The three articles I read for this debate measured emotional intelligence abilities for students in higher levels of education, yet it does not seem that age is a deciding factor of emotional intelligence towards academic achievement. Throughout the articles, they explain the importance of educators implementing stress-management and emotional coping skills into their daily schedules for students. It seems that students who have a higher emotional intelligence will perform better in school which is why emotional skills should be taught in both lower and higher levels of education. Different factors can contribute to people’s low and high emotional intelligence levels such as: self-esteem, interpersonal/intrapersonal abilities, and support systems. …show more content…
These articles have proven that emotional intelligence results in stronger relationships, success in school and eventually the ability for adolescents to achieve their future careers and personal goals. An important lesson learned from these articles is that emotional intelligence is an important quality to have in life, not only to succeed academically but to improve a person’s overall happiness. Although some believe that emotional intelligence and academic achievement are not associated with each other, these articles prove otherwise. The ability to adapt feelings, to problem solve, and to manage emotional feelings has been proven to lead to higher GPAs. Unfortunately students experience an abundance of stressors beyond school work, therefore it is important for students to understand how to cope with these life situations as they can consume their daily thought processes and affect their GPA’s. This is why educating adolescents to be successful in their future requires education that fosters both academic and emotional intelligence abilities. Not only can this improve academic abilities, but it can also improve the overall happiness of a person. Future research should test to see how emotional intelligence affects people of different studies and different personalities so that educators can have different strategies for different people. This is important because in one of my articles it seems that science students have a lower emotional intelligence than art students. Therefore, emotional intelligence characteristics should be taught to students in this major as it is proven to have a bigger impact on their academic achievement.After this debate I have learned a lot about emotional intelligence and its importance to students academic success. As a future educator, I would like to see my students succeed and I believe implementing emotional
The ability to express and control our own emotions is vital for our survival in society and the work place but so is our ability to understand, interpret, and respond to the emotions of others. Salovey and Mayer proposed a model that identified four different factors of emotional intelligence (Cherry, 2015).
Zeidner, M., Roberts, R.D., & Matthews, G. (2008). The science of emotional intelligence: Current consensus and controversies. European Psychologist, 13(1), 64-78.
Saibani, N., Idham Sabtu, M., Muhamad, N., Abd Wahab, D., Sahari, J., & Md. Deros, B. (2012). Comparison of emotional intelligence scores among engineering students at different stages of an academic program. Asian Social Science, 8(16), 88-95. doi:10.5539/ass.v8n16p88
Emotional intelligence is the ability to gauge your emotions as well as the emotions of those around you, to make a distinction among those emotions, and then use that information to help guide your actions (Educated Business Articles , 2017). It also helps us consciously identify and conceive the ways in which we think, feel, and act when engaging with others, while giving us a better insight to ourselves (Educated Business Articles , 2017). Emotional Intelligence defines the ways in which we attain as well as retain information, setting priorities, in addition to regulating our daily actions. It is also suggested that as much as 80% of our success in life stems from our
Stein, S. J., & Book, H. E. (2011). Emotional intelligence and your success (3rd ed.). Mississauga, Canada: John Wiley & Sons Canada, Ltd.
The first topic that I want to touch on is the idea of academic intelligence having little to do with emotional life. Goleman states that, “Emotional intelligence is the ability to motivate oneself, persist in the face of frustrations, regulate one’s moods and keep distress from swamping the ability to think.” I feel that academic intelligence gives you no preparation for the turmoil and opportunities that life brings. The funny thing is that our schools and our culture are still fixated on our academic abilities. Even though emotional intelligence is a new concept, the information that does exist suggests it can be as powerful as I.Q. Instead, we should acknowledge emotional intelligence as a set of traits that can matter immensely on our person...
Applying these aspects of emotional intelligence has a significant enhancing effect on every aspect of life. It allows one to be self aware, improving the ability to process information about oneself accurately (Goleman, 2008). Emotional intelligence also affects management of mood in that it enhances one’s ability to manage emotions, create moods of positivity, and defuse bad moods. Emotional intelligence also comes in handy with regards to motivation of self. It increases an individual’s ability to overcome frustration, the ability to be persistent, ability to engage in tasks that are boring, but necessary, and to be involved in and cut out productive and non-productive actions respectively.
The scope of emotional intelligence includes the verbal and nonverbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. (pp. 433)
Mayer, J.D., Salovey, P., Caruso, D.R. (2000). Emotional intelligence as Zeitgeist, as personality, and as a mental ability. The Handbook of Emotional Intelligence, ed/. J.D.A. Parker 9San Francisco: Jossey-Bass, pp92-117.
Emmerling, R. J., & Goleman, D. (2003). EMOTIONAL INTELLIGENCE: ISSUES AND COMMON MISUNDERSTANDINGS. Issues and Recent Developments in Emotional Intelligence, 1(1), 1-32.
Emotional intelligence has a large amount of number, which in common with social intelligence. Both of them are relevant with perception and understanding of other’s emotion, oneself and act cleverly way in interpersonal relationships. They are mood driver, a neurological and biological state of mind which are the significant key for human relationship, furthermore they are overlapping, interdependent and multidimensional. Additionally, found that most successful people seem to behave wiser in socially and emotionally, for instance, in the workplace and close relationships (Kang,Day, & Meara, 2005). However, each of them contains and focuses on different elements. According to
Myers, L. L. & Tucker, M. L. (2005). Increasing Awareness of Emotional Intelligence In A Business Curriculum. Business Communication Quarterly, 68, pp. 44-50.
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
The benefits of having Emotional Intelligence are self-awareness, emotional regulation, empathy, and social skills. This is important because you can’t have one without the other. Self-awareness is the ability to label, recognize, and understand your own emotions, such as anger or sadness. These are primary emotions and you must allow your body to fully comprehend them in order to form a secondary emotion. You can, then, make a rational decision. If you don’t recognize them you will always be confused about how you feel or you won’t acknowledge certain emotions because they’re painful. Emotional regulation is out about being able to control emotions by not acting on raw feelings, such as, anger or sadness. Once you reach a certain age acting on impulse becomes childish and unprofessional. This is another form of maturity as you age you realize that if you act impulsively, you can get into more trouble than if you were to think about the situation
Goleman, D., 2005. Emotional Intelligence: Why It Can Matter More Than IQ. London: Bloomsbury Publishing.