Development of Emotional Intelligence: Towards a Multi-Level Investment Model

Abstract

This paper examines the development of emotional intelligence (EI) in childhood. It is proposed that ambiguities in conceptualizing EI may be resolved by distinguishing multiple levels of emotion-regulation processes. Temperament, rule-based skill acquisition, and self-aware emotion regulation are differentiat-ed as potential sources of individual differences. We review empirical studies that demonstrate multiple mechanisms linked to these levels. Temperament is shaped by genes, interacting with environmental influences such as patterns of infant-caregiver interaction. Early, language-dependent skill learning is governed by reinforcement and modeling processes. Subsequent, insightful learning is influenced by emotional discourse with parents and others, and cultural factors. Cognitive abilities may also influence individual differences in emotional function. At the same time, the biological and sociocultural factors that influence EI interact in complex and interrelated ways. We conclude this article by proposing a tentative ‘investment model’ for emotional competencies in children that accommodates the multifaceted nature of EI. Lower-level competencies may provide a platform for developing more sophisticated emotion-regulation skills, with competencies becoming increasingly differentiated over time.

The Nexus of Peer Group Environment with Emotional Intelligence: A Statistical Analysis

“…Researchers have focussed emotional intelligence in order to find out reasons of the variation in people (Zeidner et al, 2003;Fox, 1994;Asnawi, Yunus, and Razak, 2014). The abilityto cope with stressful conditions and managing them in best possible way is an aspect of EI.…”

Emotional Intelligence in the Educational and Therapeutic Community in Nepal

“…Biological tendencies are relevant to emotional expression and management, learning rules about the expression of emotions is a key part of the socialization process, and the development of self-awareness promotes emotion identification as well as the management of emotional responses (Zeidner, Mathews, Roberts, & MacCann, 2003).…”

“…These tendencies have to do with the intensity with which various emotional responses are experienced and the degree to which such emotional responses may or may not be inhibited (Zeidner, Mathews, Roberts & MacCann, 2003). Even with these basic tendencies of temperament, brain functions in general are imbued with the property of neuroplasticity.…”

“…Additionally, as an infant grows and begins to mature, the socialization process through contact with parents, family, and others begins to shape the way in which emotions are regulated (Zeidner, Mathews, Roberts, & MacCann, 2003). The regulation mechanisms can include shutting down through inhibition or seeking expression and resolution of emotions through contact with caregivers.…”

“…They can reflect more on their emotional lives and make more purposeful choices regarding the means of expression, suppression, or inhibition of emotions. The growing person develops ways of finding solutions to issues that arise relative to their emotional experiences (Zeidner, Mathews, Roberts, & MacCann, 2003). Next research that was designed to examine the issue whether interventions such as training programs can actually improve self-reflective abilities and other aspects of emotional intelligence will be described.…”