Measuring emotional and personal intelligence.

Abstract

However, the 20th century has seen a debate as to whether general intelligence-the capacity to reason abstractly and acquire knowledge-is more important than an intelligence with a narrower focus, a type of intelligence called broad intelligence. The concept of general and broad intelligences comes from the Cattell-Horn-Carroll model, which posits three levels or "strata" of intelligence. Stratum 3 is general intelligence, labeled g, followed by a series of what are labeled broad intelligences (e.g., fluid reasoning, processing speed); last, Stratum 1 consists of narrow intelligences (e.g., memory span, reading speed; Schipolowski, Wilhelm, & Schroeders, 2014). To be considered a form of intelligence, a mental ability has to be both related to other such abilities but also be different enough to warrant calling it a separate form of intelligence. In our view, EI and PI are broad intelligences-occupying the "just right" space where they are both related to and distinct enough from general intelligence.Broad intelligences are a focus of research for three reasons. First, mathematical models that include both general and broad intelligences fit data better than models that use general intelligence alone (Carroll, 1993;McGrew, 2009;Schneider & Newman, 2015). Second, general intelligence itself is estimated from measures of broad intelligences; it is, therefore, possible to measure, model, and use both at once (Schneider & Newman, 2015). Third, broad intelligences modestly enhance prediction of performance over general intelligence alone (Mayer & Skimmyhorn, 2015;Schneider & Newman, 2015).Understandably, some intelligence researchers ask whether there are too many intelligences (Hedlund & Sternberg, 2000), and the introduction of PI and EI exacerbates this issue. One way to address this problem is to speak of people-centered intelligence and thing-centered intelligence, where EI and PI are a form of people-centered intelligence and more traditional broad intelligences are characterized as involving "things," such as visual-processing and quantitative reasoning. Data exist to suggest empirical evidence of the differential prediction of these two classes of mental ability (Mayer, 2018;Mayer & Skimmyhorn, 2017). EMOTIONAL AND PERSONAL INTELLIGENCESWhen two speculative articles were published in 1990 proposing the existence of an emotional intelligence (Salovey & Mayer, 1990), much was unknown about this new intelligence, and the idea did not receive much attention. However, the idea of emotional intelligence entered the public sphere in 1995 when a book aimed at the general public by that name was published (Goleman, 1995). The book received a great deal of press (e.g., Gibbs, 1995).

Lights and Shadows of Trait Emotional Intelligence: Its Mediating Role in the Relationship Between Negative Affect and State Anxiety in University Students

“…TEI is composed of three dimensions and can be defined as the ability to attend (emotional attention), understand (emotional clarity), and modify (mood repair) emotional states ( Salovey et al, 1995 ). Many studies have confirmed the role of TEI as a predictor of positive emotional states and personal, social, academic, and work success ( Brackett et al, 2011 ; Caruso et al, 2019 ; Guil et al, 2019 ). Research has also shown how emotions and affective states control our health and well-being ( Vera-Villarroel et al, 2019 ; Sarrionandia and Mikolajczak, 2020 ).…”

Exploring the Relation between Teacher Candidates’ Emotional Intelligence and their Educational Practices: A Case Study in Greece

“…In 1983, Howard Gardner introduced eight different types of intelligences, two of them, interand intra-personal intelligences constituting EI. The term 'Emotional Intelligence' was coined in 1990 by two researchers, Peter Salovey and John Mayer who defined EI is 'a subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's own thinking and actions' (Caruso, et al, 2019). EI was later popularized by Daniel Goleman in his 1995 book.…”

Emotional Intelligence Measures: A Systematic Review

“…Therefore, there is a lack of studies that collect, with a wide review coverage, the instruments developed in recent years. The few reviews that can be found [ 16 , 17 , 18 , 19 ] are limited to describing both the most popular measures (e.g., Mayer–Salovey–Caruso Emotional Intelligence Test [MSCEIT], Emotional Quotient Inventory [EQ-i], Trait Meta-Mood Scale [TMMS], Trait Emotional Intelligence Questionnaire [TEIQue], or Schutte Self-Report Inventory [SSRI]) and those validated only in English, producing an apparent “Tower of Babel” effect (i.e., the over-representation of studies in one language and the under-representation in others) [ 20 ]. This is a problem that is not only more common than is believed, but it is also persistent [ 21 ].…”