Emotional intelligence (EQ) refers to the ability to use emotions effectively and productively. Research shows EQ is linked to improved academic achievement in several ways. Studies found students with higher EQ scores had higher GPAs and were less likely to have disciplinary issues. EQ programs improved social skills, cooperation, and relationships between students and teachers. Meta-analyses found EQ interventions significantly improved academic performance, attendance, and decreased risky behaviors. Additionally, a positive school climate predicted higher levels of student connectedness, learning, and safety, which accounted for over 60% of school performance.
This document discusses how neuroscience, mindfulness, and learning are interconnected. It provides an overview of brain anatomy and functions, highlighting how the amygdala can hijack rational thinking in stressful situations. Mindfulness practices can help calm the amygdala and support healthy brain development by strengthening neural pathways involved in self-regulation, social engagement, and flexible thinking. Regular mindfulness training leads to benefits like reduced negativity bias, improved focus and memory, and more optimal learning. When integrated into education, developing students' mindfulness skills can foster on-task behavior, creativity, engagement, and prosocial behaviors.
The fundamental difference between Man and animal is Rationality with which Intelligence Quotient (IQ) deals
.The fundamental difference between Man and Machine (Robot) is Emotionality with which Emotional Intelligence (EQ)
deals. Thus IQ and EQ are human specific qualities. Both are reflected in man’s social behavior and interactions with which
Social Intelligence (SQ) deals. Present paper aims at examining whether these three typically human faculties are
independent or are inter-correlated. Three questionnaires measuring IQ, EQ and SQ respectively were given to 60 college
students, including males and females. Pearson and Partial Correlations were calculated through SPSS 15.0. The results
showed no significant correlation of IQ with EQ and SQ, but the correlation between EQ and SQ was found to be statistically
significant. This implies that IQ is independent faculty but EQ and SQ are correlated.
The Influence of Emotional Intelligence on Creativity, The Mediating Role of ...IJAEMSJORNAL
The recent findings revealed that emotional intelligence has a vital influence in creating creativity, but, so far little effort has been done to verify this. Therefore, the current research aimed to examine the impact of emotional intelligence on creating with the mediation role of employee attitudes at selected at Mellat Holding in Kurdistan region of Iraq. A quantitative research method was applied to measure the current study. A random sampling method was applied, 150 questionnaires distributed but only 121 questionnaires were received. The study used four dimensions of emotional intelligence (social awareness, self-management, relationship management, self-awareness) as independent variable, also employee attitude as a mediator and creativity as dependent variable. The findings revealed that emotional intelligence have direct and indirect significant and positive influence on creativity at Mellat Holding. Furthermore, the study suggested to include employee engagement and employee commitment as future studies.
The document discusses definitions of intelligence and emotional intelligence. It describes Gardner's theory of multiple intelligences which includes interpersonal and intrapersonal intelligence. The Mayer-Salovey model is an ability-based measure of emotional intelligence that assesses four branches: identifying emotions, using emotions to facilitate thought, understanding emotions, and managing emotions. The MSCEIT is described as a performance test that measures emotional intelligence abilities.
The document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to understand one's own and other people's feelings and to manage emotions effectively. Emotional intelligence consists of four clusters: self-awareness, self-management, social awareness, and social skills. The document argues that emotional intelligence helps people at home and work by allowing them to identify and use emotions constructively and understand different perspectives. Research shows emotionally intelligent leadership creates an environment where employees perform their best.
The document discusses various aspects of emotional intelligence, including self-awareness, diverse experience in civil law, Howard Gardner's theory of multiple intelligences, definitions of emotional intelligence, its importance for leadership, models of emotional intelligence, and measuring emotional intelligence. It provides information on emotional intelligence in a comprehensive yet concise manner across multiple paragraphs and sections.
Empower and Enhance your Emotional Intelligence.pdfAles Z. Serra
What is emotional intelligence? How to improve your emotional intelligence?
Emotional intelligence is a person's ability to manage and control his or her own emotions and to have the ability to control the emotions of others as well.
Some researchers indicate that emotional intelligence can be learned and strengthened, while others claim that it is a hereditary trait.
Emotional intelligence is a very relevant capacity in leadership. It is said to have five main components: self-awareness, self-regulation, motivation, empathy and social skills.
Emotional intelligence is the basis for a successful relationship with oneself and others. Several studies have linked emotional intelligence to key success factors in life, such as increased effectiveness, relationships, well-being and quality of life. EQ has been found to be twice as important a determinant of performance ability as IQ, although the two are often wrongly regarded as incompatible.
In this book we will explain and illustrate how you can use your Emotional Intelligence to improve your personal life or in the professional world.
There are two main types of intelligence: IQ and emotional intelligence (EI). EI is the ability to recognize one's own emotions and the emotions of others, and to use this awareness to guide thinking and behavior. Teams with members high in EI or mixed with both high EI and high IQ perform better than those with only high IQ. EI can be improved through self-awareness, social skills, empathy, self-regulation, humility, self-evaluation, responsibility, and looking ahead. Ultimately, EI is about awareness of one's own feelings and actions and how they impact others.
This document discusses how neuroscience, mindfulness, and learning are interconnected. It provides an overview of brain anatomy and functions, highlighting how the amygdala can hijack rational thinking in stressful situations. Mindfulness practices can help calm the amygdala and support healthy brain development by strengthening neural pathways involved in self-regulation, social engagement, and flexible thinking. Regular mindfulness training leads to benefits like reduced negativity bias, improved focus and memory, and more optimal learning. When integrated into education, developing students' mindfulness skills can foster on-task behavior, creativity, engagement, and prosocial behaviors.
The fundamental difference between Man and animal is Rationality with which Intelligence Quotient (IQ) deals
.The fundamental difference between Man and Machine (Robot) is Emotionality with which Emotional Intelligence (EQ)
deals. Thus IQ and EQ are human specific qualities. Both are reflected in man’s social behavior and interactions with which
Social Intelligence (SQ) deals. Present paper aims at examining whether these three typically human faculties are
independent or are inter-correlated. Three questionnaires measuring IQ, EQ and SQ respectively were given to 60 college
students, including males and females. Pearson and Partial Correlations were calculated through SPSS 15.0. The results
showed no significant correlation of IQ with EQ and SQ, but the correlation between EQ and SQ was found to be statistically
significant. This implies that IQ is independent faculty but EQ and SQ are correlated.
The Influence of Emotional Intelligence on Creativity, The Mediating Role of ...IJAEMSJORNAL
The recent findings revealed that emotional intelligence has a vital influence in creating creativity, but, so far little effort has been done to verify this. Therefore, the current research aimed to examine the impact of emotional intelligence on creating with the mediation role of employee attitudes at selected at Mellat Holding in Kurdistan region of Iraq. A quantitative research method was applied to measure the current study. A random sampling method was applied, 150 questionnaires distributed but only 121 questionnaires were received. The study used four dimensions of emotional intelligence (social awareness, self-management, relationship management, self-awareness) as independent variable, also employee attitude as a mediator and creativity as dependent variable. The findings revealed that emotional intelligence have direct and indirect significant and positive influence on creativity at Mellat Holding. Furthermore, the study suggested to include employee engagement and employee commitment as future studies.
The document discusses definitions of intelligence and emotional intelligence. It describes Gardner's theory of multiple intelligences which includes interpersonal and intrapersonal intelligence. The Mayer-Salovey model is an ability-based measure of emotional intelligence that assesses four branches: identifying emotions, using emotions to facilitate thought, understanding emotions, and managing emotions. The MSCEIT is described as a performance test that measures emotional intelligence abilities.
The document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to understand one's own and other people's feelings and to manage emotions effectively. Emotional intelligence consists of four clusters: self-awareness, self-management, social awareness, and social skills. The document argues that emotional intelligence helps people at home and work by allowing them to identify and use emotions constructively and understand different perspectives. Research shows emotionally intelligent leadership creates an environment where employees perform their best.
The document discusses various aspects of emotional intelligence, including self-awareness, diverse experience in civil law, Howard Gardner's theory of multiple intelligences, definitions of emotional intelligence, its importance for leadership, models of emotional intelligence, and measuring emotional intelligence. It provides information on emotional intelligence in a comprehensive yet concise manner across multiple paragraphs and sections.
Empower and Enhance your Emotional Intelligence.pdfAles Z. Serra
What is emotional intelligence? How to improve your emotional intelligence?
Emotional intelligence is a person's ability to manage and control his or her own emotions and to have the ability to control the emotions of others as well.
Some researchers indicate that emotional intelligence can be learned and strengthened, while others claim that it is a hereditary trait.
Emotional intelligence is a very relevant capacity in leadership. It is said to have five main components: self-awareness, self-regulation, motivation, empathy and social skills.
Emotional intelligence is the basis for a successful relationship with oneself and others. Several studies have linked emotional intelligence to key success factors in life, such as increased effectiveness, relationships, well-being and quality of life. EQ has been found to be twice as important a determinant of performance ability as IQ, although the two are often wrongly regarded as incompatible.
In this book we will explain and illustrate how you can use your Emotional Intelligence to improve your personal life or in the professional world.
There are two main types of intelligence: IQ and emotional intelligence (EI). EI is the ability to recognize one's own emotions and the emotions of others, and to use this awareness to guide thinking and behavior. Teams with members high in EI or mixed with both high EI and high IQ perform better than those with only high IQ. EI can be improved through self-awareness, social skills, empathy, self-regulation, humility, self-evaluation, responsibility, and looking ahead. Ultimately, EI is about awareness of one's own feelings and actions and how they impact others.
This document discusses the importance of listening skills, especially in the context of emotional intelligence. It covers the five domains of emotional intelligence including recognizing emotions in oneself and others. Effective listening is an active process that requires focusing attention on fully understanding verbal and nonverbal messages. Developing listening skills through mindfulness, storytelling and paying attention to music can improve emotional awareness and strengthen relationships and communication.
This is the final report of my project that i made in my Fundamental management course. This report is all about emotional intelligence that how it is helpful in your life
1. The document discusses various topics related to education including multiple intelligences, emotional intelligence, cooperative learning, safety in schools, and teacher responsibilities.
2. It describes Gardner's eight multiple intelligences including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence.
3. The concept of emotional intelligence is explained as understanding how emotions, thoughts, and behaviors interact and influence each other. Developing emotional intelligence improves self-awareness, motivation, empathy and accountability.
Facets of Intelligence: Intelligence Quotient (IQ): Rational Intelligence is about thinking; Emotional Quotient (EQ): Emotional Intelligence is about feeling; Spiritual Quotient (SQ): Spiritual Intelligence is about being- behaviour
Emotional intelligence in teachers a tool to transform educational institutes...prjpublications
This document summarizes a research study that explored the relationship between emotional intelligence in teachers and teaching quality in educational institutes in Delhi and NCR, India. The study found that teachers generally had high levels of emotional intelligence, particularly in social awareness. Regression analysis showed a positive relationship between teachers' emotional intelligence (across self-awareness, self-management, social awareness, and relationship management) and teaching quality. The study suggests providing emotional intelligence training to teachers on a regular basis to enhance their skills in self-awareness, communication, and relationship building with students.
Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
This document discusses emotional intelligence and its importance. It defines emotional intelligence as the ability to recognize one's own emotions and the emotions of others, motivate oneself, and manage emotions in relationships. It states that emotional intelligence is more important for success than IQ, with EQ accounting for 80% of success in life. Success is defined differently for different people but often involves healthy relationships and personal satisfaction rather than just academic or career achievements. The document outlines the components of emotional intelligence, which include self-awareness, self-management, social awareness, and relationship management.
This document discusses how social neuroscience research can help transform classrooms into more "brain wise" learning environments. It suggests that social neuroscience can provide insights into how and why certain teaching methods are effective or not. This knowledge can then be used to emphasize strategies that are shown to optimize learning, such as relationship building, attunement, storytelling, humor, and mindfulness. The goal is to move beyond "smart" teaching focused solely on content to a more holistic approach that also considers the social and emotional aspects of learning.
This document presents information on emotional intelligence. It defines emotional intelligence as the capacity to recognize one's own feelings and those of others in order to motivate oneself and manage emotions. The document outlines the key components of emotional intelligence, including self-awareness, self-regulation, motivation, empathy, and social skills. It discusses how emotional intelligence is important both for individuals and in organizations. Various models of emotional intelligence are presented, breaking it down into intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood. Specific competencies within each category are defined. The document suggests emotional intelligence can be increased with practice and effective communication between the rational and emotional parts of the brain.
Psychology is the study of the mind and behavior. It examines relationships between brain function and behavior, and between the environment and behavior. Psychologists follow scientific methods to understand human behavior and mental processes. They study topics like personality, emotions, intelligence, learning and memory. Criminal psychology involves areas like forensic psychology, criminal profiling, and analyzing the minds of suspects. It helps legal systems with tasks like determining a defendant's sanity or competency.
Northwest Justice Forum
An Unexpected Journey
Wednesday, June 26, 2013
Clackamas Community College
Chris Wilson
Self Awareness
Mediation
Emotional intelligence, mindfulness, unconscious processes
A Study on Emotional Quotient Among new Generation Employeesijtsrd
Success in the workplace takes a lot more than education, book knowledge or experience. Organizations and the conscious, achievement-oriented managers need a high rate of Emotional Quotient to be successful. Emotional Quotient is the ability to identify and manage personal emotions and the emotions of others. Emotional Quotient EQ matters just as much as intellectual ability IQ . In the employment field, work pressure, anxiety, employee's stress, agitation, depression or irritability all are related to the various factors of emotional intelligence. All these emotional intelligence symptoms could harm employee's performance. It can direct either a higher or lower level of morale, which will ultimately impact employee's performance in a positive or negative way. The main question of the study is to analyze the emotional intelligence according to new generations in banking and IT Field. Mr. S. Maheshwaran | Dr. K. Soniya | Dr. S. Krishnaraj "A Study on Emotional Quotient Among new Generation Employees" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-6 , October 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18900.pdf
Cognitive brain training is about giving the brain a workout or sending it to a brain gym to improve fitness levels.Thanks to technology, cognitive training has moved out of the psychologist’s office and online where web based software uses game based learning to improve a person’s cognitive abilities.
This document provides information about Dr. Sarah Cassidy's research on SMART brain training. The document discusses:
1) What SMART training is and how it is based on enhancing relational skills, which research has shown underlie intelligence.
2) Background on definitions of intelligence and IQ, and factors that can increase IQ such as education, nutrition, and cognitive training.
3) Dr. Cassidy's research demonstrating that intensive training of relational skills through Multiple Exemplar Training can significantly increase IQ scores in children, in some cases by over 20 IQ points, and these increases persisted over 4 years.
The document discusses emotional intelligence and provides three key points:
1. It defines emotional intelligence as having four branches or capacities - self awareness, self management, social awareness, and relationship management.
2. It notes that emotional intelligence is important because it allows individuals to better understand emotions, manage social relationships, and avoid problematic behaviors.
3. It discusses models for measuring emotional intelligence, including ability-based tests and multi-rater assessments of emotional competencies.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Neuroscience and Learning - Dr Paul Howard-JonesMike Morrison
On 28 Jan 2013 Dr Paul Howard-Jones, a renowned neuroscientist from Bristol University spoke on the CIPDMembers LinkedIn group webinar about the impact of current neuroscience, some myths and the importance of understanding research
To watch the recording go to rapidbi.com/store/
This document provides an overview of a presentation on emotional competence (EQ) and its implications for organizational development (OD) practitioners. The presentation covers three main areas: positioning EQ as a strategic capability, engaging with definitions and models of EQ, and leveraging EQ research to inform OD practice. It discusses common approaches to defining and measuring EQ, provides examples of EQ frameworks and assessment tools, and makes the business case for why developing EQ is important for OD practitioners to enhance leadership and organizational effectiveness. The presentation aims to help participants understand how EQ relates to OD and apply EQ concepts to their professional practice.
The business Case for Emotional Intelligence. Siegfried Lange
This document discusses the importance of emotional intelligence. It explains that emotional intelligence involves the ability to recognize, understand, and manage emotions both in oneself and others. Developing emotional intelligence can benefit organizations in many ways, such as improving sales, customer service, staff retention, leadership, resilience, engagement, communication, loyalty, employee well-being, innovation, and conflict resolution. The document advocates building emotional intelligence capacity through training to realize these benefits.
This document presents a comparative study of emotional intelligence between men and women in the workplace. It outlines the objective to observe differences in emotional intelligence between genders. The methodology involved an online survey of 50 samples (25 men and 25 women) using the Donna Earl Emotional Intelligence Quiz. The results found that while the distribution of emotional intelligence levels was nearly equal between genders, women showed slightly higher rates of higher-than-average emotional intelligence compared to men. However, men showed higher rates of base-level emotional intelligence. This led to the acceptance of the alternative hypothesis that a disparity exists between emotional intelligence levels of men and women in the workplace.
Within each competency exists feminine and masculine traits and every leader, no matter male or female, must be able to recognize, embody and balance these traits effectively. Research recently conducted by the Organizational Intelligence Institute revealed how complications can arise when a leader ineffectively attempts to cross pollenate culture, gender and competency traits. In this informative and interactive session we’ll explore a new way to think about and identify ways to develop leadership skills that transcend gender bias and create a road map for effective trait integration. *Attendees will receive a copy of the research paper.
This document discusses the importance of listening skills, especially in the context of emotional intelligence. It covers the five domains of emotional intelligence including recognizing emotions in oneself and others. Effective listening is an active process that requires focusing attention on fully understanding verbal and nonverbal messages. Developing listening skills through mindfulness, storytelling and paying attention to music can improve emotional awareness and strengthen relationships and communication.
This is the final report of my project that i made in my Fundamental management course. This report is all about emotional intelligence that how it is helpful in your life
1. The document discusses various topics related to education including multiple intelligences, emotional intelligence, cooperative learning, safety in schools, and teacher responsibilities.
2. It describes Gardner's eight multiple intelligences including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence.
3. The concept of emotional intelligence is explained as understanding how emotions, thoughts, and behaviors interact and influence each other. Developing emotional intelligence improves self-awareness, motivation, empathy and accountability.
Facets of Intelligence: Intelligence Quotient (IQ): Rational Intelligence is about thinking; Emotional Quotient (EQ): Emotional Intelligence is about feeling; Spiritual Quotient (SQ): Spiritual Intelligence is about being- behaviour
Emotional intelligence in teachers a tool to transform educational institutes...prjpublications
This document summarizes a research study that explored the relationship between emotional intelligence in teachers and teaching quality in educational institutes in Delhi and NCR, India. The study found that teachers generally had high levels of emotional intelligence, particularly in social awareness. Regression analysis showed a positive relationship between teachers' emotional intelligence (across self-awareness, self-management, social awareness, and relationship management) and teaching quality. The study suggests providing emotional intelligence training to teachers on a regular basis to enhance their skills in self-awareness, communication, and relationship building with students.
Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
This document discusses emotional intelligence and its importance. It defines emotional intelligence as the ability to recognize one's own emotions and the emotions of others, motivate oneself, and manage emotions in relationships. It states that emotional intelligence is more important for success than IQ, with EQ accounting for 80% of success in life. Success is defined differently for different people but often involves healthy relationships and personal satisfaction rather than just academic or career achievements. The document outlines the components of emotional intelligence, which include self-awareness, self-management, social awareness, and relationship management.
This document discusses how social neuroscience research can help transform classrooms into more "brain wise" learning environments. It suggests that social neuroscience can provide insights into how and why certain teaching methods are effective or not. This knowledge can then be used to emphasize strategies that are shown to optimize learning, such as relationship building, attunement, storytelling, humor, and mindfulness. The goal is to move beyond "smart" teaching focused solely on content to a more holistic approach that also considers the social and emotional aspects of learning.
This document presents information on emotional intelligence. It defines emotional intelligence as the capacity to recognize one's own feelings and those of others in order to motivate oneself and manage emotions. The document outlines the key components of emotional intelligence, including self-awareness, self-regulation, motivation, empathy, and social skills. It discusses how emotional intelligence is important both for individuals and in organizations. Various models of emotional intelligence are presented, breaking it down into intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood. Specific competencies within each category are defined. The document suggests emotional intelligence can be increased with practice and effective communication between the rational and emotional parts of the brain.
Psychology is the study of the mind and behavior. It examines relationships between brain function and behavior, and between the environment and behavior. Psychologists follow scientific methods to understand human behavior and mental processes. They study topics like personality, emotions, intelligence, learning and memory. Criminal psychology involves areas like forensic psychology, criminal profiling, and analyzing the minds of suspects. It helps legal systems with tasks like determining a defendant's sanity or competency.
Northwest Justice Forum
An Unexpected Journey
Wednesday, June 26, 2013
Clackamas Community College
Chris Wilson
Self Awareness
Mediation
Emotional intelligence, mindfulness, unconscious processes
A Study on Emotional Quotient Among new Generation Employeesijtsrd
Success in the workplace takes a lot more than education, book knowledge or experience. Organizations and the conscious, achievement-oriented managers need a high rate of Emotional Quotient to be successful. Emotional Quotient is the ability to identify and manage personal emotions and the emotions of others. Emotional Quotient EQ matters just as much as intellectual ability IQ . In the employment field, work pressure, anxiety, employee's stress, agitation, depression or irritability all are related to the various factors of emotional intelligence. All these emotional intelligence symptoms could harm employee's performance. It can direct either a higher or lower level of morale, which will ultimately impact employee's performance in a positive or negative way. The main question of the study is to analyze the emotional intelligence according to new generations in banking and IT Field. Mr. S. Maheshwaran | Dr. K. Soniya | Dr. S. Krishnaraj "A Study on Emotional Quotient Among new Generation Employees" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-6 , October 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18900.pdf
Cognitive brain training is about giving the brain a workout or sending it to a brain gym to improve fitness levels.Thanks to technology, cognitive training has moved out of the psychologist’s office and online where web based software uses game based learning to improve a person’s cognitive abilities.
This document provides information about Dr. Sarah Cassidy's research on SMART brain training. The document discusses:
1) What SMART training is and how it is based on enhancing relational skills, which research has shown underlie intelligence.
2) Background on definitions of intelligence and IQ, and factors that can increase IQ such as education, nutrition, and cognitive training.
3) Dr. Cassidy's research demonstrating that intensive training of relational skills through Multiple Exemplar Training can significantly increase IQ scores in children, in some cases by over 20 IQ points, and these increases persisted over 4 years.
The document discusses emotional intelligence and provides three key points:
1. It defines emotional intelligence as having four branches or capacities - self awareness, self management, social awareness, and relationship management.
2. It notes that emotional intelligence is important because it allows individuals to better understand emotions, manage social relationships, and avoid problematic behaviors.
3. It discusses models for measuring emotional intelligence, including ability-based tests and multi-rater assessments of emotional competencies.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Neuroscience and Learning - Dr Paul Howard-JonesMike Morrison
On 28 Jan 2013 Dr Paul Howard-Jones, a renowned neuroscientist from Bristol University spoke on the CIPDMembers LinkedIn group webinar about the impact of current neuroscience, some myths and the importance of understanding research
To watch the recording go to rapidbi.com/store/
This document provides an overview of a presentation on emotional competence (EQ) and its implications for organizational development (OD) practitioners. The presentation covers three main areas: positioning EQ as a strategic capability, engaging with definitions and models of EQ, and leveraging EQ research to inform OD practice. It discusses common approaches to defining and measuring EQ, provides examples of EQ frameworks and assessment tools, and makes the business case for why developing EQ is important for OD practitioners to enhance leadership and organizational effectiveness. The presentation aims to help participants understand how EQ relates to OD and apply EQ concepts to their professional practice.
The business Case for Emotional Intelligence. Siegfried Lange
This document discusses the importance of emotional intelligence. It explains that emotional intelligence involves the ability to recognize, understand, and manage emotions both in oneself and others. Developing emotional intelligence can benefit organizations in many ways, such as improving sales, customer service, staff retention, leadership, resilience, engagement, communication, loyalty, employee well-being, innovation, and conflict resolution. The document advocates building emotional intelligence capacity through training to realize these benefits.
This document presents a comparative study of emotional intelligence between men and women in the workplace. It outlines the objective to observe differences in emotional intelligence between genders. The methodology involved an online survey of 50 samples (25 men and 25 women) using the Donna Earl Emotional Intelligence Quiz. The results found that while the distribution of emotional intelligence levels was nearly equal between genders, women showed slightly higher rates of higher-than-average emotional intelligence compared to men. However, men showed higher rates of base-level emotional intelligence. This led to the acceptance of the alternative hypothesis that a disparity exists between emotional intelligence levels of men and women in the workplace.
Within each competency exists feminine and masculine traits and every leader, no matter male or female, must be able to recognize, embody and balance these traits effectively. Research recently conducted by the Organizational Intelligence Institute revealed how complications can arise when a leader ineffectively attempts to cross pollenate culture, gender and competency traits. In this informative and interactive session we’ll explore a new way to think about and identify ways to develop leadership skills that transcend gender bias and create a road map for effective trait integration. *Attendees will receive a copy of the research paper.
The role of emotional intellegence on workplace attitudesmajan_srijan
This document summarizes a study conducted by APO Group 6 on the role of emotional intelligence on workplace attitudes. It included 51 working professionals who completed a survey measuring their emotional intelligence and job satisfaction ratings. The results showed a high correlation between emotional intelligence scores and job satisfaction ratings, indicating that emotional intelligence positively impacts workplace attitudes. It was recommended that HR managers integrate emotional intelligence assessments in recruitment and performance reviews, and provide emotional intelligence training to employees.
There are five competencies that make up Emotional Intelligence. CLI worked with the company’s leaders to develop their own self awareness, self regulation, self motivation/resilency, empathy and development of effective relationships.
This presentation
– talks about the term Emotional Intelligence; it’s theoretical foundations and current interpretations.
– talks about the importance of Emotional Intelligence in groups and organizations. For example, how does a leader’s EI influence its team’s attitude and relations between the team members.
– delivers an exercise.
Ethan Dysert: The Importance of Emotional Intelligence in BusinessEthan Dysert
One of the most important qualities a leader must possess is emotional intelligence. The best leaders have high emotional intelligence, and it helps them understand themselves and their team members.
The business case for emotional intelligenceExpoco
The document discusses emotional intelligence (EI) and its importance in the workplace. It defines EI as the capacity to effectively perceive, express, understand and manage emotions in a professional manner. The document outlines a five dimensional model of EI and describes each dimension. It then discusses research finding that higher EI is related to less stress, better teamwork, relationships, performance, leadership and job satisfaction. The document concludes by providing suggestions for how organizations can develop the EI of their employees.
The document discusses the importance of emotional intelligence in organizations. It provides examples of how developing emotional intelligence can improve employee selection, development, and leadership. Specifically, it describes a case study where an insurance company provided emotional competence training and saw a 10-16% increase in sales as a result. The document advocates that emotional intelligence is an important leadership skill and that organizations should consider it when making hiring and promotion decisions.
This study analyzes Hallmark's emotional branding and rebranding opportunities through social media research, uncovering a desire for Hallmark to add sarcastic humor and sarcasm to accompany the traditional sentimental emotional tenor of Hallmark.
Study of emotional intelligence patterns with public education teachersLaszlo Balazs PhD
The data necessary for the empirical research presented it this study were provided by 572 people, from altogether 26 schools. The schools included 18 primary schools, 7 secondary training institutions and 1 primary and secondary school. The major question of the study related to the pedagogues’ emotional intelligence, more precisely if the teachers of different institutions showed any individual differences in their emotional intelligence patterns according to the given type of their school’s organisational culture. We also examined if the nature of the organizational culture had any influence on the development the individual’s emotional intelligence pattern. On the basis of the results we can declare that the teachers of different institutions having their own particular organizational cultures evolve different emotional intelligence patterns. Accordingly, we can come to the conclusion that in the long term the organizational culture affects the evolution of the individual’s emotional intelligence pattern and vice versa.
The document expresses frustration with social media users who do not engage with others or share their emotions online. It questions why social media is called social if people do not interact, and encourages users to start conversations and tell stories in their posts instead of just sharing content. The document also mentions contacting a prospect who was already a fan on Facebook.
Significance Of Emotional Intelligence And Its Impact On Job Satisfactionamit soni
The document summarizes a seminar presentation on the significance of emotional intelligence and its impact on job satisfaction. It discusses the key aspects of emotional intelligence like self-awareness, self-motivation, and managing relationships. It also talks about how human resource departments use emotional competencies and how developing emotional intelligence of employees can increase job satisfaction within an organization. Survey results from 100 employees indicate a connection between pay, performance, and workload with satisfaction levels. Suggestions are provided to give rewards based on performance and provide training to enhance emotional intelligence.
What is Emotional Intelligence. How to develop your Emotional Intelligence.
Presentation made by Philippe Grall, Executive Coach & Trainer.
President of Equilibre Inc.
www.e-quilibre.jp
This document discusses emotional intelligence and its five domains: intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood. Each domain contains several competencies important for emotional intelligence. For example, the intrapersonal domain includes self-awareness, assertiveness, independence, self-regard, and self-actualization. Assignments are provided to help readers improve skills in each competency.
1) Emotional intelligence is the ability to use emotions effectively and productively. Research shows that EQ skills are linked to higher academic performance, better behavior, and increased life success.
2) Studies have found strong relationships between students' EQ scores and their grade point averages, with higher-EQ students tending to receive higher grades. EQ skills like stress management and interpersonal skills are particularly important for academic achievement.
3) EQ development programs in schools have been shown to improve academic performance as well as classroom behavior, relationships, attendance, and other outcomes. When students feel more supported socially and emotionally, they are better able to focus on learning.
This document discusses developing articles on topics related to emotional intelligence (EQ) in children and adolescents. It provides potential topics such as helping children with anxiety, anger management in schools, the role of EQ in suicide prevention, and more. The deadline for submitting articles is August 22nd. Authors are asked to include their name, position, institution, and postal code.
Emotional intelligence involves the ability to recognize and manage emotions in oneself and others. It is important in education because students with higher emotional intelligence have better academic performance, psychological well-being, relationships, and career success compared to those with lower emotional intelligence. The document discusses various components of emotional intelligence like self-awareness, self-regulation, social awareness, relationship management, and emphasizes the role of emotional intelligence in education, career advancement, and overall success in life.
This document discusses emotional intelligence (EI), which refers to one's ability to understand and manage emotions. It was introduced in the early 1990s by psychologists who studied how EI affects interactions and career success. The document outlines five key aspects of EI: self-awareness, mood management, self-motivation, empathy, and managing relationships. Developing strong EI requires continuous effort through coaching and feedback to gain self-awareness and control over one's emotions. Research shows people with high EI have greater problem-solving skills and career success.
This document discusses emotional intelligence and its importance in education. It provides definitions and components of emotional intelligence from various researchers. The key points are:
1. Emotional intelligence involves self-awareness, self-management, social awareness, and relationship management. It is important for academic achievement, well-being, and life success.
2. Developing emotional intelligence skills in students and teachers creates a healthy learning environment characterized by trust and engagement. This benefits learning, problem-solving, and leadership development.
3. Specific emotional intelligence skills like stress management, goal-setting, and relationship-building are particularly important for students' academic achievement and college success in today's world.
This presentation discusses social and emotional learning (SEL) and how its five core competencies - self-awareness, self-management, social awareness, relationship skills, and responsible decision-making - can be applied to gifted and talented education. SEL is promoted to help gifted learners develop emotional intelligence, cultivate growth mindsets, manage strong emotions and intensities, reduce stress and anxiety, and feel appreciated and confident. The framework offers viable strategies to create positive learning environments and support the unique cognitive and affective needs of gifted students.
The document discusses the importance of emotional intelligence (EQ) for success over cognitive intelligence (IQ). It summarizes various studies that have shown people with average grades often become more successful than their more "intelligent" peers due to higher EQ. EQ involves self-awareness, managing emotions, and connecting with others, which helps navigate complex workplace environments involving teamwork, stress, and interpersonal relationships. While IQ measures cognitive ability, EQ measures one's ability to monitor and manage emotions. Schools focus more on academics than developing EQ, but incorporating social-emotional learning concepts could significantly improve decision-making, productivity and well-being. Building relationships, expressing appreciation, and managing stress and negative emotions are some ways
Week 8 Sessions 21 23 Personal Value System (E.Q.)Idiotic26
This document provides an overview of a lesson on personal value systems and emotional intelligence (EQ). It begins by defining the objectives of the lesson, which are to understand what EQ is, its history and key theorists, models of EQ, and signs of high and low EQ. It then discusses the origins and definitions of EQ put forth by theorists like Salovey, Mayer, and Goleman. Models of EQ are presented, including Goleman's domains and the Six Seconds model. Aspects of high and low EQ are outlined, such as characteristics like self-awareness, empathy, and the ability to manage emotions. The lesson aims to help students develop skills to improve their own EQ.
White Paper on Making Emotionally Intelligent Work LifeDr. Pratik SURANA
This document provides guidelines for developing emotional intelligence in organizations. It discusses two types of learning - cognitive learning and emotional learning. Emotional learning involves changing habits and neural pathways and is more complex than cognitive learning. The guidelines describe a four phase process for developing emotional intelligence: 1) Preparation for change which includes assessing needs, strengths/limits, and providing feedback, 2) Training, 3) Transfer and maintenance of skills, and 4) Evaluation. Key aspects of preparation include motivating learners by allowing choice, linking goals to personal values, and gaining management support. Effective emotional learning requires an ongoing process rather than short-term seminars.
This document provides guidelines for developing emotional intelligence in organizations based on research. It discusses that social and emotional learning is different than cognitive learning and requires a different training approach. Effective training involves 4 phases: 1) Preparation which includes assessing needs, strengths/limits, and motivating learners. 2) Training to change habits. 3) Transferring skills after training. 4) Evaluation. Motivation is key and programs should distinguish between cognitive and emotional learning to effectively develop emotional competence.
Assessment Of Emotional Intelligence Of School StudentsRick Vogel
The document provides an overview of emotional intelligence and its importance in education. It discusses how traditional education systems have focused primarily on intellectual achievement over emotional development. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and relationship skills. It accounts for 80% of success in life according to some research. Developing students' emotional intelligence can help with learning, confidence, communication skills, and cooperation. Assessing emotional intelligence in school students is important to help guide their overall development and prepare them for future success.
This document summarizes key points about emotional intelligence assessments and their use in organizational settings. It discusses three main models of emotional intelligence assessment: the BarOn EQ-i, which measures emotionally and socially intelligent behavior; the MSCEIT, which directly measures emotional abilities; and the ECI, which identifies competencies important for leadership. Companies are using these tools to improve selection, development, and performance by better understanding individuals' emotional intelligence strengths and weaknesses.
There are several approaches in psychology including developmental, industrial, child, educational, cognitive, social, abnormal, and clinical psychology. Developmental psychology examines how behavior develops over the lifespan. Industrial psychology applies psychological knowledge to improve work environments and productivity. Child psychology studies child development and issues related to upbringing. Educational psychology applies scientific methods to understand behavior in instructional settings. Cognitive psychology focuses on internal mental processes like thinking, memory, and language. Social psychology examines how individuals think, feel, and behave in social situations. Clinical psychology involves diagnosing and treating psychological disorders.
Intelligence is defined as general cognitive problem-solving skills involving reasoning, relationships, and learning. It can be divided into seven subcategories: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. While intelligence is inherited, environment also influences its expression. It can be increased through problem-solving, creativity, and decision-making tools. Having strong emotional skills relates to better mental health and academic performance by allowing students to cope with stress and difficulties.
Emotional Intelligence is the most fundamental attribute for success in a career.While Intelligent Quotient may take a person to a job, it is Emotional Quotient which sustains him there.
Emotional intelligence influences organizational effectiveness in several areas such as employee recruitment and retention, development of talent, teamwork, employee commitment and health, innovation, productivity, efficiency, sales, revenues, quality of service, customer loyalty, and client outcomes. Research has found that emotionally intelligent teams and individuals display cooperation, commitment, and creativity that are important for organizations. Effective leaders are able to sense how their employees feel and intervene when employees feel discouraged, building trust through managing their own emotions.
The document discusses intelligence quotient (IQ) tests and theories of intelligence. It provides information on:
1. Definitions of IQ as a score based on mental and chronological age. Genetics and environment both influence IQ.
2. Neurological factors correlated with intelligence including brain size and activity levels.
3. Motivation being important for intelligence and involving activation, persistence, and intensity towards goals.
4. Theories of intelligence including Spearman's two-factor theory distinguishing general intelligence from specific abilities. Wechsler scales measure intelligence in children and adults.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Helping all people make
empathic and wise decisions
A Case for
Emotional Intelligence in Our Schools
2. Executive Summary
Emotional intelligence (EQ) is the ability to use emotions effectively and
productively. Since the publication of the initial research in 1990, innovative
schools and educational organizations have begun integrating emotional
intelligence into their educational programs. It is becoming increasingly
clear that these skills are one of the foundations for high-performing
students and classrooms.
When emotional intelligence began to attract the public attention, there were
few model programs. In his 1995 book, Emotional Intelligence, Daniel
Goleman described two of the preeminent programs, a class in some New
Haven schools, and the Self-Science curriculum.1 As the benefits of emotional
intelligence have become more widely recognized and investigated, several
implementation strategies have been designed. These include assessments,
training programs, and educational curricula that assist educators to build
emotional intelligence.
Current research in education, psychology, and related fields is accumulating
to show the benefits of Social Emotional Learning (SEL) programs for children
as young as preschoolers. Public awareness is catching up to the research.
Recently a New York Times editorial reviewed key research findings and
concluded, “…social and emotional learning programs significantly
improve students' academic performance.”2 Additional research also
shows emotional intelligence is strongly linked to staying in school, avoiding
risk behaviors, and improving health,
happiness, and life success.
Several organizations have emerged to help
schools and organizations implement
emotional intelligence and social-emotional
learning programs, including The Collaborative
for Academic, Social and Emotional Learning
(CASEL), The George Lucas Educational
Foundation (GLEF), The Center for Social
Emotional Learning, CSEE, and Six Seconds,
The Emotional Intelligence Network.
Six Seconds, The Emotional Intelligence Network 2
3. Contents
Executive Summary ................................................................................... 2
Contents ......................................................................................................... 3
Introduction .................................................................................................. 4
What is Emotional Intelligence?.......................................................... 5
EQ and Academic Achievement........................................................... 9
EQ and Academic Retention................................................................13
EQ and Prosocial Behavior...................................................................15
Related Research ......................................................................................19
Conclusion...................................................................................................22
Further Reading ........................................................................................23
End Notes .....................................................................................................24
Six Seconds, The Emotional Intelligence Network 3
4. Introduction
Emotional intelligence (EQ)3 is
emerging as a critical factor
for sustaining high
achievement, retention, and
positive behavior as well as
improving life success.
Increasingly, schools and
educational organizations are
turning to EQ seeking a
systemic solution to improve
outcomes – both academic
and social (such as school
attrition, student satisfaction, peer relationships, and health).
What's driving this interest? Is emotional intelligence "just a fad," or does the
science offer new insight and tools that genuinely affect performance? And if
EQ is so important, how do educators find their way to the value amidst the
hype?
American Psychologist, one of the most prestigious sources of peer reviewed
psychological research, has released several articles on emotional
intelligence. In particular, these reports have demonstrated time-tested
support for school-based emotional intelligence prevention and intervention
programs leading researchers to conclude:
“There is a solid and growing empirical base concluding that
well-designed, well-implemented school-based prevention and
youth development programming can positively influence a
diverse array of social, health, and academic outcomes.”4
In a time of budget cuts, intense societal pressures on youth, and national
testing standards, the strain on educational funds to fulfill the diverse needs
of our children is becoming increasingly apparent. This calls for innovative
approaches to addressing the academic, social, psychological, and physical
health needs of developing students. Because of its wide ranging impact,
emotional intelligence prevention and intervention programming may be the
key investment that secures a positive future for our children.
Six Seconds, The Emotional Intelligence Network 4
5. What is Emotional Intelligence?
Emotional intelligence is the ability to perceive emotions, to access and
generate emotions so as to assist thought, to understand emotions and
emotional knowledge, and to reflectively regulate emotions so as to promote
emotional and intellectual growth.
– Mayer & Salovey, 1997.5
Most people first heard the term "emotional
intelligence" around 1995 with the publication What is EQ?
of Daniel Goleman’s best-selling book
Some people just know how to
Emotional Intelligence. In that work, Goleman get along with others; some
laid out a powerful case that such factors as people are more self-confident,
self-awareness, self-discipline, and empathy and some are great at inspiring
people. All these require people
determine personal and professional success.
to be smart about feelings.
He drew on the work of numerous leading
Emotional intelligence can be
scientists and authors who were working to
applied through a set of
define and measure the skills of emotional learnable skills that include
intelligence.6 identifying and changing
emotions, motivating yourself,
Drawing on Goleman’s definition and and empathizing with another
incorporating the original research by top person. Almost anyone can
scientists in the field, Six Seconds set out to learn the EQ skills to build
create a definition of how to put emotional more successful relationships.
intelligence into action. Therefore their For children, EQ helps increase
definition is simple and direct: Emotional academic success, bolster
stronger friendships, and
intelligence is the capacity to blend thinking and reduce risk behaviors. For
feeling to make optimal decisions. adults, EQ skills are critical for
career growth, relationships,
Researchers once said emotions impede
and for health.
thinking, but in the last decades they've found
that emotions actually are critical to thinking. EQ researchers are identifying:
o The way emotions and thinking interact to create our awareness and
decision-making.
Six Seconds, The Emotional Intelligence Network 5
6. o How emotions are essential to successful human interaction.
o What processes are involved in learning to use and manage emotions
more effectively.
The research is beginning to demonstrate
what many educators, counselors, parents, Glossary
and other observers had long recognized – Emotional intelligence:
that the most successful people were not a scientifically validated function
of the human brain to process and
necessarily those with high IQs but rather
utilize emotional information.
those with highly developed interpersonal and
EI: abbreviation for "emotional
social skills.
intelligence."
Today many prominent psychologists and EQ: abbreviation for "emotional
researchers agree EQ is an intelligence that is quotient," similar to "intelligence
separate from cognitive intelligence (IQ) and quotient," also used to mean
"emotional intelligence."
has components that are different from
traditional measures of personality. There SEL: Social-emotional learning,
class to teach application of EQ (as
were several pioneers who have helped raise
geometry is a class to teach
this awareness. application of mathematical IQ).
Peter Salovey is a dean and professor of
psychology at Yale University. Jack Mayer is a
professor at the University of New Hampshire.
The two psychologists published the first
academic definition of emotional intelligence
in 1990, and have continued as the leading
researchers in the field.
Reuven BarOn, a psychologist and researcher
at University of Texas Medical Branch, is
another pioneer in the field. He created the
first validated measure of "emotionally
intelligent behavior," the EQ-i.7 Other leading
researchers in this area include Joseph
LeDoux, Antonio Damasio, and educators such
as Karen McCown, Anabel Jensen, and Maurice
Elias.
Now there are several statistically reliable
measures of emotional intelligence and
emotional competence for adults and two
Six Seconds, The Emotional Intelligence Network 6
7. measures for children. These assessments are being used to demonstrate
the links between emotional intelligence and performance.
One of the newest tools is called the “Six Seconds Emotional Intelligence
Assessment-Youth Version,” or “SEI-YV.”8 The SEI-YV is unique because it
provides a link between EQ skills and life outcomes (such as academic
achievement and health). Moreover it offers an actionable model to improve.
One of the important components of emotional intelligence is the accurate
appraisal of emotion. Identifying and naming emotions is generally
identified as “Emotional Literacy,” which is a competence central to many
social-emotional learning programs. Recent research on emotional literacy
demonstrates the bridge between cognition (analytical thinking, such as use
of language), affect (experience of emotion), and physiology (the body’s
response). A team at UCLA used fMRI (functional magnetic resonance
imaging, a tool that shows very specific brain activity) to assess how
emotion is regulated. In the study, 30 adults, ages 18-36, where given
different mechanisms for processing emotional datum. It turns out that
naming emotions reduces the emotional reaction (in the amygdala, the
part of the brain responsible for fight-flight-freeze reactions). 9
In other words,
when thoughts and
feelings are
working together –
when emotional
intelligence is
working – people
are able to self-
regulate their
feelings and
reduce the kind of
reactivity that
otherwise escalates
(as shown in the
graph).
This graph shows that when subjects name emotions, more activity
in the cortex correlates with reduced activity in the amygdala,
9
showing that naming feelings helps reduce reactivity.
Six Seconds, The Emotional Intelligence Network 7
8. In addition to assessing individual emotional intelligence, it is possible to
ascertain the emotional context, or climate, of a school or organization.
While not strictly a measure of emotional intelligence per se, it makes sense
that if people in the group are effectively using their emotional intelligence
to manage behavior, perceptions of the climate will be generally more
positive.
Emotional intelligence is not, in itself, sufficient to create optimal outcomes
for youth. However, the way emotional intelligence is used, both by youth
and those who support them has a powerful effect on the children’s lives, yet
it is frequently ignored. Emotional intelligence appears to be a core
ingredient that, when developed and well employed, has wide-ranging
benefits for learning, relationships, and wellness.
Everyone has emotional intelligence. For most of us, it's an underdeveloped
area and an untapped resource. Peter Salovey said, "Yes we can control
emotions. The trick is doing it in the right way at the right time."10 This
concept has a long history; around 350 BC, Aristotle wrote, "Anyone can
become angry -- that is easy. But to be angry with the right person, to the
right degree, at the right time, for the right purpose, and in the right way-
that is not easy."
The research progress in the last 15 years is remarkable; it’s becoming
increasing clear how emotion and cognition function together, and how we
perceive and process
emotional information. At the
same time, other intelligence
research has been underway
for over 100 years, so
emotional intelligence remains
an emerging science.
Meanwhile, worldwide,
thousands of schools,
counselors, and educators, and
millions of parents, are
utilizing the new findings to
help young people thrive.
Six Seconds, The Emotional Intelligence Network 8
9. EQ and Academic Achievement
The introduction of
“…Social and emotional learning students have
emotional intelligence and
significantly better attendance records; their
social emotional learning
classroom behavior is more constructive and
curricula has sparked a
less often disruptive; they like school more;
new field of research
and they have better grade point averages.
examining the efficacy of
They are also less likely to be suspended or
EQ intervention programs.
otherwise disciplined.”2
So far, the results indicate
that emotional intelligence Timothy Shriver & Roger Weissberg, The New York Times
has extraordinary potential
as a mediator of positive
school outcomes.
For example, in a 2004
study of 667 high school
students, James Parker and
team gave students an
emotional intelligence
assessment and compared
those scores to their year-
end grades. As shown in
the graph to the right, EQ
and academic performance
are strongly related.11
Participants in the study
were asked to complete an
Students with the highest grades also have the highest
EQ inventory between the EQ – and likewise for the middle and lowest groups. In
first and second semesters other words, this study shows a strong relationship
11
of the academic year. At between EQ and academic achievement.
the end of the year, each
EQ response was matched with the student’s final grade point average.
Students were then divided into three groups based on their grade point
Six Seconds, The Emotional Intelligence Network 9
10. percentiles: highest achievement (80th
percentile and above); lowest 100% of the teachers reported that Self-
achievement (20th percentile and Science increases cooperation and
below); middle (between the 80th and improves classroom relationships.
20th grade point percentiles). The
In addition, they agreed (92%) that the
following results were observed:
program helped:
o Students in the highest
o Increase student focus/attention
achievement group also
demonstrated greater o Improve teacher/student
interpersonal competency, relationships
adaptability, and stress The teachers also agreed (77-85%) that
management than students in it worked to:
the other groups. o Improve student learning
o Students in the middle percentile o Enhance collaborative work
group scored significantly higher o Increase positive verbal
than the 20th percentile group statements
for interpersonal competency,
o Decrease “put downs” (negative
adaptability, and stress
verbal messages) between
management.
students12
In a study of the Self-Science SEL
curriculum including 311 students in
13 classrooms, teachers identified the SEL Programs Proven to Improve
program to be highly effective in
o Personal and social competencies
improving both classroom
relationships and academic o Decreased antisocial behavior
performance (see box to upper and aggression
right).12 o Fewer serious discipline
problems and school
In their meta-analysis of 379 SEL
suspensions
prevention and youth development
interventions, Durlak & Weissberg o Increased acceptance among
reported that SEL intervention peers
programs produced a variety of o Better school attendance
positive student outcomes including o Higher grade point averages
achievement (see box to lower right).13 o Higher academic achievement
Perhaps one reason these studies are scores13
showing such large effects is that
Six Seconds, The Emotional Intelligence Network 10
11. students are under a great deal of stress, which can easily derail them.
Applying emotional intelligence skills appears to be an effective coping
mechanism. For example, Petrides, Frederickson, and Furnham suggest that
specific aspects of emotional intelligence may be especially important for
students at risk. Specifically, their research suggests that students who
struggle academically face even greater pressures than their peers. High EQ
may serve to mediate, and thus dampen, the effects of associated stressors
making all the difference between acceptable and unacceptable academic
performance.14
In parallel to an individual student’s capacity to cope, the school environment
likewise has a major affect on performance. When students feel a sense of
belonging in a respectful environment, they are more free to focus on their
academic work. One of the ways SEL programs seem to improve academic
achievement is by improving the school climate. Focusing attention on
feelings and helping students and adults recognize the emotional impact of
their choices may foster a more positive climate.
The Assessment of School Climate examines four aspects of the school
climate: Empathy (feeling cared for), Accountability (sense of follow-through),
Respect (considerate behavior), and Trust (belief in the people and
institution). These
factors are highly
predictive of three
critical outcomes:
Connectedness,
Learning, and Safety.
These outcomes are
combined into a
“School Performance”
variable. Regression
analysis finds that
62.36% of the
variation in School
Performance is
predicted by the
climate (as shown in
the graph on the
following page). More
Six Seconds, The Emotional Intelligence Network 11
12. specifically, climate predicts:
o 47.92% of the variation in Connectedness
o 55.25% of the variation in Learning
o 37.30% of variation in Safety.15
This graph shows the relationship between perceptions of climate and
15
performance in one school; 454 students, teachers, and parents are shown.
In summary, emotional intelligence is strongly linked to academic
performance. High EQ seems to help youth manage the complexities and
pressures that would otherwise derail them. This effect occurs both on an
individual basis and in terms of the overall school climate.
Among other noted benefits of emotional intelligence, studies suggest that
students with higher emotional intelligence tend to demonstrate better
school attendance than their classmates with lower EQ scores. Given the
importance of staying in school both for academic and life success, the link
between EQ and retention will be examined next.
Six Seconds, The Emotional Intelligence Network 12
13. EQ and Academic Retention
According to the United States
Department of Education’s Office of Youth who do not complete
Educational Research and Improvement, high school are less likely to
5% of high school sophomores, juniors, be employed than high school
and seniors dropped out of high school in graduates (U.S. Department of
the 1999 school year (a rate that is Labor, 2003).
consistent since the late 1980’s).
Furthermore, in 2000, nearly 11% of the Approximately 80% of prison
3.8 million 16- to 24-year olds in the US inmates do not have a high
failed to earn a high school diploma.16 school diploma (Office of
Juvenile Justice and
Rumberger suggests that the personal Delinquency Prevention,
consequences of dropping out of high 1995). 16
school may include decreased economic
benefit as a result of insufficient academic
skill, as well as poorer psychological and
physical health that arises as an indirect
result of from employment and income
challenges.17 The fact is school attrition
hurts our students and our communities
(please see NCSET18).
Recent studies of EQ and college retention
indicate that students with higher
emotional intelligence are less likely to
drop out of school than their peers.
Parker, Hogan, Eastabrook, Oke and Wood
matched a sample of 213 individuals who
had dropped out of their universities
before the beginning of their second year
with a group of 213 individuals who
stayed with their academic programs.
After accounting for age, gender, and
Six Seconds, The Emotional Intelligence Network 13
14. ethnicity, results of the study suggested that the persistent group had
significantly higher levels of EQ, interpersonal competency, adaptability,
and stress management than students who withdrew from their programs.19
As shown below, it appears that emotional intelligence is an important
indicator of students staying in school:
The students who stayed in school (in blue) have higher emotional intelligence,
indicating emotional intelligence can improve school retention.19
Six Seconds, The Emotional Intelligence Network 14
15. EQ and Prevention
In addition to academic success and school retention, many studies have
examined the relationship between emotional intelligence, health, and
behavior. In his 1995 book, Emotional Intelligence, Daniel Goleman wrote
about two model social emotional learning (SEL) programs; one is called Self-
Science. Goleman asserted that EQ education is a critical component for
improving life-outcomes: “Self-Science is an almost point-for-point match
with the ingredients of emotional intelligence – and with the core skills
recommended as primary prevention for the range of pitfalls threatening
children.”20 Studies now document this link, showing how developing
emotional competence reduces risky behaviors (such as drug use,
dropping out, and violence) while increasing pro-social behaviors (such as
exercise, positive peer relationships, and leadership).
As mentioned above, the Self-Science12 and
Durlak & Weissberg13 studies found SEL
programs improved student behavior.
Likewise the retention data indicates high
emotional intelligence may help youth
mitigate stressors that could lead them to
leave school – perhaps this same capacity
helps people avoid other risky behaviors.
The pro-social benefits of emotional
intelligence begin at a very young age. In a
study of four-year-olds, 51 preschoolers were
observed, tracking how they behaved and how
they were accepted by peers. Then they were
tested to see how much knowledge they had
about emotions. Those with higher emotion
knowledge were less involved in aggressive
interactions and more accepted by their
peers.21
This trend continues in elementary school. In
a study of 160 students (mean age 10.8),
Six Seconds, The Emotional Intelligence Network 15
16. those with higher EQ
scores were recognized
by teachers and peers
both as cooperative and
as leaders, and for being
neither disruptive nor
aggressive.22
By middle school, the
challenges become more
severe, with middle
schoolers experimenting
with many risky
behaviors including
using alcohol or tobacco.
Dennis Trinidad and
Anderson Johnson assessed 205 middle school students in southern
California, measuring both emotional intelligence and use of alcohol and
tobacco. The teens with higher emotional intelligence were less likely to
use alcohol and
23
tobacco.
In one of the largest
studies to date, Carina
Fiedeldey-van Dijk and
the Six Seconds’ team
assessed an
international sample of
2,665 youth ages 7-18.
The study compared
scores on the Six
Seconds Emotional
Intelligence
Assessment – Youth
Version with a
composite “Barometer
of Life” comprised of
Youth EQ scores are strongly correlated with scores on
Good Health,
important life outcomes (a composite of health, relationships,
Relationship Quality, satisfaction, achievement, and efficacy).
24
Six Seconds, The Emotional Intelligence Network 16
17. Life Satisfaction, Personal Achievement, and Self-Efficacy. As shown in the
graph, EQ scores are strongly correlated with these outcomes.24
In a fascinating study of teenage behavior, Mayer, Perkins, Caruso, and
Salovey tested adolescents for EI and verbal IQ.25 The teens were asked
“Think about the last time you were out with some friends and they wanted
to do something you were uncomfortable with (e.g., it seemed risky or not a
good choice).” The responses illustrate that increased emotional intelligence
helps teenagers make more complex, sophisticated, and pro-social decisions.
Three of the responses are shown here. Student A scored high on IQ and
average on EI; B scored moderately high IQ and high EI; C scored high on
both tests.
Student A: Student B: Student C:
Verbal IQ:127; EI:100 Verbal IQ:116; EI 127 Verbal IQ: 133; EI: 128
“They wanted me to beat “…Some of my friends “Once my friends wanted to
the hell out of decided to start sneak in someone’s room
(someone)…violence mooning cars…I guess if and paint him while he
makes me it weren’t for the values slept… I felt like it was
uncomfortable…They instilled in me from betraying the trust I had
won, but I fought so that when I was little I with the other person, I
I would never harm him.” probably would have didn’t feel right with
joined them…I didn’t do sneaking up on a sleeping
it.” person with no way to
defend himself, and I
thought doing this would
make the person have his
feelings hurt. I know how
little pranks like this could
really hurt someone’s
feelings…”
There are several EQ studies with college students that reinforce the data
presented above. Marc Brackett and team have conducted studies on self-
care, academics, personal relationships, and behavior. In one study they
found significant correlations between low EI and negative behaviors
(e.g., use of drugs and alcohol, violence, vandalism), especially for
males.26
In addition, there are numerous studies of emotional intelligence and
positive life outcomes in adults. For example, a study of 365 students and
Six Seconds, The Emotional Intelligence Network 17
18. adults in Greece (mean age 25)
found a strong correlation
between EQ and issues with
anxiety and with overall health.27
Six Seconds’ researchers had 665
adults complete the SEI
28
assessment and a questionnaire
about success factors. The
success factor questionnaire
included items about health,
quality of life, effectiveness, and
relationships – outcomes combined into a Life Success variable. Regression
analysis revealed a strong relationship: 54.79% of variation in Life Success is
explained by scores on the SEI.29
People with higher emotional intelligence also tend to score higher on “Success Factors”
29
including health, relationships, quality of life, and effectiveness.
Six Seconds, The Emotional Intelligence Network 18
19. Related Research
With mounting evidence that EQ
and SEL programs improve school
outcomes, several additional
questions arise, including:
o Can student EQ improve?
o Can parent EQ improve?
o How does EQ help
educators?
To address student improvement,
Six Seconds conducted a study of
13 different classrooms for six
weeks; prior to the start, students
completed an assessment, then
had six lessons, then another
assessment. While the data
suggests that EQ training would
be most effective with a longer
period of training, results show
that students' EQ increased
significantly with even relatively
brief exposure to the program.
One class of 26 seventh graders
increased by almost 5 points on
the EQi-YV.30 This finding led
Reuven Bar-On (the creator of the
EQi assessment) to write: “At the
end of the first year, the children
were better able to understand
and express themselves, to
understand and relate with others,
to manage and control their This graph shows that student EQ scores
increased after just six weeks of emotional
emotions, and to adapt to their 30
intelligence classes.
immediate school environment.
Six Seconds, The Emotional Intelligence Network 19
20. These important changes suggest
that this program is viable.”31
To understand how parents could be
taught EQ skills, and how these skills
would then affect their children, Sue
McNamara conducted a study in
which she administered an interview
and the SEI assessment, then
delivered four weeks of parent
education using the “EQ for Families”
program,32 and then followed-up with
a post-interview and a repeat of the SEI assessment. Parents also kept a daily
journal. Parents' scores increased significantly and according to their journals
and exit interviews, family interactions became much more positive.33
This study found that scores went up significantly after four workshops teaching
33
parents emotional intelligence skills.
Six Seconds, The Emotional Intelligence Network 20
21. In addition to the benefits to children and parents, developing emotional
intelligence helps educators. For example, Stone, Parker, and Wood studied
464 principals and vice-principals in Ontario. They concluded that overall EQ
was a significant predictor of administrative success.34 That is, educators
with high EQ were more often rated as above average administrators by both
supervisors and staff. As shown in the graph below, the administrators who
were rated “above average” also had a significantly higher level of EQ.
School administrators rated above average also have higher levels of EQ – indicating
34
emotional intelligence is connected with leadership performance.
Six Seconds, The Emotional Intelligence Network 21
22. Conclusion
In an era when children
frequently feel
disconnected from friends
and family, where rapid
social change is the norm,
when media and sports
stars demonstrate poor
behavior,35 educators
recognize the human need
for developing social and
emotional skills.
At the same time, school
budgets are being cut
while pressure is being
intensified to improve test
scores – leaving many
educators with a perceived dichotomy. They believe the choice is either
nurture children or help them achieve. Fortunately, the compelling evidence
shows that it is not an either/or choice; rather, the data says addressing
children’s social and emotional needs is an effective way to improve
academic achievement.
Research has illustrated how EQ can substantially decrease anti-social
behavior and aggression, school suspensions, and discipline problems while
increasing personal and social competency, school attendance, satisfaction,
and academic achievement.36 This overwhelming body of new findings has
led to a powerful conclusion: “direct intervention in the psychological
determinants of learning promise the most effective avenues of reform.”37
Social and emotional development is central to children's success in
school. By incorporating EQ into existing educational programs, we can
promote our children's achievement in the present and secure their
success for the future.
Six Seconds, The Emotional Intelligence Network 22
23. Further Reading
Books:
Reuven Bar-On, J.G. Maree, and Maurice Elias (Eds). Educating People to Be
Emotionally Intelligent. Westport: Praeger, 2007.
Catherine Corrie. Becoming Emotionally Intelligent. London: Network
Educational Press Ltd, 2003.
Maurice Elias, Hariett Arnold, & Cynthia Husssey (Eds). EQ+IQ: Best
Leadership Practices for Caring and Successful Schools. Thousand Oaks,
Corwin Press, 2002.
Maurice Elias et al. Promoting Social and Emotional Learning: Guidelines for
Educators. Alexandria: ASTD, 1997.
Karen McCown et al. Self-Science, The Emotional Intelligence Curriculum. San
Francisco: Six Seconds, 1999.
Web Sites:
www.6seconds.org - The Emotional Intelligence Network
www.edutopia.org - The George Lucas Educational Foundation
www.CASEL.org - Collaborative for Academic, Social, and Emotional Learning
www.CSEE.net - Center for Social Emotional Education
www.EQ.org - directory of hundreds of EQ web sites and services
About the Authors
Joshua Freedman is the Chief Operating Officer and Melissa Bayne is a
Research Associate at Six Seconds, The Emotional Intelligence Network. Six
Seconds is the first international 501(c)3 not-for-profit organization
supporting the development of emotional intelligence to help future
generations thrive. Anabel Jensen, Ph.D., is the President and leads Six
Seconds’ educational programs. See the web site (www.6seconds.org) for
additional information.
Six Seconds, The Emotional Intelligence Network 23
24. End Notes
Technical Note: There are many different models and definitions of
emotional intelligence – this is normal for a new scientific discipline. Even
the field of “classical intelligence” has not achieved a unified definition of IQ
after over 100 years (hence the many different IQ tests available). This paper
uses examples from many models, primarily the Mayer-Salovey-Caruso model
measured by the MSCEIT, the Bar-On model measured by the EQi, and the Six
Seconds model measured by the SEI.
V 1.7, r 09/25/07
1
Goleman, D (1995) Emotional Intelligence: Why it can matter more than IQ. New
York: Bantam.
2
Shriver, T.P., & Weissberg, R.P. (2005, August 16). “No emotion left behind,” The
New York Times.
3
“EQ” is an abbreviation for “Emotional Quotient,” and is used in this document
synonymously with emotional intelligence.
4
Greenbert, M.T., Weissberg, R.P., O’Brien, M.U., Zins J.E., Fredericks, L., Resnick,
H., & Elias, M.J. (2003). “Enhancing school-based prevention and youth development
through coordinated social, emotional, and academic learning,” American
Psychologist 58 (6/7), 466-474.
5
Mayer, J. D., & Salovey, P. (1997). “What is emotional intelligence?” In Salovey, P. &
Sluyter, D. (Eds.), Emotional development and emotional intelligence: Implications
for educators (pp. 3-31). New York: Basic Books.
6
Goleman, D (1995) Emotional Intelligence: Why it can matter more than IQ. New
York: Bantam.
7
Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i). Toronto: Multi-
Health Systems.
8
Jensen, A. & Fieldeldey-van Dijk, C. (2007). Six Seconds Emotional Intelligence
Assessment – Youth Version (SEI-YV). San Francisco: Six Seconds.
9
Activity in the amygdala seems to be mitigated via interaction with an area of the
brain that may be critical to “thinking through” self-regulation (right ventrolateral
prefrontal cortex). This graph shows a strong relationship (r=-.51) between the
Six Seconds, The Emotional Intelligence Network 24
25. cortex and amydala as the subjects named emotions. Lieberman, Matthew D, Naomi
I. Eisenberger, Molly J. Crockett, Sabrina M. Tom, Jennifer H. Pfeifer, Baldwin M. Way
(2007) “Putting Feelings Into Words: Affect Labeling Disrupts Amygdala Activity in
Response to Affective Stimuli” Psychological Science, Vol. 18, Issue 5, Page 421.
10
Salovey, P. (2003). Personal correspondence to Joshua Freedman, unpublished.
11
The EQi:YV was used, total EQ vs grades showed a Cronbach coefficient alpha of
r=.41 (using a Path model). Parker, J.D.A., Creque, R.E., Barnhart, D.L., Harris, J.I.,
Majeski, S.A., Wood, L.M., Bond, B.J., & Hogan, M.J. (2004). “Academic achievement
in high school, does emotional intelligence matter?” Personality and Individual
Differences, 37,1321-1330.
12
Freedman, J. (2003). “Key Lessons from 35 Years of Social-Emotional Education:
How Self-Science Builds Self-Awareness, Positive Relationships, and Healthy
Decision-Making.“ Perspectives in Education 21(4):69-80.
13
Durlak & Weissberg, R.P. (2005) as cited in Cherniss, C., Extein, M., Goleman, D.,
Weissberg, R.P. (2006). “Emotional intelligence: What does the research really
indicate?” Educational Psychologist, 41 (4), 239-245.
14
Petrides, K. V., Frederickson, N., & Furnham, A. (2004). “The role of trait
emotional intelligence in academic performance and deviant behavior at school.”
Personality and Individual Differences 36 (2004) 277–293
15
Jensen, A. & Freedman, J. (2006). Assessment of School Climate. San Francisco:
Six Seconds. Regression analysis from Freedman, J. & Fieldeldey-van Dijk, C. “White
Paper: School Climate and School Success,” Six Seconds (in press).
16
Kaufman, P., Alt, M.N., Chapman, C.D. (2001). “Dropout rates in the United States,
2000.” Statistical Analysis Report. MPR, Berkeley: CA.
17
Rumberger, R.W. (1987). “High school dropouts: A review of issues and evidence.”
Review of Educational Research, 57(2), 101-121.
18
National Center on Secondary Education and Transition. “Part 1: What do we know
about dropout prevention?” Retrieved June 20, 2007 from
http://www.ncset.org/publications/essentialtools/dropout/part1.1.asp
19
Parker, J.D.A., Hogan, M.J., Eastabrook, J.M., Oke, A., & Wood, L.M. (2006).
“Emotional intelligence and student retention: Predicting the successful transition
from high school to university.” Personality and Individual Differences, 41, 1329-
1336.
Six Seconds, The Emotional Intelligence Network 25
26. 20
Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New
York: Bantam.
21
Arsenio, W.F., Cooperman, S., & Lover, A. (2000). “Affective predictors of
preschoolers' aggression and acceptance: Direct and indirect effects.”
Developmental Psychology, 36 (4), 438-448.
22
Petrides, K.V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). “Trait
emotional intelligence and children's peer relations at school.” Social Development,
15 (3),537-547.
23
Tobacco use vs EI, r2=0.11 p<.001 -- Alcohol use vs EI, r2=0.10 p<.001 --
Trinidad, D.R. & Johnson, C.A. (2002). “The association between emotional
intelligence and early adolescent tobacco and alcohol use.” Personality and
Individual Differences, 32 (1), 95-105.
24
Fiedeldey-Van Dijk, C. & Jensen, A. (2007). Six Seconds Emotional Intelligence
Assessment Youth Version (SEI-YV) – Technical Manual, Six Seconds (in press).
25
Mayer, J. D., Perkins, D., Caruso, D. R., & Salovey, P. (2001). “Emotional
intelligence and giftedness.” Roeper Review, 23, 131-137.
26
One important aspect of this study was the control for both personality and
academic achievement – in other words, even with those important factors taken
out, EI (based on the MSCEIT assessment) was significant. Brackett, M.A., Mayer,
J.D., Warner, R.M. (2004). “Emotional Intelligence and its relation to everyday
behaviour.” Personality and Individual Differences, 36 (6), 1387-1402.
27
EQ anxiety, r=-.42, EQ and overall health problems, r= -.49, p<.01 -- Tsaousis, I. &
Nikolaou, I. (2005). “Exploring the relationship of emotional intelligence with
physical and psychological health functioning.” Stress and Health, March 3, Wiley
InterScience.
28
Freedman, J, Ghini, M. & Jensen, A. (2005). Six Seconds Emotional Intelligence
Assessment (SEI). San Francisco: Six Seconds.
29
Freedman, J., Ghini, M., & Fieldeldey-van Dijk, C. (2006). “White Paper: Emotional
Intelligence and Performance,” www.6seconds.org/sei.
30
Total EQ increased from 54.7 to 59.8, z-value=3.61, p <.000, Freedman, J. (2003).
“Key Lessons from 35 Years of Social-Emotional Education: How Self-Science Builds
Self-Awareness, Positive Relationships, and Healthy Decision-Making.“ Perspectives
in Education 21(4):69-80.
Six Seconds, The Emotional Intelligence Network 26
27. 31
Bar-On, R. (2007). “How Important Is It to Educate People to Be Emotionally
Intelligent, and Can It Be Done?” Educating People to Be Emotionally Intelligent,
Praeger, (1) 10.
32
Freedman, J. & Jensen, A. (2005). EQ for Families: Family Education Workshops on
Emotional Intelligence, Six Seconds.
33
McNamara, S. (2006) “Emotional Intelligence, The Generation Game: Learn the
Rules so children will too!” Unpublished Masters Thesis.
34
Stone, H., Parker, J.D.A., & Wood, L.M. (2005). “Report on the Ontario Principals’
Council leadership study.” Toronto: Ontario Principals’ Council
35
For data on these conditions, see the World Health Organization “Health and
Health Behavior Among Young People,” or The Monitoring the Future Survey
(monitoringthefuture.org), cited in Freedman, J. (2007). “Special advice for dads” in
At the Heart of Leadership: How to Get Results with Emotional Intelligence. San
Francisco: Six Seconds.
36
Cherniss, C., Extein, M., Goleman, D., Weissberg, R.P. (2006). “Emotional
intelligence: What does the research really indicate?” Educational Psychologist, 41(4),
239-245.
37
Wang, M.C., Haertel, G.D., & Walberg, H.J. (1997). Learning influences. In H.J.
Walberg & G.D. Haertel (Eds.) Psychology and Educational Practice (p.199-211).
Berkeley, CA: McCatchan (210).
Six Seconds, The Emotional Intelligence Network 27