EI - More important than IQ? How Emotions Impact Learning Determining attention Memory and recall Associate learning with pleasure, novelty and pain – hence can foster intrinsic interest, perseverance, etc – or kill it Influence the affective climate of the classroom “The emotions that teachers display – both consciously and unconsciously – can significantly enhance or inhibit student learning” ( Powell & Powell, 2010) Well, according to Goleman (1998). His central thesis was that emotional illiteracy Is responsible for many social ills including mental illness, crime and educational failure.

Problems of Definition & Measurement Despite extensive scrutiny and systematic research there appears relatively little consensus over how EI should be conceptualized, assessed, and practically implemented Factors labeled as “EI” may refer to a variety of quite different constructs, at least some of which are reinventions of existing dimensions, or trivial in their real life relevance (Zeidner et al, 2009) Petrides and Furnham (2001) claim that trait EI is a lower order construct within the five factor personality model While tests such as MSCEIT and MEIS may assess explicit knowledge of how to deal with emotive situations, they cannot claim validity in testing skills and competencies.

EI and Personality Big Five Factor Personality Theory  Extraversion  Neuroticism  Conscientiousness  Agreeableness  Openness EI might have more to do with how persons manage their temperamental qualities rather than temperament itself

Critique of Self-rating scales Disturbingly for Emotional Intelligence research, self-ratings of complex social skills appear to be especially inaccurate  First, it is unlikely that such assessments are highly correlated with objective measures of competence  Second, people are generally prone to overstate their competence in a variety of respects, including social skills, decision-making abilities, and maintaining health and safety  Third, the least competent individuals are often those with the poorest grasp of their own (lack of) ability, an ability that Dunning et al (2004) describe as the “double-curse – of incompetence ) Petrides & Furnham (2003) argue that it is a mistake to even suppose that self-report questionnaires can be used to measure abilities and competencies

What is Emotional Intelligence? Goleman relates EI to moral character: “emotional literacy goes hand in hand with education for character, for moral development, and for citizenship (p.286) Goleman’s 5 Dimensions 1.Self-Knowledge (Understanding oneself, integrating internal conflicts, knowing strengths & weaknesses emotionally) 2.Self-Management/Regulation (The ability not to just react to events, but consider carefully the implications and consequences) 3.Motivation (Our energy source – motivated people are seen as enthusiastic, optimistic and energetic) 4.Social Awareness (Ability to empathize and feel what others might be experiencing) 5.Relationship Management (Knowing how to use emotions – emotionally sensitive – in the ways we communicate with others to build rapport and motivate them)

What is Social Intelligence? There are many definitions in the literature. A simple but useful one is.. … the ability to get along well with others and to get them to cooperate with you (Karl Albrecht) Key skills include: Sensory Acuity - ability to notice, to monitor, and to make sense of the external cues from other people. We do this through evaluating the result of any behaviour. Requires good observation and listening skills Empathy - ability to put oneself into another persons situation and see the world from their set of experiences and perspective Clarity of communication - ability to communicate clearly and authentically through calibration of words, tone and body language

What is Cultural Intelligence? Cultural intelligence, according to Livermore, is made up of four different capabilities: Drive (motivation) is your interest and confidence in functioning effectively in culturally diverse settings. This often gets overlooked. Without the ample drive to take on the challenges that inevitably accompany multicultural situations, there’s little evidence you’ll be successful. Knowledge (cognition) is your knowledge about how cultures are similar and different. The emphasis is not on being an expert about every culture you encounter. That’s overwhelming and impossible. Instead, to what extent do you understand some core cultural differences and their impact on you and others? Strategy (meta-cognition) is how you make sense of culturally diverse experiences. It occurs when you make judgments about your own thought processes and those of others. Can you plan effectively in light of cultural differences? Action (behavior) is your capability to adapt your behavior appropriately for different cultures. It involves having a flexible repertoire of responses to suit various situations while still remaining true to yourself

Ability Models of EI Mayer, Salovey, et al (2000) Framing EI as an ability resembling standard intelligences, That is, high EI persons are objectively superior to those of lower EI in performing certain activities associated with emotions. They differentiate 4 essential components of EI:  Identifying emotions  Assimilating emotions into thought  Understanding emotions  Managing the emotions of oneself and others They claim that EI relates specifically to interactions between emotions and cognitions; using emotions to enhancing thinking and using thought to regulate emotion. “…the ability-based concept of EI is scientifically plausible and practically meaningful” (Zeidner et al, 2009, p.99)

The Six Seconds EQ Model Operational definition: Emotional Intelligence is the capacity to blend thinking and feeling to make optimal decisions PursuitCompetencyDefinition Know Yourself Enhance Emotional Literacy Recognize Patters Accurately identifying and interpreting both simple and compound feelings Acknowledging frequently recurring reactions and behaviours Choose Yourself Apply consequential thinking Navigate Emotions Engage Intrinsic Motivation Exercise Optimism Evaluating the costs and benefits of your choices Assessing, harnessing, and transforming emotions as a strategic resource Gaining energy from personal values rather than extrinsic sources Taking a proactive perspective of hope and possibility Give Yourself Increase Empathy Pursue Noble Goals Recognizing and appropriately responding to other’s emotions Connecting your daily choices with your overarching sense of purpose

Boils Down to.... Motivation to do it (as in all learning) Perceiving and communicating emotions Understanding the emotions of self and others Effectively regulating emotions

EI, SI, CI are all related One of the consistent threads across the varied forms of intelligence is a set of four complementary factors. These four factors are consistent whether we’re talking about emotional, social, or cultural intelligence. The four factors are:  Motivation  Cognition  Meta-cognition  Behavior These four factors are interrelated, whatever the form of intelligence. For example, person who knows (cognition) how to relate interpersonally but has no desire to do so (motivation) won’t function in a socially intelligent way. An individual who can effective appraise their own thinking and feeling about interpersonal situations, but can’t actually do it in real live contexts (behavior) doesn’t have the actual competence as such.

Big Points Before applying EI to various social and organizational contexts, an essential step is to precisely identify the specific contexts, needs and purposes for which emotional skills are being applied Identify the emotional skills as performances in the context of a range of typical and not so typical work activities To produce meaningful effects on specific target behaviours, it appears necessary to include opportunities for students to practice emotional skills in meaningful emotion laden contexts (Zeidner et al, 2009, p.248).

Competencies associated with EI Detecting a person’s emotions by facial cue, voice pitch and rhythm and bodily posture Understand the antecedents and consequences of emotions Facilitating thought by evoking particular emotions Regulating negative emotions such as anger and sadness