Psychology Rearch, ISSN 2159-5542
September 2011, Vol. 1, No. 3, 182-185
Emotional Intelligence and Social-Emotional
Learning: An Overview
Anamitra Basu
Indian Institute of Technology, Bhubaneswar, India
Martial Mermillod Clermont Université, Clermont-Ferrand, France
The term “EI (emotional intelligence)” was first ud in 1990 by Salovey and Mayer. EI involves: (1) the ability to
perceive accurately, apprai and express emotion; (2) the ability to access and/or generate feelings when they
facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to r
egulate
emotions to promote emotional and intellectual growth. Adequate interpersonal skills are an important component
of EI. Social skills include: interpersonal behaviors needed to make and keep friends, such as joining in and giving
compliments; peer-related social skills valued by classmates, such as sharing and working cooperatively;
teacher-pleasing social skills related to academic success, such as listening and following directions; lf-related
behaviors, such as following through and dealing with stress; communication skills, such as attending to the
speaker; and asrtiveness skills. IE may be as important as or even more important than cognitive intelligence.
Many learners, particularly tho at risk of school failure, do not posss the social-emotional skills needed to be
emotionally intelligent. Social-emotional learning enables learners to effectively understand process, manage and
express the social and emotional aspects of their lives.
Keywords: EQ (emotional quotient), EI (emotional intelligence), competence questionnaire, EQI (emotional
quotient inventory), social emotional skills
Introduction
Salovey and Mayer (1990) identified five domains of EI (emotional intelligence), namely, lf-awareness, managing emotions, motivating onelf, empathy and handling relationships, which help to understand
emotional learning personally. There are the details of the five characteristics for having high EI:
(1) Self-awareness—knowing and recognizing one’s emotions;
(2) Mood management—managing one’s feelings to the prent situation and reacting accordingly;
(3) Self-motivation—directing onelf towards a goal, despite of having lf-doubt, inertia and
impulsiveness;structures
(4) Empathy—recognizing others’ feelings and turning them into their verbal and non-verbal cues;
(5) Managing relationships—managing interpersonal interaction and successful negotiations.
ESAP (Nelson and Low’s Emotional Skill Asssment Process) relates with the earlier concept. It is highly personal and unique to each person. EI tests are designed to quantify EI. The result of the test is often
given as EQ (emotional quotient). The higher the EQ, the more competent the person is with lf-understanding
Anamitra Basu, Ph.D., assistant professor, School of Humanities, Social Sciences and Management, Indian Institute of
Technology.
Martial Mermillod, Ph.D., professor, LAPSCO-UMR CNRS, Clermont Université.
All Rights Rerved.
EMOTIONAL INTELLIGENCE AND SOCIAL-EMOTIONAL LEARNING 183
and general social situations. A large publication of EQ tests is probably more needed than the actual large
publication of IQ (intelligence quotient) test. Three popular EQ tests are the MSCEIT (Mayer-Salovey-Caruso
EI test), the ECI (emotional competence inventory) and the EQI (emotional quotient inventory). The authors of
the MSCEIT originally developed the MEIS (multifactor EI scale), while some other authors developed the
COMET/EQ (competence/ emotional quotient) questionnaire, the EQ-map.
The relation between EQ and personality tests is also envisaged. The analyze a person’s personality with
a broader scope, e.g., the E-PQR (eynck personality questionnaire revid) ud intro- or extro- version,
neurotic, psychotic and truthfulness.
EI has a long impact and it is becoming indispensible for many parents and educators who are alarmed by increasing levels of conflict in young schoolchildren. Nevertheless, EI has been included in training programs
of corporate employees for better motivation which will automatically increa productivity and profits.
Intrapersonal skills and interpersonal skills are esntial for lf-esteem. Relationship skills are esntial measure of emotional control and management. Three major ingredients of relationship skills are asrtion,
anger control and management in addition with fear control and management. Drive strength, time management,
commitment ethic and positive personal change are the major four esntial emotional skills for
lf-management. Transformative learning is esntial for understanding the emotional mind. The synergy of
emotive and cognitive mind gives ri to emotionally intelligent behavior.
Measures of EI
Maximal performance mainly is the ability bad on measure and mixed-model measures, emphasizi
ng on typical performance (Mayer, Salovey, & Caruso, 2000; Petrides & Furnham, 2000). Maximal performance All Rights Rerved.
indicates the best cognitive performance that a test-taker can achieve in a test, while typical performance is a
measure of a test-taker’s performance under ordinary test conditions.
The EI appraisal measures:
(1) Personal competence, including: (a) Self-awareness:Recognizing and understanding one’s emotions in
the moment as well as the tendencies across time and situation; and (b) Self-management: Using awareness of
dymoemotions to manage respon to different situations and people;
(2) Social competence, including: (a) Social awareness:Understanding the perspectives of other people
including their motivations, their emotions and the meaning of what they do and say; and (b) Relationship
management:Using awareness of one’s own emotions and the emotions of others to manage relationships to a
successful outcome.
Face validity is an estimate to measure whether a test purports to measure a certain criterion. When a test is subject to faking, low face validity may make the test more valid. The MSCEIT measure is a measure of EI,
which involves a ries of emotion-bad problem-solving items with low face-validity (MacCann, Roberts,
Matthews, & Zeidner, 2004; Roberts, Zeidner, & Matthews, 2001). The various domains in which MSCEIT is
applicable are: (1) experiential area, including perceiving emotions and facilitating thinking; and (2) strategic
area, including understanding emotional meaning and managing emotions. EI helps to perceive the emotion,
facilitate thinking process, comprehend meaning of emotion and manage emotions skillfully.
Respon t is responding in a desirable way. This can be situational and temporary. On the contrary, respon style is a more long-term trait-like quality. Considering the context’s certain lf-report EI inventories
are ud (e.g., in employment ttings), the problems of respon ts in high-stakes scenarios become clear. If
EMOTIONAL INTELLIGENCE AND SOCIAL-EMOTIONAL LEARNING 184
we consider inherent similarities, it may be reasonable to asrt that socially desirable responding has the
capacity to contaminate respons on lf-report EI measures.
Positive behaviors include positive lf-esteem, meaningful goal achievement, dependability, effectiv
e communication, constructive thinking, emotional lf-control, problem-solving skills and healthy stress
management skills involving higher psychological process and the integration of cognitive and emotional
minds. Effective education involving the development of personal responsibility skill and proper education
experience encompass specific learning experiences to help students develop the EI skills esntial to
academic achievement, personal well-being and career/life effectiveness. This broader definition of education
emphasizes on the “right mind”. But, we should value both minds and integrate emotional mind with cognitive
mind. Higher psychological process balance two minds.
The key feature of developing EI is to educate two minds with a focus on how the cognitive and emotional mind work. Emotionally intelligent behavior is reflected in the ability to think constructively and behave wily.
Intentional and lf-directed behavior needs reflective thoughts. Wi and effective behavior requires the ability
to regulate and express emotions in healthy ways. EI skills harmonize the cognitive and emotional minds and
are esntial to effective behavior.
The area of affective neuroscience embarks upon the relationship of EI to academic achievement and personal well-being. The development of the brain during the period from early adolescence to young adulthood is
very important for physical and emotional growth. The learning experiences given during this critical
developmental period can positively influence the development of academic, career and life effectiveness skills.dawning
Nelson and Low (2003) defined EI as a confluence of developed skills and abilities to: (1) accurately
commodityknow onelf in terms of personal strengths and weakness; (2) establish and maintain effective and healthy All Rights Rerved.
relationships; (3) get along and work productively with others; and (4) deal effectively and healthily with the
demands and pressures of daily living. The ESAP is the rearch bad on asssment model. It is ud to help
students to identify and understand important EI skills.
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Four distinct factors provided by the ESAP responsible for EI are: (1) interpersonal skills; (2) leadership skills; (3) lf-management skills; and (4) intrapersonal skills. The specific EI skills that contribute to the
factors are: (1) asrtion; (2) social awareness; (3) empathy; (4) decision-making; (5) positive influence
(leadership); (6) drive strength (goal tting); (7) commitment ethic (personal responsibility); (8) time
management; (9) lf-esteem; and (10) stress management. Interpersonal skills and intrapersonal skills depend
upon social awareness, empathy, lf-esteem and stress management. Leadership skills and lf-management
skills depend upon decision-making, empathy, positive influence, drive strength, commitment ethic, time
management and stress management. Nelson and Low (2003) have related rearch establishing the relationship
of EI skills to academic achievement (Nelson & Low, 2003; Vela, 2002; D. Nelson & K. Nelson, 2003;
Stottlemyer, 2002). The ESAP scales of asrtion, drive strength, commitment ethic, time management and
stress management have proved to be significant predictors of academic success. Meaningful emotional
learning is esntial to understand the different functions and process of the cognitive and emotional minds.
One of the major principles of EI is personal leadership. Educational model of EI emphasizes comfort, empathy
and decision-making and leadership are esntial emotional skills and ingredients of personal leadership.
Epstein has demonstrated functions and process associated with both the cognitive and emotional (experiential) mind. Epstein (1998) further emphasized that the emotional mind: (1) learns directly from
experience; (2) thinks quickly for immediate action; (3) is holistic; (4) thinks in terms of associations; (5) is
EMOTIONAL INTELLIGENCE AND SOCIAL-EMOTIONAL LEARNING 185
cloly connected to emotions; (6) interprets experience and guides conscious thoughts and behaviors through
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“vibes” from past experiences; (7) es the world in concrete images, metaphors and stories; (8) is experienced
passively as if we are sized by our emotions; (9) experiences its beliefs as lf-evidently valid (experiencing is
believing); (10) pays attention only to outcome; (11) thinks in terms of broad categories; (12) operates in different
modes corresponding to specific emotional states; and (13) changes slowly with repetitive or inten experience.
Epstein (1998) has also opined that the cognitive mind: (1) learns from abstract reprentations; (2) thinks slowly and deliberately and is oriented towards planning and consideration; (3) is analytic; (4) thinks in terms
of caus and effects; (5) parates logic from emotions; (6) interprets experience through conscious appraisal
of events; (7) es the world in abstract symbols (words and numbers); (8) experiences actively and
consciously
(as if we are in control of our thoughts); (9) requires justification by logic and evidence (give me proof); (10)
pays attention also to process; (11) thinks in terms of finer distinctions and gradations; (12) highly integrated
and more internally consistent; and (13) changes rapidly.
Conclusions
Integrity of the emotional mind and the cognitive mind is esntial for effective behavior. Negligence of one over the other leads to behavior that is incomplete. EI skills are higher psychological process which balance
the two minds for the achievement of academic success, career and work effectiveness and personal well-being.
Emotional illiteracy is reflected in failed marriages, troubled families and social lives. It deteriorates physical health and has its effect in the form of tragedies. The esntial skill of EI has to be taught as
indispensible similar to traditional measures like IQ.
Intrapersonal growth and development is incomplete without having high EI.building是什么意思
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References
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藏文翻译软件
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