EMOTIONAL INTELLIGENCE: DOES IT MATTER IN EDUCATION?

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1 AssJ, Vol 1:1 March (2016) Contents lists available at SOCIAL SCIENCE LEARNING EDUCATION JOURNAL Journal homepage: SOCIAL SCIENCE LEARNING EDUCATION JOURNAL ISSN : APPLIED EMOTIONAL INTELLIGENCE: DOES IT MATTER IN EDUCATION? Rhonda Dick Our Lady of the Lake University, University in San Antonio, Texas ARTICLE INFO Corresponding Author: Rhonda Dick, CRT, MSHCM PhD Candidate Our Lady of the Lake University, University in San Antonio, Texas rfdick@lake.ollusa.edu ABSTRACT For decades, traditional intelligence and personality have correlated with student performance in the classroom. Another theory, emotional intelligence (EI), has been emerging as an important area of research in education and in recent years has become a vital concept when considering educational policy. This article will provide a review of the most common EI models, the instruments or inventories utilized to measure each model, criticisms of EI theory, and a discussion on benefits and the implementation of EI in the classroom. INTRODUCTION Institutions of higher education are faced with challenges such as funding, quality, market pressures and competition, changing demographics, and multiple course delivery options and formats. These internal and external changes tend to affect the purpose, makeup and educational outcomes relating to students, administration, and societal expectations. With this shifting landscape, it is imperative that educators focus on the student and factors that affect retention and student performance. There s an array of extrinsic factors that affect student achievement in the classroom, such as professor leadership style and course format. One intrinsic factor, emotional intelligence (EI), has been emerging as an important area of consideration in relation to education policy. Does the ability to manage emotions affect student performance in the classroom and overall retention? Emotions are important in adult learning because they can either impede or motivate learning (Dirkx, 2001). Negative experiences potentially derived from pain, trauma, and stress at home and possibly stress in the workplace can jeopardize student's progress by impeding their motivation to engage and perform successfully in the classroom, which can have a dismal effect on student retention. Harmful or depressing emotions can also affect the student's ability to connect with classmates therefore diminishing their ability to achieve the full benefits of the learning experience. Different interests, backgrounds and experiences among adult learners can potentially strain relationships among groups in the classroom. Some students may have a strong work ethic and expect a high level of engagement, while others may be indolent. There can be contention regarding content or how to proceed with a project. Thus, creating a strain on relationships within the group and possibly externally. Negative emotions can also be derived from previous learning experiences whereby a student may have been humiliated in front of other students, which would make Key words: emotional intelligence, education, traditional intelligence, personality the student apprehensive to complete certain tasks assigned by the educator. Moreover, students may have concerns as to the cost versus the quality of instruction received in an institution. The inability to properly act upon these concerns has the potential to impede the learning process and affect a student s overall performance. Emotionally, the freedom to learn is heavily dependent on emotions experienced while learning,a framework that educators have some control over (Shuck et. al, 2013). Background on Emotions and Intelligence The study of emotions and intelligence dates back thousands of years, but the actual investigation of the two from a psychological standpoint didn t occur until the 1900s. The period from was an era that treated research in intelligence and in emotion as separate areas and intelligence tests were developed (Mayer, 2006). From , was a time when intelligence and emotions were no longer considered separate areas and were integrated into a new field of cognition and affect (i.e. thought and emotion) (Mayer, 2006). The field of cognition and effect emerged to examine how emotions interacted with thoughts (Mayer, 2006). From , the interest in emotional intelligence research continued to evolve as the foundation for EI theory continued to emerge (Mayer, 2006). The first study involving the ability based model of EI was published, along with an article arguing the existence of EI as an actual intelligence (Mayer, 2006). Between 1994 and 1997, there was a popularization and broadening of the concept of EI. Daniel Goleman published his best-selling book, Emotional Intelligence (Mayer, 2006). Additionally, a number of personality scales were published under the name emotional intelligence (Mayer, 2006). From 1998-present, there is continued refinement of EI concepts, along with the introduction of new measures (Mayer, 2006). What is Emotional Intelligence? Numerous researchers have constructed their own definitions of emotional intelligence theory. The Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Page 10

2 predominant form of EI, the ability model, envisions EI as either a form of intelligence or overlapping with intelligence (Green, 2014). Mayer, Salovey, and Caruso define EI as the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought (Green 2014). More specifically, (1) an awareness of one s own and others emotions and an ability to monitor emotions and express them appropriately; (2) an ability to use emotions to facilitate thought and to guide selective attention, for example, adopting different emotional states to enable oneself to adopt different perspectives on a painting; (3) an ability to understand emotions, for example, why certain emotions arise in certain situations and how different emotions relate to one another and (4) the ability to regulate emotions, for example, knowing how to calm oneself and others down following anger or anxiety (Qualter and Gardner et. al, 2007). The mixed models approach envisions EI as a combination of factors (Green 2014). Bar-On, the most predominant mixed model approach, envisions EI as a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others, relate with them and cope with daily demands (Green, 2014). Measures of Emotional Intelligence Tests and inventories are utilized to measure EI. One of the most common is the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT 2) developed by Mayer, Salovey, and Caruso, which measures the abilitybased model of EI. The MSCEIT 2 uses correct and incorrect answers. Because it is a test rather than an inventory, it is typically more highly correlated with traditional measures of intelligence unlike other types of EI assessments (Green, 2014). The predominant mixed models approach, Bar-On, is measured by a 133-item self report inventory called the Emotional Quotient Inventory (EQ-i). Items are declarative statements phrased in the first-person singular. Respondents are asked to indicate the degree to which the statement accurately describes them on a 5-point scale (1=not true of me, 5=true of me). Items are summed to yield a total score, which reflects overall emotional intelligence (Dawda and Hart, 2000). The measure yields an overall EQ score as well as scores for five composite scales: (1) intrapersonal, (2) interpersonal, (3) adaptability, (4) general mood, and (5) stress management (Conte, 2005). Criticisms of Emotion Intelligence Theory There have been a considerable number of criticisms regarding EI research. Many of the claims that have been put forth have not been substantiated by empirical research (Van Rooy and Viswesvaran, 2002). One of the primary criticisms of emotional intelligence (EI) research is the lack of sufficient evidence that EI constructs are different from older, more established psychological constructs (Joseph and Newman, 2010). The MSCEIT 2 was correlated with the Army Alpha Vocabulary at.36; Verbal SAT scores at.32; Armed Services Vocational Aptitude Battery-General at.27 and the Airforce Qualifying Test at.32 (Green, 2014). The MSCEIT ability and total scores were 11

3 weakly correlated with the Big Five measures of personality, ranging from no significance to.24 for Managing Emotions and Agreeablesness (Green, 2014). Total EQ-I score has been correlated at.72 with Emotional Stability measured by the 190 Cattell 16PF; at -.57 with Neuroticism measured by the NEO-PI; and at.-77 with Anxiety measured by the 1993 Cattell 16PF (Green, 2014). The convergent validity of EI has also been criticized by researchers. Bracket and Mayer (2003) investigated the convergent validity of the one ability test of emotional intelligence (EI) the Mayer-Salovey-Caruso- Emotional Intelligence Test (MSCEIT) and two self-report measures of EI the Emotional Quotient Inventory (EQ-i) and the Schutte Self Report Emotional Intelligence Test (SREIT). Their results showed that the MSCEIT was correlated with EQ-i at r =.21 and with the SREIT at r =.18 indicating that the ability model and self-report test are weakly related (Bracket and Mayer, 2003). The lack of convergence between the measures was probably due in part to the distinct ways the constructs are defined (Bracket and Mayer (2003). The low correlations between ability and self-report measures also may be due to their different measurement approaches (i.e., performance based vs. self-report) (Bracket and Mayer, 2003). They also reported that the EQ-i was correlated with the SREIT at r =.43 (Bracket and Mayer, 2003). Van Rooy and Viswesvaran (2004) meta-analyzed 8 studies that used the Mayer- Salovey- Caruso Emotional Intelligence Test and some other measure of performance to investigate the predictive validity of EI (Green, 2014). The measures of performance included employment, academic and other measures of performance. The True Score Correlation between the MSCEIT and performance was.19 (K = 8, N = 1,368, p =.19) (Green, 2014). Van Rooy and Viswesvaran also metaanalyzed 13 studies that used the Emotional Quotient Inventory and some measure of performance. The measures of performance included measures of employment, academic, and other measures of performance. Results of their study indicated that emotional intelligence measures have an operational validity of.24,.10, and.24, for predicting performance in employment, academic, and life settings, respectively (Van Rooy and Viswesvaran, 2004). The True Score Correlation between the EQ-i and performance was.20 (K = 13, N = 3,046, p =.20) (Green, 2014). We can infer that emotional intelligence measures predict performance in all three domains (employment, academic and life) (Van Rooy and Viswesvaran, 2004). However, there is limited predictive ability in academic settings (Van Rooy and Viswesvaran, 2004). 12

4 DISCUSSION Despite criticisms of its research, many researchers recognize the benefit of high emotional intelligence and its affect on the classroom environment. A student who s successful at managing his emotions is more apt to engage fully in the learning process leading to retention of knowledge and the fostering of relationships with other students and educators. Knowledge about ourselves and others as well as the ability to use this knowledge to solve problems is a keystone to academic learning and success (Vandervoort, 2006). Another personal benefit is that students high in self-knowledge are more likely to make wise career choices (Vandervoort, 2006). When emotional intelligence are the focus of learning, teachers and students are building human development behaviors that are intricately related to positive outcomes of achievement, goal achievement, and personal well-being (Ogundokun and Adeyemo, 2010). Additionally, adequate self-knowledge and accurate perceptions of others increases the probability that one will make a wise choice in a marital partner as one is more likely to know what one wants, to correctly identify one s needs in the context of relationships, as well as see clearly the true nature of, and motivational forces in, the partner (Vandervoort, 2006). The question is how can institutions of higher learning incorporate EI into the classroom. Policy experts appeared to accept emotional intelligence as central to emotional learning, highly predictive of success, essential to character, and readily taught (Mayer and Cobb, 2000). This attractiveness is seemingly based on limited and fairly recent research considering that emotional intelligence theory is continuously emerging as a construct independent of traditional intelligence. Some researchers suggest using EI testing when selecting students for programs and others suggest that EI can be learned and recommend incorporating the concept into the curriculum. If academia were to incorporate an explicit focus on emotional intelligence in the classroom, several avenues of focus could be implemented (Vandervoort, 2006). One is to require one or more classes on emotional intelligence, most likely as a lower division requirement (Vandervoot, 2006). Another is to encourage the inclusion of a focus of emotional intelligence into existing courses where such a focus might be directly relevant (Vandervoot, 2006). A third avenue is to include traits of high emotional intelligence as a job requirement for faculty (Vandervoot, 2006). Colleges and universities spend a large amount of time planning new student orientation processes. In this context, EI skills can be introduced as a preventative strategy in the promotion of emotionally healthy students (Gliebe, 2012). Seema (2012) suggested a four point model that education policy makers to consider when implementing EI into curriculums. The first area of focus is emotional intelligence and its relation to interpersonal relations. Those who are skilled in regulating their emotions are more apt to identify, understand, and manage the emotions of others allowing them to establish quality relationships (Seema, 2012). The second area is emotional intelligence and psychological well-being. Individuals with high EQ maintain psychological balance by having greater clarity of feelings and greater ability to regulate their emotions (Seema, 2012). The third area is emotional intelligence and academic performance where it s suggested that EI has an effect on cognitive ability, which in turn, effects academic achievement (Seema, 2012). And fourth, the relationship between EI and the appearance of disruptive behavior. EI plays a key role in managing impulsiveness and poor interpersonal and social skills which encourage the development of various anti-social behaviors (Seema, 2012). Although the limited research available indicates low to moderate relationships between EI and academic achievement or performance, there s no doubt that high emotional intelligence fosters a more positive learning experience with the existence of supporting relationships inside and outside of the classroom. Educators should give thought to the types of environment they create and to the emotionality of the classroom (Schuck et al, 2013). Settings low in emotional awareness that fail to produce a sense of engagement do not fully develop the student s potential (Schuck et al, 2013). Classroom settings allow ideas to interact in the mind and with the environment, creating value and meaning. Students must feel safe to interact, experiment, and explore new topics and constructs (Schuck et al, 2013). They must feel safe to succeed as well as to fail (Schuck et al, 2013). REFERENCES 1. Beck, J. H. E. (2006). Emotional Intelligence in Everyday Life. Second Edition. Psychology Press, Taylor & Francis Group Empire Drive, Florence, KY Tel: ; Fax: Web site: 2. Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behaviour. Personality and Individual differences, 36(6), Brackett, M. A., & Mayer, J. D. (September 01, 2003). Convergent, Discriminant, and Incremental Validity of Competing Measures of Emotional Intelligence. Personality and Social Psychology Bulletin, 29, 9, Conte, J. M. (June 01, 2005). A review and critique of emotional intelligence measures. Journal of Organizational Behavior, 26, 4, Dawda, D., & Hart, S. D. (April 01, 2000). Assessing emotional intelligence: reliability and validity of the Bar-On Emotional Quotient Inventory (EQ-i) in university students. Personality and Individual Differences, 28, 4, Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult & Continuing Education, (120), Gliebe, S. (2012). Strategies to Foster Emotional Intelligence in Christian Higher Education. Christian Higher Education, 11(4), doi: / Green (2014) Graduate Leadership, 2nd Edition, Createspace Publishing, North Charleston, SC. 8. Joseph, D. L., & Newman, D. A. (2010). Discriminant Validity of Self-Reported Emotional Intelligence: A Multitrait-Multisource Study. Educational & Psychological Measurement, 70(4), doi: / Mayer, J. D. (2006). A new field guide to emotional intelligence. Emotional intelligence in everyday life, Mayer, J. D., & Cobb, C. D. (January 01, 2000). 13

5 Educational Policy on Emotional Intelligence: Does It Make Sense? Educational Psychology Review, 12, 2, Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education, 1(1), Ogundokun, M. O., & Adeyemo, D. A. (2010, December). Emotional Intelligence and Academic Achievement; The Moderating Influence of Age, Intrinsic and Extrinsic Motivation. In The African Symposium (ISSN TX ): An online journal of the African Education Research Network (Vol. 10, No. 2, pp ). 13. Qualter, Pamela, Gardner, Kathryn J., & Whiteley, Helene. (March 01, 2007). Emotional Intelligence: Review of Research and Educational Implications. Pastoral Care in Education, 25, 1, Seema, G. (2012). Emotional Intelligence in Classroom. Advances In Management. 15. Schutte, N. S., Malouff, J. M., Hall, L. E., & Haggerty, D. J. (January 01, 1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 2, Shuck, B., Albornoz, C., & Winberg, M. (2013). Emotions and their effect on adult learning: A constructivist perspective Vandervoort, Debra J. "The Importance of Emotional Intelligence in Higher Education." Current Psychology 25.1 (2006): Van, R. D. L., & Viswesvaran, C. (August 01, 2004). Emotional intelligence: A meta- analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65, 1,

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