��Research and Studies into the Theory of EQ �or�Emotional Intelligence��

JOE DEUTSCH, PH.D.

PROFESSOR - NORTH DAKOTA STATE UNIVERSITY

ROMAN WALDERA, M.S.

DOCTORAL CANDIDATE – NORTH DAKOTA STATE UNIVERSIY

What is Emotional Intelligence?

• “Emotional Intelligence refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and our relationships.” (Goleman, 1998)

What is Emotional Intelligence?

Similar to how an Intelligence Quotient ( your IQ) is a measure of one’s content knowledge (highly influenced by genetics and difficult to improve), an Emotional Quotient (EQ) is a measure of a person’s emotional strengths and weaknesses (emotional intelligence) and able to be developed and strengthened. The more you think, the more the path develops. Most people see a measurable change in 3 to 6 months.

The Four Components of Emotional Intelligence

Research on EQ Characteristics�

• In the 1960s, the term EI was used incidentally in psychiatry and literary criticism (Mayer, Salovey & Caruso, 2004).
• However, it was formally introduced to the landscape of psychology in 1990 by Mayer and colleagues (Mayer et al., 2004). Mayer et al. published a few articles in which EI was clearly defined, and a theory plus a measure of EI was developed. Since 1990, research into the characteristics of EQ has grown.

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EQ and Academia�

• A number of studies have looked at predicting grades at school and intellectual problem-solving in relation to EQ (Mayer et al., 2004). It has been shown that the correlation between EI and grades of college students is between r = .20 and .25 (Mayer et al., 2004).
• One study of gifted students in Israel found that they scored more highly on EI than those students who were not so academically gifted.
• However, the incremental prediction of EI and general intelligence has only been modest to slight (Mayer et al., 2004).
• Interestingly, when the study focused on emotion-related tasks in 90 graduate psychology students, a positive relationship was found between Experiencing Emotion and both GPA and the year the student was up to in the program (Mayer et al., 2004).

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Social-Emotional Learning

• Emotional intelligence is closely tied to social-emotional learning commonly known in the public schools as SEL. Implementation of SEL programs has become a major priority of public school administration, especially since the COVID epidemic began.

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• The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines SEL as “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (Linker & Deutsch, 2020).” CAESEL’s framework (similarly to emotional intelligence) is anchored by five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

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EQ and Success�

• It has been previously suggested that EQ is the most important determinant of success in life. Whilst this is not necessarily true, EI has nevertheless been related to success (Cherry, 2018).
• Research has found an association between EI and a broad range of skills such as making decisions or achieving academic success (Cherry, 2018).

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• EQ and Perceptions

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• A range of studies has found that those with high levels of EI are actually perceived more positively by other people! (Mayer et al., 2008).

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EQ and Development�

• EI has been increasingly studied in samples of children and adolescents (Mayer, Roberts and Barsade, 2008).
• EI has been shown to consistently predict positive social and academic outcomes in children (Mayer et al., 2008). A longitudinal study of three to four-year-old children conducted by Denham et al. (2003) used ratings of children’s emotional regulation and emotion knowledge (Mayer et al., 2008).
• Higher levels of emotional regulation and emotion knowledge predicted social competence at ages three to four and then, later, in kindergarten.

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EQ on Perceptions and Well-being�

• A range of studies has found that those with high levels of EI are actually perceived more positively by other people! (Mayer et al., 2008).
• EI has been found to correlate with enhanced life satisfaction and self-esteem (Mayer et al., 2008). Furthermore, EI correlates with lower ratings of depression (Mayer et al., 2008).

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EQ and Deviancy/Problem Behavior�

• Even when both intelligence and personality variables are controlled for statistically, EI is inversely related to bullying, violence, tobacco use and drug problems (Mayer et al., 2004).
• For example, one study showed that EI was negatively related to student-rated aggression. In 2002, Swift studied the EI of 59 individuals who were part of a court-ordered violence-prevention program, and it was found that Perceiving Emotions was negatively related to psychological aggression (which took the form of insults and emotional torment) (Mayer et al., 2004).
• However, surprisingly, Swift also found that rates of psychological aggression were actually associated with higher scores in Managing Emotion! (Mayer et al., 2004).

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EQ and Pro-social/Positive Behaviors�

• Research has found a positive correlation between scores in Managing Emotion and the quality of interactions with friends (Mayer et al., 2004).
• Individuals scoring more highly on EI have also been shown to be ranked as more liked and valued by members of the opposite sex!
• Emotion regulation has been found to predict social sensitivity and the quality of interactions with others (Mayer et al., 2004).

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EQ and Perceptions�

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A range of studies has found that those with high levels of EI are actually perceived more positively by other people! (Mayer et al., 2008).

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• EQ and Well-being

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• EI has been found to correlate with enhanced life satisfaction and self-esteem (Mayer et al., 2008). Furthermore, EI correlates with lower ratings of depression (Mayer et al., 2008).

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Developing EI or EQ

1. Lean into Discomfort. Rather than avoiding a feeling, your goal should be to move toward it, into it, and eventually through it.

2. Manage your tendencies. If you have self awareness you realize the behaviors that become your tendencies. I tend to get angry and say destructive things to my child when he doesn’t follow directions. I need to walk away and take a deep breathe before coming back and addressing it.

3. Listen so people will talk. Avoid distractions such as your phone or computer. Make eye contact so they know they have your attention and clear your thoughts of distractions.

4. Talk so others will listen. You must seek to benefit from every relationship, especially the challenging ones. If your emotions drive your words, you will make others uncomfortable and force them to become defensive, develop a rebuttal (while you are talking) or dismiss your thought. Staying calm, using non polarizing words and finding value in everyone. Addressing your own weaknesses and making light of them can help others relax and be willing to explore their own.

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Conclusion

• When employees are asked to list leadership skills they want to see in a boss/leader, they list things like honesty and integrity, confidence and humility, inspiring to others, empathetic, passionate, and an excellent communicator as supported by the research studies of EI.
• These qualities listed are only qualities when someone develops, enhances, and exhibits emotional intelligence.

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