Notion Of Emotional Intelligence Research Articles

Cultural Resources, Listening Comprehension of Intermediate Iranian EFL Learners and their Emotional Intelligence

The notion of emotional intelligence (EQ or EI) was provided to complement general intelligence. This study intended to study the influence of emotional intelligence on listening comprehension of junior high school EFL learners from both genders when using culture-based materials. In so doing, a number of 50 Iranian intermediate level EFL learners were selected using the Oxford Quick Placement Test (OQPT). In addition, Trait Emotional Intelligence Questionnaire was employed. The listening test was administered first. Participants were classified into an experimental and a control group. In the experimental group, students were exposed to listening materials such as special expressions, idioms, and conversations. After ten sessions, participants participated in the listening post-test. The results of an independent samples t-test showed that the performance of the participants in the two groups was significantly different. Moreover, one-way ANOVA and post-hoc analysis revealed that gender significantly affects the listening skills of EFL learners with varying degrees of emotional intelligence when using cultural material in listening lessons. The findings of this study can lead language teachers to include materials as listening pieces about cultural entities to improve the listening ability of language learners.

Lost in translation? Emotional intelligence, affective economies, leadership and organizational change

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.

Mirror, Mirror: Reflections on Developing the Emotionally Intelligent Practitioner

Nurturance, love, compassion, respect, humanity, self awareness, mind emptying and mindfulness are all qualities considered necessary for the development of the therapeutic relationship which is central to holistic care. Likewise raised levels of academia within nurse education have lead to the notion of emotional intelligence where such qualities, often associated with tacit and experiential knowledge, are inextricably bound with theory, practice and research. In an environment where nursing theory and research dominate, we suggest that such qualities are more likely to be attained if those expected to portray them, students, are themselves in receipt of the same or similar qualities from the organisations, namely education and practice. This paper explores the concept of preparedness in terms of developing the above qualities with those we educate and what might be required of educationalists in achieving this goal. Using psychoanalytic concepts of mirroring, holding and containing we explore the role of the educationalist in ‘preparing’ nurses to become emotionally intelligent practitioners. If we are to move from the rhetoric to the reality of an emotionally intelligent practitioner, nurse educators need to ensure that the student experience, in terms of their own learning, becomes the centre of their educational universe. We believe that this is more likely to occur when we as educationalists are able to personalise the educational process through mirroring love, care and nurturance, thus validating the emotional context of the students’ personal experience as a foundation for their learning.

Types of Faith and Emotional Intelligence

In this article, I depict four types of relational faith (functional-cooperative, oppositional-closed, mutual-person, and transcendent) and their relation to emotional intelligence. I begin with a brief definition of emotional intelligence, as well as the research that has supported a shift in understanding the necessity of emotions in cognitive and social development. This sets the stage for describing the types of relational faith, using the notion of emotional intelligence to differentiate between adaptive and maladaptive manifestations of each faith type. This perspective serves as a lens for identifying the varied and complex types of faith-relations manifested in daily life within or outside of the church, synagogue or mosque.

Book and Media Reviews

The Wisdom in Feeling: Psychological Processes in Emotional Intelligence L. Feldman Barrett and Peter Salovey (Eds.). New York: Guilford Press (www.guilford.com). 2002. This is a book filled with gems. It is a must read for those who wish to have the notion of emotional intelligence unpacked in a thoughtful and rigorous manner. The premise of the book, and the chapters in it, is that the emotions are a higher order of intelligence and that it is only out of the marriage of reason with affect that clarity with passion results. The purpose of this volume is to examine the component processes of emotional intelligence. This is the first volume that reviews theory and research on the psychological components that constitute emotional intelligence. Rather than focusing on how to measure emotional intelligence the volume examines such component processes as perceiving and appraising of emotion, using emotion to facilitate thought, the understanding and communicating of emotion concepts and the managing of emotions in one's self and others. Part 1 of this volume deals with processes involved in perceiving and identifying emotions in self and others. In this part research on the voice, the face and the effect of learning on emotional intelligence (EI) is covered and we are introduced to the notion of vocal EI and facial EI. The making of this discrimination and the attendant rigorous review of research introduces us to one of the first gems offered by the book. This takes us away from the global notion of EI as some type of social emotional capacity into exploring what truly is entailed in being emotionally perceptive. The authors of the first chapter on the vocal acoustics of EI inform us that four main components contribute to vocal EI. These are: the direct effect of sound; the acquisition of learned responses to affectively significant sounds; the extent to which a person can empathize or draw accurate inferences concerning a vocalizer's state and finally; the flexibility and functionality of a person's response to the vocalization heard. In addition we learn that knowledge about the vocalizer interacts with prosodie features of the vocal cues to produce an impression in the listener. This first chapter is like an "open sesame" into the world of emotional intelligence. It begins to reveal the hidden strands that make up the emotional worlds in which we live. After being introduced to the magic of sound we are introduced to the mysteries of reading the face. The authors review research that suggests that the ability to facially express emotion and to perceive facial emotion may result from separate processes. Emotional regulation of facial expression is yet another important aspect of facial EI demonstrating that facial EI is not global construct but rather a multidimensional skill. Together the chapters in Part 1 characterize how we come to use certain kinds of cues as emotionally meaningful and certain types of information as emotionally relevant. By focusing on the components of emotional intelligence we begin to get a much richer idea of what this construct means and in my view this has important implications for treatment. For example, being introduced to evidence that vocal EI, which includes at least skills in the production of acoustic features to influence others as well as skills in perceiving and responding to others' acoustic productions, confers advantages on both sender and receiver, opens up a world of possibilities for treatment. Emotion awareness training can help people become aware of the impact of their vocal quality on others and be more sensitive to vocal cues from others. In addition therapists can be trained to listen to their client's voices as an indicator of what they are. Similarly increasing both client's and therapist's awareness of facial cues will greatly enhance their communicative abilities. …

Emotional Intelligence And Human Resources InQuality Management

In this paper we would like to introduce the select problems of civilisation of the present days, to talk over notion of emotional intelligence, to define emotions and notion of intelligence, and also to show importance these of notions with reference to quality management system.