On a Nomenclature for Emotional Intelligence Research

Gignac, Gilles E.

doi:10.1111/j.1754-9434.2010.01212.x

Cited by 13 publications

(6 citation statements)

References 16 publications

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“…Currently, only the ability EI perspective meets this criterion and thus we would recommend that the label ‘EI’ is reserved exclusively for this perspective. We are far from the first authors to make such recommendations (e.g., Gignac, 2010 ), yet, despite previous calls, other EI-related characteristics have been resistant to change. Nevertheless, appropriate nomenclature is crucial for effective scientific communication and for reducing misconceptions.…”

Section: Implications and Future Researchmentioning

confidence: 94%

Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Hughes

Evans

2018

Front. Psychol.

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Numerous individual differences, models, and measures have been associated with the ‘emotional intelligence’ (EI) label. This paper discusses one of the most pervasive problems regarding EI-related individual differences, namely, the lack of a meaningful theoretical framework. First, drawing upon existing theoretical frameworks, we argue that EI-related characteristics can be considered constituents of existing models of cognitive ability (ability EI), personality (trait EI), and emotion regulation (EI competencies). Second, having differentiated between these perspectives (ability, personality, and emotion regulation), we draw upon existing theory and research to build the Integrated Model of Affect-related Individual Differences (IMAID), which provides an initial mechanistic representation that explains how the different EI-related constructs are likely to interrelate and coalesce to influence affective outcomes. In essence, the IMAID is an integrated mediation model in which emotion regulation mediates the effects of ability EI and affect-related personality traits upon outcomes. Viewing EI-related constructs as interrelated extensions of well-established individual difference frameworks clarifies some pervasive misconceptions regarding EI-related characteristics and provides scholars and practitioners with a clear and useful theoretical framework ripe for exploration. We conclude by using the IMAID to suggest a theoretically driven agenda for future research.

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Section: Implications and Future Researchmentioning

confidence: 94%

Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Hughes

Evans

2018

Front. Psychol.

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“…The most significant misperception was that ESC is a single, unitary construct, and as such it is too broad. For instance, Gignac (2010) wrote that ESC is “too broad to realistically afford opportunities to develop meaningful theories of behavior or cognition, as well as too broad to realistically obtain the desired internal consistency reliability level for comprehensive application in industry.” It is a mistake to think of ESC as a single attribute that can be developed into a psychological construct. Rather, ESC refers to a large set of personal attributes, in the same way that the concept of “personality” represents a large set of personal attributes.…”

Section: Esc: What Exactly Is It?mentioning

confidence: 99%

“…Gignac (2010) wrote, “The Cherniss‐endorsed definition of EI is not very abstract or general, as it describes precisely the number and nature of dimensions of EI measured by the Mayer–Salovey–Caruso Emotional Intelligence Test.” Borrowing from Sternberg and O’Hara (1999), Gignac offers this as a better definition: “The ability to purposively adapt, shape, and select environments through the use of emotionally relevant processes.”Roberts et al (2010) offer a more modest alternative. They propose that we drop the “assimilating emotion in thought” part of the definition because research up to now has not supported this as an independent factor.…”

Section: Ei: Have We Found the Best Definition?mentioning

confidence: 99%

Emotional Intelligence: New Insights and Further Clarifications

Cherniss

2010

Ind. organ. psychol.

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The commentaries on my target article expand on it in many useful and enlightening ways, and some provide a glimpse at important new research. The commentaries also point to a few issues raised in the original article that require clarification or elaboration. In this response, I begin by recalling the “big idea” that initially led to interest in emotional intelligence (EI) as a concept, which is that success in life and work depends on more than just the basic cognitive abilities measured by IQ tests. I then clarify what I mean by emotional and social competence (ESC): It is not a single, unitary psychological construct but rather a very broad label for a large set of constructs. After considering whether we really need the ESC concept, I discuss whether the single, comprehensive definition of EI that I proposed in the target article is the best one in light of alternatives suggested in some of the commentaries. Next, I return to the issue of measurement and note new ideas and suggestions that emerge in the commentaries. I conclude by considering the question of how much EI or ESC adds conceptually or predictively to IQ or personality.

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“…Research has shown the relationships between emotional intelligence and educational achievement (Agnoli et al, 2012), and adapting, and changing situations (Gignac, 2010), to establish and maintain the necessary interpersonal relationships (Nozaki, 2015). A sufficiently high level of emotional intelligence helps to trigger and manage the necessary external emotions (Clark, 2016).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates

Dumčienė

2021

PED

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The article presents differences in scores of components of emotional intelligence, psychological well-being, and self-control constructs’ in terms of gender, athletic, non-athletic postgraduates, and significant correlations between some components’ of the studied constructs. Only the scores of perception of emotion and using emotions were significantly higher for athletic than non-athletic. The article also presents models for predicting components’ values of psychological well-being.

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On a Nomenclature for Emotional Intelligence Research

Cited by 13 publications

References 16 publications

Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Emotional Intelligence: New Insights and Further Clarifications

Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates

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