EmoSocio: An open access sociometry-enriched Emotional Intelligence model

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. …

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.

Theorists have constructed emotional intelligence differently, based on which the literature reveals different diversified scales to measure emotional intelligence. These scales are quite lengthy to respond and have been criticized for producing varying results. The current paper projects the findings of 3 consecutive studies carried out to summarize and simplify the existing models of emotional intelligence and to produce a brief measure in this regard. Based on the review of the earlier models of emotional intelligence, emotional intelligence was comprehended as an "ability to express and regulate emotions for intrinsic and extrinsic emotional satisfaction". "Emotional Intelligence Scale (EIS)", comprising 12 items in English, was developed and validated through principal component analysis, exploratory factor analysis, and confirmatory factor analysis through a series of 3 consecutive studies which involved 1894 participants from Pakistan. The validity of EIS was tested step by step for its face, content, factorial, convergent, and discriminant validity. The reliability was measured through internal consistency and item-total and item-scale correlations. EIS was revealed to be a valid and reliable scale to measure emotional intelligence through 4 core factors, ie, emotional expression, emotional regulation, intrinsic emotional satisfaction, and extrinsic emotional satisfaction. The additional findings revealed significantly higher levels of emotional intelligence among men as compared to women; significantly positive correlation of emotional intelligence with social intelligence, positive emotional effects, age, and education; and a significantly inverse correlation between emotional intelligence and the negative emotional effects. The current paper reported the development and validation of a new scale on emotional intelligence by comprehending and summarizing the earlier models of emotional intelligence.

Emotional intelligence (EI) has seen a rapid growth in the past decade and affects every aspect of human life. Academic performance is a key indicator of a students’ progress in higher education. This study is rooted in Bar-On et al.’s (2006) model of EI. The research aims to study the relationship between EI and academic performance of MBA students. Review of Literature has been done from 2010 to 2020, which spans across a decade. A total of 25 research articles were reviewed to identify the research gap. A conceptual model was framed and a research objective was identified. Hypotheses were formulated, in line with the objective of this study. This empirical study is based on a sample drawn from 960 MBA students across Karnataka using stratified sampling. Warrier’s EI Scale ( a = 0.887) has been adapted, developed, and utilized for gathering the EI responses from the participants. Pearson’s correlation analysis reports that there is a direct relationship between academic performance and EI ( r = 0.520). The study implicates that EI has a significant influence on academic performance. The findings are relevant to students, teachers, professors, educators, consultants, and parents who need to understand the role of EI in academics. It is recommended that the Ministry of Human Resource Development (MHRD) introduce EI as a subject for high school students, to enhance their academic performance as well as the quality of life. EI is effective and imperative for success in any job. Students deal with the emotions of faculty, non-teaching staff, peers, and family, therefore they need emotional management skills, to handle situations, that make for a healthier, productive, and rewarding life. JEL Classification: I21, J24

Several years ago, a characteristic of leadership was the intelligence index, but in recent years this has changed, and emotional intelligence is considered an important parameter for a leader. A leader who shows a high index of emotional intelligence can activate his/her human potential and subsequently others. There is a large body of literature on “what” great leaders should do, but more emphasis needs to be placed on “how” to develop such leaders by focusing on detailed individual behavior change and self-development. The current article aims to investigate the concept of emotional intelligence and describe the levels of the emotional intelligence pyramid model and how these are reflected in the role of leadership. The theoretical model is complemented by a set of metacognitive and metaemotional strategies while emphasizing the role of technologies to provide fertile ground for the implementation of emotional intelligence skills in leadership. The strategies framework provides a training paradigm for implementation in education and working environments. The results of this article provide a new theoretical framework of the emotional skills a leader must possess, and they also provide a useful framework for cultivating them, which will promote long-term human capital development and help everyone achieve educational and professional success. The pyramid model of emotional intelligence and its strategies can have practical applications in any form of leadership, as research has shown a positive correlation between these two concepts.

Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found that emotional intelligence is a useful predictor of transformational leadership, but these studies have generally lacked methodological rigor and contextual relevance. This project, set in Australian educational institutions, employed a more rigorous methodology to answer the question: to what extent is the Mayer and Salovey (1997) model of emotional intelligence a useful predictor of leadership style and perceived leadership outcomes? The project was designed to move research in the field forward by using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of current leaders and collecting multiple ratings of their leadership behaviours. The study ( N = 144 leaders and 432 raters) results indicated that emotional intelligence was not a useful predictor of leadership style and perceived leadership outcomes. In contrast, several of the other predictors in the study were found to predict leadership style.

This study investigates the influence of emotional intelligence competencies on students’ GPAs and overall academic performance. A structured questionnaire was developed using Daniel Goleman’s model of emotional Intelligence (Self-awareness, Emotion Management, Self-motivation, Empathy & Social Skills). Data were collected using a convenience sampling method from 114 students in the Faculty of Business Studies at Arab Open University, Oman, where around 700 full-time students have been enrolled for the academic year 2022. The study's hypotheses were examined and validated using descriptive and inferential statistical tools such as the "t"-test, ANOVA, and Multiple Regression. The results indicate that, out of the five emotional intelligence skills, the “Social Skill” has the most decisive influence on students' academic performance. Additionally, a significant correlation has been found between students' emotional Intelligence, GPA, and overall academic performance. This study further offers suggestions for improving students' emotional intelligence abilities to improve students’ overall academic performance.

In this chapter, we bridge work on positive organizational scholarship (POS) and emotional intelligence by focusing on their common element—an emphasis on how people navigate social interactions and relationships. We put forth a synthesis—social-emotional intelligence—based on two assumptions: (a) a useful integration of POS and emotional intelligence needs to describe the social context in order to understand when and why people apply their emotional intelligence skills; and (b) a useful model of emotional intelligence needs to be based on agreed upon conceptions of how the mind works—namely, by defining the interaction between intuitive (automatic) and deliberative (controlled) processes that underlie emotional intelligence abilities (e.g., emotional recognition and control). Our synthesis adds flexibility and adaptability to the emotional intelligence process and takes into account how it interacts with the presence or absence of positive organizational environments.

Relationships between emotional intelligence and sales performance in Kuwait

The article reflects the history of the development of the phenomenon of "emotional intelligence", analyzes the different views of foreign psychologists on the corresponding issue. The prerequisites for the emergence and formation of this scientific concept are shown. It was found that the problem of emotional intelligence is relatively new in psychological science. It appeared in the works of American researchers in the context of developing the problem of social intelligence. The innovative theory of G. Gardner about the plurality of intelligence, which led to the appearance of numerous studies of emotional intelligence, had a significant impact on the formation of the concept. The first theoretical concept of emotional intelligence is associated with the names of the American scientists J. Mayer and P. Salovey, who first used this term and described the structure of this concept. As for today, in modern psychological science the following models of emotional intelligence have become the most widespread: the model of emotional-intellectual abilities by J. Mayer, P. Selovey and D. Caruso; emotional competence model of D Goleman; non-cognitive model of R. Bar-On. Despite the differences in the definition of the concept and its content structure, all scientists are inclined to the opinion that emotional intelligence is an important integral personal formation of an individual, which is realized in their abilities to understand their own and other people's emotions and, thanks to the received information, to effectively interact with the surrounding people and achieve success in personal and professional spheres of life. Also, the researchers, through experimental work, proved the possibility of forming and developing this personality trait. The results of a short analytical review of foreign psychological research are valuable, as they form a scientific basis for researching the emotional intelligence of future primary school teachers as an individually personal and professionally significant quality, which is determined by the requirements of the profession. The article outlines the prospects for further investigations focused on studying the theoretical and empirical foundations of emotional intelligence of future primary school specialists at the stage of their professional formation.

The uncertainty of the concept of emotional intelligence creates a difficult dilemma for researchers to choose model options and diagnostic tools. For this reason, there is a significant increase in interest in classical models of emotional intelligence. It should be clarified that a significant part of the components available in them are repeated in researchers. The variety of created models of emotional intelligence inspires the need for their systematization. Ability models and mixed models are most worthy of consideration. The analysis of psychological and pedagogical literature on this problem is carried out, approaches to explaining the nature of emotional intelligence are described. The novelty of the research is that scientific ideas about the variety of models of emotional intelligence, about the regulation of emotions and their management are expanding. Practical significance: this study complements the existing literature, demonstrating the role of classical models of emotional intelligence in terms of their potential significance for theory and practice, as well as the integration of research on emotional intelligence with well-known models of cognitive abilities.

The concept of emotional intelligence (EI) describes a set of emotional skills that may comprise efficacious therapist variables. The present study is the first to investigate EI among psychotherapists. Based on conceptual overlaps between the EI model and psychotherapy models, as well as a review of empirical evidence from both literatures, we make several predictions of how therapist EI impacts treatment. In a small pilot study, we assessed psychotherapist EI to determine its relation to psychotherapy outcome and process. Therapists with higher ratings of EI achieved better therapist-rated outcome results and lower drop-out rates compared with therapists with lower ratings of EI. Though not hypothesized, higher therapist EI was significantly associated with increased patient assessment compliance. There was no relationship between early working alliance ratings and therapist EI. Findings offer preliminary support for the relevance of therapist EI to psychotherapy.

Emotional intelligence (EI) has been embraced by many practitioners and academicians without clear empirical support for the construct. In this rejoinder and extension of an earlier comment, I highlight the importance of using methodologically defensible scientific criteria for conducting or evaluating research. I review literature demonstrating that EI models are beset with problems concerning their validity and show that support for the EI construct may be based more on tangential speculation than on empirical findings. Although I find some common positions with EI researchers such as Prati et al., I underline contradictions and inconsistencies which may cast doubt on the necessity of EI for understanding and predicting leadership effectiveness.

The major objectives of this paper were to understand the impact of Line Managers’ Emotional Intelligence on their employee motivation and to understand the importance of Emotional Intelligence in the professional life of employees of SMEs. In this paper, Daniel Goleman’s emotional intelligence model was introduced and same has been comprehensively used in the questionnaire. Over 30 studies were reviewed to support the research gap identified. Relevant primary data were obtained by using questionnaire and secondary data were collected from books, journals, magazines, and other published sources. The analysis revealed that respondents overall perceived the emotional intelligence of their respective leaders in all the parameters above average. Their perceived behaviour in sharing information and assigning value to their respective leaders was the highest, on the contrary it was the lowest while recognizing the situations that trigger their own emotions and expression of feelings. This might be due to the leaders’ contextual behaviour at workplace. One of the interesting findings revealed that there was no significant difference between the average importance level to the variable, as suggested by the respondents, for all the emotional intelligence components. This can be due to the gender difference in the communication pattern at workplace since this research was carried out for SME’s where the gender biasness is more prevalent. There is good scope in conducting further research on the topic by identifying different sectors and zones. *

Emotional intelligence (EI) is the ability to perceive, use, understand, and regulate emotions. Higher scores on this ability measured through performance tests (but no through self-reports) appears to be related to better performance on “hot” (emotionally laden) cognitive tasks. However, there are relatively few studies concerning how EI may benefit the working memory capacity (WMC). Thus, the objective of this study is to analyse the relationship between EI (as measured through a performance-based ability test, a self-report mixed test, and a self-report ability test) and the WMC during the performance of hot and “cool” (i.e., non-emotionally laden) “2-back” tasks. 203 participants completed three EI tests as well as two 2-back tasks. The results provide evidence for better performance of higher EI participants (specifically in the managing branch) measured through the performance-based ability test, but only on the hot task. For the self-report mixed model, incongruent results were found, and no correlations were obtained using the self-report ability model. The implications of these findings are discussed in terms of the validity of the various EI models.