Models of Emotional Intelligence

Mayer, John D.; Salovey, Peter; Caruso, David R.

doi:10.1017/cbo9780511807947.019

Cited by 1,298 publications

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“…Petrides, Pita, and Kokkinaki (2007, p. 273) define trait EI as a lower-order personality trait that encompasses "emotion-related dispositions and self-perceptions measured via self-report." Conversely, ability models of EI posit that because EI is a particular type of intellectual ability, the construct should overlap with cognitive ability to some extent (Mayer, Salovey, & Caruso, 2000). Ability models define EI as a combination of four emotion-related abilities: the perception of emotions, the integration of emotions through thought processes, the understanding of relations between emotions and circumstances, and the regulation of emotions, also called emotion management (Mayer et al, 2000).…”

Section: Emotional Intelligencementioning

confidence: 99%

“…Conversely, ability models of EI posit that because EI is a particular type of intellectual ability, the construct should overlap with cognitive ability to some extent (Mayer, Salovey, & Caruso, 2000). Ability models define EI as a combination of four emotion-related abilities: the perception of emotions, the integration of emotions through thought processes, the understanding of relations between emotions and circumstances, and the regulation of emotions, also called emotion management (Mayer et al, 2000). These abilities are positioned hierarchically, with emotion perception placed at the bottom of the hierarchy and emotion management at the top.…”

Section: Emotional Intelligencementioning

confidence: 99%

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Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior

Martín‐Raugh

Kell

Motowidlo

2016

Personality and Individual Differences

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Section: Emotional Intelligencementioning

confidence: 99%

Section: Emotional Intelligencementioning

confidence: 99%

Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior

Martín‐Raugh

Kell

Motowidlo

2016

Personality and Individual Differences

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“…This initial model of emotional intelligence has been revised (Mayer & Salovey, 1997;Mayer, Salovey, & Caruso, 2000). They now propose four abilities: perceiving, appraising, and expressing emotions; accessing and producing feelings in aid of cognition; comprehending information on affect and using emotional knowledge; and regulating emotions for growth and contentment.…”

Section: Ruiz De Pineda 2000)mentioning

confidence: 99%

“…These tests consist of such items as measures of emotional perception, measuring judgments of synesthesia (such as "How hot is anger? "), understanding of emotion (such as "Optimism most closely combines two emotions," with choices including the correct answer, "pleasure and anticipation"), and scenario tasks involving emotional management (Mayer et al, 2000). The MEIS found that EI was correlated with both measures of verbal intelligence and self-reported empathy, and that the different measures were intercorrelated.…”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

“…Expert ratings have been used in the assessment of emotional perception, which is related to EI. Written or videotaped interactions between individuals can be shown to participants, who then respond by identifying the emotions the individuals are experiencing (Mayer et al, 2000). These responses are compared to expert responses and then scored by (e.g., Ekman, 1999).…”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

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The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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Association Between the Duration of Untreated Psychosis and Selective Cognitive Performance in Community-Dwelling Individuals With Chronic Untreated Schizophrenia in Rural China

et al. 2020

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IMPORTANCE Cognitive deficits constitute core features of schizophrenia, but the trajectories of cognitive difficulties in chronic untreated schizophrenia remain unclear. OBJECTIVE To assess the association of neuropsychological deficits with duration of untreated psychosis in individuals with chronic untreated schizophrenia. DESIGN, SETTING, AND PARTICIPANTS Community-dwelling individuals with chronic untreated schizophrenia (untreated patient group) and individuals without mental illness (control group) were recruited from predominantly rural communities in Ningxia, China between June 20, 2016, and August 6, 2019, and administered the Structured Clinical Interview for DSM-IV, the Mini-Mental State Examination, an 8-test version of the MATRICS Consensus Cognition Battery adapted for use in individuals with low levels of education, and a measure of social cognition. MAIN OUTCOMES AND MEASURES Comparison of cognitive test scores between the two groups and association of cognitive test scores with duration of untreated schizophrenia. RESULTS The patient group included 197 individuals with chronic untreated schizophrenia (101 men [51.3%]; mean [SD] age, 52.1 [11.8] years; median [interquartile range] years of schooling, 3 [0-6] years; median [interquartile range] years of untreated psychosis, 22.9 [14.9-32.8] years). The control group included 220 individuals (118 men [53.6%]; mean [SD] age, 52.1 [11.2] years; median [interquartile range] years of schooling, 4 [0-6] years). The untreated patient group performed significantly worse than the control group on all cognitive measures (adjusted partial Spearman correlation coefficient [Spearman ρ] ranged from −0.35 for the revised Chinese version of the Reading the Mind in the Eyes Test to −0.60 for the Brief Visuospatial Memory Test-Revised; P < .001 for all comparisons). Longer durations of untreated psychosis were associated with lower performance in 3 MATRICS Consensus Cognition Battery measures assessing different aspects of executive functioning (Brief Visuospatial Memory Test-Revised [ρ = −0.20; P = .04]; Brief Assessment of Cognition in Schizophrenia, Symbol Coding subtest [ρ = −0.35; P < .001]; and Neuropsychological Assessment Battery, Mazes subtest [ρ = −0.24; P = .01]). The median duration of untreated psychosis (22.9 years) was associated with estimated score reductions in the 3 measures of 34% (95% CI, 10%-52%), 43% (95% CI, 28%-55%), and 57% (95% CI, 31%-73%), respectively. CONCLUSIONS AND RELEVANCEThe findings of this study suggest that long-term untreated schizophrenia was associated with decreases in selective cognitive abilities; both neurodegenerative pathology and neurodevelopmental dysfunction may be factors in cognition in persistent psychosis. Expanding research to include cohorts of patients from underserved rural communities in low-and middle-income countries may provide new insights about the etiological factors, disease course, and management of schizophrenia.

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Models of Emotional Intelligence

Cited by 1,298 publications

References 0 publications

Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior

Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Association Between the Duration of Untreated Psychosis and Selective Cognitive Performance in Community-Dwelling Individuals With Chronic Untreated Schizophrenia in Rural China

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