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The concept of emotional intelligence in psychology. Model of Emotional Intelligence






Research of emotional intelligence appeared in the scientific articles in the early 1990s. This concept has won the deserved popularity and has attracted many researchers. The reasons for this popularity are related both to attempts to estimate a more holistic adaptive capacity of the individual through its ability to emotionally communicate with others, and with the capabilities to predict the success of behavior in different kinds of social activity.

Initially, the concept of " emotional intelligence" has been associated with social intelligence. It appeared in the context of social intelligence perspective development researchers such as John. Guilford, X. Gardner and G. Eysenck. However, at the present stage of the study of emotional intelligence are completely separate area. One can agree with the opinion of D. Ushakov that emotional intelligence though closely associated with social intelligence, but has its own specifics. Thus these two constructs can be represented as the intersecting area. The publication in 1995 of the book D. Goleman's " Emotional Intelligence" has brought the popularity of view of emotions as the area of ​ ​ intelligence.

For the first time the term " emotional intelligence" in psychology introduced D. Mayer and P. Selovey. They defined emotional intelligence as the ability to perceive and express emotion, assimilate emotion and thought, understand and explain the emotions, to regulate their own emotions and the emotions of others. In 1990, they developed one of the first and most well-known model of the construct. At the same time, they began to develop techniques for the study of emotional intelligence. Work on the study of emotional intelligence is within Mayer theory, Salovey and Caruso are now actively continuing at Yale University under the direction of Peter Salovey.

Richard Roberts, Gerald Matthews, Moshe Zaydner and Dmitry Lyusin in his detailed review of research on emotional intelligence are two basic models of this construct, on the basis of which the proposed methodology for its study.

The mixed model of emotional intelligence interprets it as a complex mental education, and has the cognitive and personal nature. These models include the cognitive, personality and motivational traits, so that they are closely related to adaptation to real life. All models in this approach differ only set included personal characteristics. Measuring emotional intelligence directly by means of questionnaires based on self-report, as in the conventional personality questionnaire.

As R. Roberts noted John. Matthews, M. and D. ZaydnerLyusin, each of these two approaches to the understanding of emotional intelligence has its strengths and weaknesses, which are most strongly manifested in the proposed research methods. For example, in assessing methods based on mixed models, there is a question about a person's ability to adequately assess their emotions and manage them. Significant and high values ​ ​ of correlation techniques on the scales with the scales of emotional intelligence personality questionnaires indicate that these methods measure different aspects of emotional intelligence. Even more likely that these techniques measure only individual contribution to the emotional adaptation. Does emotional intelligence relate to intelligence as a general cognitive ability? This issue was discussed in the works of Mayer and Salovey, in the works of H. Gardner in respect of social intelligence - in the work of D. Ushakov. A detailed discussion of this issue would require a separate work that briefly state the existing point of view [25].

Mayer and Selovey believe that emotional intelligence is closely related to cognitive intelligence, as postulated unity of affect and intellect, which corresponds to the traditions of the Russian school of LS Vygotkogo and SL Rubinstein. This solution offers and Ushakov, believing that " social intelligence becomes a par with other kinds of intelligence, creating with them the ability to higher mean cognitive activity - a generalized and indirect" [3].

Gardner believes multiple intelligences. However, it is appropriate to recall the existing representation of the relationship between creativity and intelligence, rather, psychometric intelligence, which measures only the cognitive abilities, which are incorporated in the test model. As is known, the ratio of intelligence and creativity has a threshold. Up to a certain amount (average values) creativity is closely related to IQ in the future does not depend on the growth of mental abilities (with a very high IQ creativity can be a very average values) [16].

The same attitude we see in the study of theory of mind - the ability to understand their mental state and another. The average level of intelligence is necessary, but not sufficient for the development of this ability, which is especially evident in the study of autism with average and above average intelligence.

In 1990, P. and J. Selovey. Mayer was offered a model of emotional intelligence, published an article on this topic. They proposed a formal definition of emotional intelligence as a set of skills that are relevant to an accurate assessment of their own and others 'emotions and express their emotions, using emotions and efficient management of their own and others' emotions. Accordingly, it was suggested that emotional intelligence consists of the following three categories of adaptive capabilities:

• Evaluation and expression of emotions;

• regulation of emotions;

• The use of emotion in thinking and activity [39].

The first category consists of the components of the evaluation and expression of their emotions and assessments of other people's emotions. The components of the evaluation and expression of their emotions in turn are divided into verbal and nonverbal subcomponents, and evaluation of other people's emotions - on the subcomponents of nonverbal perception and empathy. The second category of emotional intelligence, emotion regulation, has a sub-regulate their emotions and control of other people's emotions. The third category - the use of emotions in thinking and activity - includes flexible scheduling subcomponents, creative thinking, attention and motivation management. Despite the fact that in this model involves social and cognitive components, they are associated with the expression of emotion regulation and use. By 1997, John Mayer and Peter Selovey redesigned and expanded its model of emotional intelligence. The revised model made a new emphasis on the cognitive component of emotional intelligence associated with the processing of information about emotions. Also in this model appeared component associated with personal and emotional growth. In light of these changes, the concept of emotional intelligence, and received a new definition - as the ability to process the information contained in the emotions: to determine the importance of emotions and their relation to each other, use emotional information as a basis for thinking and decision making.

Further analysis of the abilities associated with the processing of emotional information, allowed John. Mayer and P. Seloveyu highlight four components of emotional intelligence, which were called " branches". These components are arranged in hierarchies, levels which, by assumption, the authors have been developing in ontogeny (Figure 2.)

• perception, assessment and expression of emotions or emotion identification;

• Use emotions to improve the efficiency of thought and action;

• understanding and analysis of the emotions;

• consciouscontrolofemotionsforpersonalgrowthandimprovementofinterpersonalrelationships.

Thus, the development of the concepts of " emotional intelligence" can be described as follows. Model P. Salovey and John. Mayer, emerged first, included only the cognitive abilities associated with the processing of emotional information.

Then the shift in the interpretation of the concepts defined in the direction of strengthening the role of personality characteristics. The extreme expression of this trend can be considered a model R. Bar-On, who refuses to attribute emotional intelligence to cognitive abilities. The validity of this approach is doubtful, since the concept of " emotional intelligence" becomes completely metaphorical. Under the " intelligence" is always understood in psychology (of whatever its form or discussed, and any kind of theoretical position or adhered to one or another author) some cognitive characteristics associated with information processing. If the " emotional intelligence" interpreted as an exclusively personal characteristic, it becomes unreasonable use of the term itself " intelligence".

Variety emerged in the last decade, models of emotional intelligence has caused the need for their classification. The most noteworthy are two such attempts. John. Mayer, D. Caruso and P. Selovey offered distinguish the model capabilities and mixed models. The first type is their own model, which treats the emotional intelligence as a cognitive ability, and the second type - the model, treating emotional intelligence as a combination of cognitive and personality characteristics.

K.V.Petrides and E. Fёrnhem had a somewhat different distinction, which they consider a broader: emotional intelligence as the ability (they call it the ability EI or informationprocessing EI) and emotional intelligence as a trait (trait EI). They argue that the character of the model is determined not so much a theory of how the measurement methods used by the construct. Considering the emotional intelligence as a trait, we need to link it with the assessment of the stability of behavior in different situations, so the questionnaires should be used to measure it. If we examine the emotional intelligence in terms of capacity, this approach refers to the traditional psychology of intelligence and to measure it the most adequate to the task, these tasks of intelligence tests, in these cases also be applied projective task D. Lyusin 2000) [25].

Next stop on the national model of emotional intelligence proposed by DV Lusine. This author defines " emotional intelligence" as a set of capabilities for understanding their own and others emotions and manage DV Lyusin 2004) [25].

The ability to understand the emotions means that a person:

• can recognize the emotion, ie to establish the very existence of emotional experiences in his or another person.;

• can identify the emotion, ie, to determine what kind of emotion experiences himself or another person, and find verbal expression for her.;

• understand the reasons behind this emotion and the consequences to which it leads.

The ability to manage emotions means that a person:

• is able to control the intensity of emotions, especially mute excessively strong emotions;

• can control the outward expression of emotion;

• may, if necessary, arbitrarily call one or another emotion. [25]

And the ability to understand, and the ability to manage emotions can be directed to their own emotions and the emotions of others. Thus, we can talk about intrapersonal and interpersonal emotional intelligence. These two options involve updating various cognitive processes and skills, but must be linked with each other D.V Lyusin 2004) [24].

According to D. Lyusina, the ability to understand emotions and management is very closely linked with the general orientation of the person in the emotional sphere, t. E. With an interest in the inner world of people (including your own), a penchant for psychological analysis of behavior with the values ​ ​ attributed to emotional experiences. Therefore, the " emotional intelligence" can be represented as a construct that has a dual nature, and related, on the one hand, cognitive abilities, and on the other - with personal characteristics. Consequently, the " emotional intelligence" - is a mental property, emerging in the course of human life under the influence of a number of factors that determine the level and specific individual characteristics (V. Kunitsyn, NV Kazarinova, VM Pogolsha, 2001) [25].

You can specify the three groups of factors: cognitive performance (speed and accuracy of processing of emotion information); presentation about emotions (as values, as an important source of information); especially emotional (emotional stability, emotional sensitivity, etc.). The model offered by DV Lusine, differs fundamentally from the mixed model that is not in the construct introduced personal characteristics that are correlates of the ability to understand and manage emotions. Allowed the introduction of only those personal characteristics that are more or less directly affect the level and specific features of emotional intelligence. It is not also possible to identify the model with the treatment of emotional intelligence as a trait. To measure proposed construct can be used tasks specific to intelligence tests, and questionnaires. To measure the intrapersonal emotional intelligence are more suitable questionnaires, as it is doubtful that the inner reflective experience of a person can be assessed by tasks that are correct and incorrect answers. In the measurement of interpersonal emotional intelligence tasks use more appropriate, although this raises difficult methodological issues related to the definition of right and wrong answers (DV Lyusin, 2004) [24]. Further development of the concept of emotional intelligence has to contribute to the understanding and detailed examination of the scientific and practical problems, such as prevention, correction and rehabilitation of deviant behavior, burnout, creativity, socialization, increased stress resistance and the level of life of the individual as a whole.

 

 


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