Emotional Intelligence: the Rapprochement of Reason and Emotion
The past few decades have seen increasing interest in emotion research. Although much remains to be learned, agreement is beginning to emerge regarding the way emotion should be viewed. Emotions provide a unique source of information for individuals about their environment, which informs and shapes their thoughts, actions, and subsequent feelings, and there is a growing view that emotion information can be used more or less intelligently. A notion central to emotional intelligence theory is that individuals differ in their ability to perceive, understand and use emotional information, and this ability significantly contributes to intellectual and emotional well-being and growth.
Emotional intelligence as a concept has prospered, in part, because of the increasing personal importance of emotion management for individuals in modern society. Indeed, researchers have commonly claimed that emotional intelligence predicts important educational and occupational criteria beyond that predicted by general intellectual ability (e.g. Elias & Weissberg, 2000; Fisher & Ashkansy, 2000; Fox & Spector, 2000; Goleman, 1995; Mehrabian, 2000; Saarni, 1999, Scherer, 1997). Furthermore, the chief proponents of emotional intelligence appear to have made strides towards understanding its nature, components, determinants, effect, developmental track, and modes of modification (Matthews, Zeidner & Roberts, 2001)
Since Goleman's (1995) best-seller, Emotional Intelligence, popularized the concept, researchers have used an extensive number of attributes or abilities drawn from psychology to define emotional intelligence. Goleman's book contains definitions and descriptions of what he identifies as the five key components of emotional intelligence: knowing emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. Goleman attributes varying sets of personality attributes to each component, the final effect being that most of
Emotional intelligence as a concept has prospered, in part, because of the increasing personal importance of emotion management for individuals in modern society. Indeed, researchers have commonly claimed that emotional intelligence predicts important educational and occupational criteria beyond that predicted by general intellectual ability (e.g. Elias & Weissberg, 2000; Fisher & Ashkansy, 2000; Fox & Spector, 2000; Goleman, 1995; Mehrabian, 2000; Saarni, 1999, Scherer, 1997). Furthermore, the chief proponents of emotional intelligence appear to have made strides towards understanding its nature, components, determinants, effect, developmental track, and modes of modification (Matthews, Zeidner & Roberts, 2001)
Since Goleman's (1995) best-seller, Emotional Intelligence, popularized the concept, researchers have used an extensive number of attributes or abilities drawn from psychology to define emotional intelligence. Goleman's book contains definitions and descriptions of what he identifies as the five key components of emotional intelligence: knowing emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. Goleman attributes varying sets of personality attributes to each component, the final effect being that most of
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