Emotional Intelligence And The Concept Of Emotional Intelligence

explanatory Essay
1725 words
1725 words

Over twenty years ago Mayer & Salovey (1993) introduced the concept of Emotional Intelligence (EQ). Since then psychologists and researchers have debated the distinction between EQ and Social Intelligence (SQ) and general intelligence as a whole (IQ). Many critics of EQ believe that it is better defined as a ‘competence’ rather than an intelligence (Salovey & Mayer, 1993). Others, suggest that it is merely an extension of SQ, and cannot stand alone as a type of intelligence (Matthews, Zeidner, & Roberts, 2002). Some researchers reject the idea of multiple intelligences, instead asserting that general intelligence encompasses a wide range of abilities and talents, and therefore these ‘multiple’ intelligences are facets of our general intelligence …show more content…

In this essay, the author

  • Explains the distinction between eq and social intelligence (sq) and general intelligence as a whole (iq).
  • Explains that the concept of intelligence aims to organise and explain the vast array of abilities that we possess.
  • Explains that emotional intelligence is an important and valid concept necessary to explain that which general intelligence cannot.
  • Explains that eq was proposed as a subcategory, under the umbrella of social intelligence, but as research progressed, it developed into its own type of intelligence that can be measured and separated from sq.
  • Explains that the mayer-salovey-caruso emotional intelligence test (msceit) assesses emotional problems, using expert and majority rules consensus to determine the correct answer.
  • Explains the distinction between iq and eq. emotions and cognitions (thoughts) are individual functions of the brain, but work together to interpret and convey emotions.
  • Explains that mayer et al. (2004) found that eq aids in predicting life activities and behaviours.
  • Explains that mayer et al. established eq as an intelligence to strengthen the concept of intelligence.

As Mayer et al. (2004) propose EQ involves “the capacity to reason about emotions, and of emotions to enhance thinking” (p. 197). This suggests that EQ involves a combination of intelligence and emotion. EQ can assist in and measure intellectual processing of particular types of information (emotions) and our ability to reason and problem solve in response to them (Salovey & Mayer, 1993). The types of emotion which EQ theory is based can be defined as both simple and complex, they can be regulated, and serve a practical purpose in relationships, existent or non-existent, between individuals and their environments (Averill, 1992). Studies suggest that EQ can detect differences between individual’s abilities to recognize, distinguish and comprehend their own emotions and the emotions of others (Becker, 2003). EQ can be separated into four domains including perception of emotions, embracing emotional feelings, understanding them, and being able to manage them (Mayer, Caruso, & Salovey, 2000). As previously stated, to be recognised as a type of non-academic intelligence EQ must demonstrate mental performance, such as knowing how to calm down when angry or upset. It must describe observed standards, for example, comparisons can be drawn between verbal intelligence (which is a subset of general intelligence) and EQ which uses both verbal and nonverbal evaluation, yet they differ immensely in the type of information (emotions) being processed. Finally, an intelligence must develop with age. Accordingly, research has shown an increase in EQ from young childhood through to adulthood. However, once an individual has reached adulthood there was minimal progression in EQ (Mayer, Caruso, & Salovey,

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