both kinds require an understanding of emotions, and how people express them. Perhaps the two intelligences are innate abilities, but they are impossible without building a vocabulary and repertoire of skills to identify states in self as well as in others.The Steiner Model of EL: He breaks literacy into 5 parts :* Knowing your feelings.* Learning to manage our emotions.* Putting it all together: interactivityThe* Having a sense of empathy.* Repairing damageAccording to Steiner, EL is about understanding feelings in self and those of others to facilitate relationships, including using dialogue and self-control to avoid negative arguments. The ability to be aware and read other people's feelings enables one to interact with them effectively so that powerful situations can be handled in a skillful way. Steiner calls this emotional interactivity. Steiner's model of literacy is therefore primarily about dealing constructively with the difficulties we experience to build a sound future. He believes that personal power can be increased and relationships transformed. The emphasis is on the individual, and as such encourages one to look inward rather than to the social setting in which an individual operates.Goleman's Model 1997: Goleman's model explains the five 'domains'of EQ:* Knowing your emotions* Managing your own emotions* Motivating yourself* Recognizing and understanding other people's emotions* Managing relationships, i.e. managing the emotions of othersThe influence of Goleman's work is seen in the government's primary national strategy, Social and Emotional Aspects of Learning, whose core concepts are:* Self-awareness* Self-motivation* Empathy *Managing* Social skillsfeelingsThe Ruler Approach: The Ruler approach developed by researchers (Brackett, M., Rivers, S.E., Holzer, A., Stem, R., Patti, J.) at Yale University in 2005, is an evidence-based social and learning program dedicated to enriching the lives of educators, students, and families. The RULER Approach teaches 5 key literacy skills:* Recognizing emotions in oneself and others* Understanding the causes and consequences of emotions* Labelling the full range of emotions using a rich vocabulary* Expressing emotions appropriately in different contexts* Regulating emotions effectively to foster healthy relationships and achieve goalsThis research suggests that developing EL fosters a range of behaviours and attitudes essential to positive development and academic achievement. …

Confidence in Emotion Perception in Point-Light Displays Varies with the Ability to Perceive Own Emotions

One central issue in social cognitive neuroscience is that perceiving emotions in others relates to activating the same emotion in oneself. In this study we sought to examine how the ability to perceive own emotions assessed with the Toronto Alexithymia Scale related to both the ability to perceive emotions depicted in point-light displays and the confidence in these perceptions. Participants observed video scenes of human interactions, rated the depicted valence, and judged their confidence in this rating. Results showed that people with higher alexithymia scores were significantly less confident about their decisions, but did not differ from people with lower alexithymia scores in the valence of their ratings. Furthermore, no modulating effect of social context on the effect of higher alexithymia scores was found. It is concluded that the used stimuli are fit to investigate the kinematic aspect of emotion perception and possibly separate people with high and low alexithymia scores via confidence differences. However, a general difference in emotion perception was not detected in the present setting.

The relationship of positive and negative expressiveness to the processing of emotion information

The tendency to express emotions non-verbally is positively related to perception of emotions in oneself. This study examined its relationship to perception of emotions in others. In 40 healthy adults, EEG theta synchronization was used to indicate emotion processing following presentation of happy, angry, and neutral faces. Both positive and negative expressiveness were associated with higher emotional sensitivity, as shown by cortical responses to facial expressions during the early, unconscious processing stage. At the late, conscious processing stage, positive expressiveness was associated with higher sensitivity to happy faces but lower sensitivity to angry faces. Thus, positive expressiveness predisposes people to allocate fewer attentional resources for conscious perception of angry faces. In contrast, negative expressiveness was consistently associated with higher sensitivity. The effects of positive expressiveness occurred in cortical areas that deal with emotions, but the effects of negative expressiveness occurred in areas engaged in self-referential processes in the context of social relationships.

Emotional intelligence and sporting performance: A comparison between open- and closed-skill athletes

The purpose of this investigation was to determine if there are cognitive psychological factors used in competition and training which differentiate athletes participating in an open and closed skill sport. In addition, factors discriminating successful from less successful participants in the open skill sport of football and the closed skill sport of gymnastics were identified. A total of 40 inter-varsity athletes (n = 20; footballers) from open-skill and (n = 20; gymnasts) from closed-skill sports completed the emotional intelligence questionnaire (EIQ16). The EIQ16 measures 16 emotional competencies covering the ability to accurately perceive emotions in one-self and others, use emotions to facilitate thinking, understand emotional meanings, and manage emotions. Student’s t-test for independent data was used to assess the between-group differences. The level of p ≤ 0.05 was considered significant. The results revealed significant difference in self-analysis (p = 0.0004), analysis of others (p = 0.0137), self-expression (p = 0.0274), thinking (p = 0.0189), judgment (p = 0.0010), problem solving (p = 0.0310), complexity (p = 0.0036), transitions (p = 0.0013), openness (p = 0.0061), self-control (p = 0.0562) and others (p = 0.0490) (p 0.05). In conclusion, emotional intelligence is an important construct in the sports domain (Meyer and Fletcher, 2007). Accordingly, interest in emotional intelligence has increased specifically in the realm of athletics (Zizzi et al., 2003). Proponents have claimed that emotional intelligence can enhance leadership performance, team cohesion, and coping with pressure. Key words: Athlete, emotional intelligence, open and closed skill.

Emotional Intelligence and its Relationship with Leadership Practices

In recent years leadership and emotional intelligence have become hot topic in management and organization researches. We made an attempt to study the relationship between emotional intelligence and leadership. Emotional intelligence is the ability to perceive and express emotion to stimulate thought, understand and reason. It also regulates emotion in oneself and others. Leadership refers to the ability to influence, motivate and enable others to contribute to the effectiveness and success of the organizations of which they are members. PurposeTo explore the relationship of emotional intelligence in the leadership practices of executives. MethodologyThis study adopted survey method, which is descriptive and associational in nature. 256 executives from a public sector organization in South India selected through stratified random sampling method. FindingsThe result revealed that, emotional intelligence is high for non-professional degree holders and they have preferred modeling the way dimension of leadership practices. Emotional intelligence has a significant relationship with the leadership practices of executives. The findings and implications are discussed in this article. Originality / ValueThis approach should help organizations look and prepare for the future more effectively; including better specifying the future requirements they will have for their leaders. LimitationsThe study was conducted in a public sector organization in south India. Hence it is not granted to generalize the findings. Keywords: Emotional Intelligence, Leadership Practices, Executives and Public Sector Organization

Developing emotional intelligence as a means to increase team performance

The development of work teams continue to be an area receiving attention in academic fields. Team work, has, over the past few years, become integral component of many workplaces. One area which is emerging as a key indicator of team task performance is emotional intelligence. Emotional intelligence is the ability to accurately appraise and express emotion in oneself and others. Recent research indicates that the combined emotional intelligence of team members will influence team task performance and that emotional intelligence can be increased with training. This paper concludes that training in emotional intelligence should be considered for all work places where quality team task performance is important.

Leadership 101: Column 3: Leadership and emotional intelligence

Scott 146 Peter Salovey and John D. Mayer were among the first researchers to coin the term “emotional intelligence” in 1990 [1]. The abstract of their seminal article defines the concept as “a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one’s life.” The concept of EI or EQ, as it is abbreviated, became more widely known following the publication of Daniel Goleman’s best-selling 1995 book Emotional Intelligence [2]. EI is now firmly entrenched in the literature of business, human resources, and education, among other fields. Mayer, a professor of psychology at the University of New Hampshire, further outlines his “four branch model of emotional intelligence” with the four “branches” being the ability to (i) accurately perceive emotions in oneself and others, (ii) use emotions to facilitate thinking, (iii) understand emotional meanings, and (iv) manage emotions [3]. Many writers and researchers have posited varying definitions of EI and its components. Mayer refers to these as “mixed models” of emotional intelligence [4]. Other writers caution against confusing EI with having good social skills. Adele Lynn points out that EI is largely focused on an individual’s internal world, while social skills have to do with external relations [5]. Good social skills are part of having emotional intelligence but do not constitute it. Lynn provides a model of EI that includes five competencies for emotional intelligence:

Emotional Awareness and Alexithymia in Smokers Seeking Help for Cessation: A Clinical Analysis

AbstractThe construct of emotional awareness refers to attending to, identifying, differentiating, and labelling emotions in oneself and in others. Forty-two smokers were evaluated before they stopped smoking and also filled out the Levels of Emotional Awareness Scale (LEAS), the Toronto Alexithymia Scale (TAS-20), and the Sensation Seeking Scale (SSS). Subjects had low levels of emotional awareness and their scores on the emotional components of the TAS-20 were high in comparison to the general French population. No relationship was found between TAS-20 and LEAS, which confirms that these scales measure complementary dimensions of emotional processing that are only partially linked. Whereas sensation seeking was lower in self-rated alexithymic subjects, high scores on Boredom Susceptibility and total SSS among women were related to low LEAS scores. The results highlighted impairment of emotion processing in these subjects. Their state versus trait status is discussed, as well as their defensive functions. Treatment targeting emotional abilities enhancement for these subjects, as in other addictions, may help improve treatment of tobacco dependence.

TOWARD AN INTEGRATED PROFILE OF EMOTIONAL INTELLIGENCE: INTRODUCING A BRIEF MEASURE

Over the last decade, an increasing number of research studies have focused on the construct of Emotional Intelligence (EI), which may be broadly defined as the capacity to perceive and regulate emotions in oneself as well as those of others. Researchers have generally adopted an organizational or management focus to the study of EI, however studies which adopt a more integrated perspective by combining psychological with biological measures, may help in further elucidating this relatively abstract construct. The first objective of this paper was to report on the psychometric properties of a brief, self-report measure of EI (Brain Resource Inventory for Emotional intelligence Factors or BRIEF), comprising internal emotional capacity (IEC), external emotional capacity (EEC) and self concept (SELF). Second, we further explored the validity of the measure by assessing the relationships between the BRIEF and variables considered relevant to the understanding of EI (including gender, age, personality, cognitive intelligence and resting state electroencephalography, EEG). The BRIEF possessed sound psychometric properties (internal consistency, r=0.68-0.81; test-retest reliability, r=0.92; construct validity with the Self Report Emotional Intelligence Test, r=0.70). As hypothesized, females were found to score higher than males on EI. EI was associated more with personality than with cognitive ability, and EEG was found to explain a significant portion of the variance in EI scores. The finding that low EI is related to underarousal of the left-frontal cortex (increased theta EEG) is consistent with research on patients with depression, as well as attention deficit hyperactivity disorder. Although EI did not display age-related increases, this might relate to the exclusion of adolescents from our sample. In conclusion, examination of the way in which EI measures relate to a complementary range of psychological and biological measures may help to further elucidate this construct.

The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children

This study examined individual differences in children's emotional understanding and behavioral adjustment. Participants included 220 first- and second-grade children (75% regular education, 25% special education) who were individually interviewed using the Kusche Affective Interview--Revised. Dependent measures of emotional understanding and experience included the ability to provide personal examples of 10 different emotions and the cues used for recognition of five emotions in oneself and other persons. Children were also administered the WISC-R Vocabulary, Block Design, and Coding subtests. One parent independently completed an Achenbach Child Behavior Checklist for each child. Results indicated that children who were rated as higher in behavior problems showed deficits in emotional understanding. Intellectual functioning was negatively associated with behavior problems and attenuated the effects of behavior problems on emotional understanding. Implications of the current findings for prevention and treatment programs for children with behavior problems are discussed.

Perceiving Affective Content in Ambiguous Visual Stimuli: A Component of Emotional Intelligence

Emotional intelligence involves the accurate appraisal and expression of emotions in oneself and others and the regulation of emotion in a way that enhances living. One aspect of emotional intelligence is the ability to recognize the consensually agreed upon emotional qualities of objects in the environment. One hundred thirty-nine adults viewed 18 reproductions of faces, color swatches, and abstract designs and rated the emotional content of these visual stimuli. Three scores were extracted, including consensual accuracy, amount, and range of emotion perceived. These scores were compared with other aspects of emotional intelligence such as empathy and related to constructs such as alexithymia and neuroticism. A general ability to perceive consensual emotional content in visual stimuli was found, and it was most strongly associated with the ability to respond empathically to others.

Emotional Intelligence

This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.