心理学资料.docx

1、心理学资料EQ actually stands for Emotional Intelligence Quotient. Much like an intelligence quotient, or IQ, an EQ is said to be a measure of a persons emotional intelligence. However, there is much debate surrounding the legitimacy of a definition of emotional intelligence quotient, primarily because th

2、ere is no standard against which it can be measured. Research on EQ began with Yale psychologist Peter Salovey and John Mayer of the University of New Hampshire in the late 1980s. EQ is a concept that was further popularized by Daniel Goleman, another well-respected psychologist, who has written man

3、y books on the subject and is co-chair of The Consortium for Research on Emotional Intelligence in Organizations. While these and many other psychology experts view EQ as a scientific study of social behavior and relationships, the actual science behind measuring EQ is often convoluted at best. Hist

4、oryThe earliest roots of emotional intelligence can be traced to Darwins work on the importance of emotional expression for survival and second adaptation.3 In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several infl

5、uential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.4Similarly, in 1940 David Wechs

6、ler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we can adequately describe these factors.3 In 1983, Howard Gardners Frames of Mind: The Theory of Multiple Intelligences5 introduced the ide

7、a of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate ones feelings, fears and motivations). In Gardners view, t

8、raditional types of intelligence, such as IQ, fail to fully explain cognitive ability.6 Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence are lacking in ability to fully explain performance outcomes.The first use of the te

9、rm emotional intelligence is usually attributed to Wayne Paynes doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985.7 However, prior to this, the term emotional intelligence had appeared in Leuner (1966).8 Greenspan (1989) also put forward an EI model, followed by Salove

10、y and Mayer (1990), and Daniel Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000.9edit DefinitionsSubstantial disagreement exists regarding the definition of EI, with respect to both terminology and operationalizations. The

11、re has been much confusion about the exact meaning of this construct. The definitions are so varied, and the field is growing so rapidly, that researchers are constantly re-evaluating even their own definitions of the construct. Currently, there are three main models of EI: Ability EI model Mixed mo

12、dels of EI (usually subsumed under trait EI)1011 Trait EI model Different models of EI have led to the development of various instruments for the assessment of the construct. While some of these measures may overlap, most researchers agree that they tap different constructs.edit Ability modelSalovey

13、 and Mayers conception of EI strives to define EI within the confines of the standard criteria for a new intelligence. Following their continuing research, their initial definition of EI was revised to The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and

14、to regulate emotions to promote personal growth.The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment.12 The model proposes that individuals vary in their ability to process information of an emotional nature and in

15、 their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:1. Perceiving emotions the ability to detect and decipher emotions in faces, pictures, voices, and cult

16、ural artifactsincluding the ability to identify ones own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible. 2. Using emotions the ability to harness emotions to facilitate various cognitive activities

17、, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand. 3. Understanding emotions the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For e

18、xample, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time. 4. Managing emotions the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally int

19、elligent person can harness emotions, even negative ones, and manage them to achieve intended goals. The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.13edit Measurement of the ability modelThe current measure of Mayer and Saloveys mod

20、el of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items.12 Consistent with the models claim of EI as a type of intelligence, the test is modeled on ability-based IQ tests. By testing a persons abilities on each of the four b

21、ranches of emotional intelligence, it generates scores for each of the branches as well as a total score.Central to the four-branch model is the idea that EI requires attunement to social norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores indicating higher overlap betw

22、een an individuals answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of overlap is calculated between an individuals answers and those provided by a group of 21 emotion researchers.12Although promoted as an ability test, the MSC

23、EIT is most unlike standard IQ tests in that its items do not have objectively correct responses. Among other problems, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed

24、emotionally intelligent only if the majority of the sample has endorsed them. This and other similar problems have led cognitive ability experts to question the definition of EI as a genuine intelligence.In a study by Fllesdal,14 the MSCEIT test results of 111 business leaders were compared with how

25、 their employees described their leader. It was found that there were no correlations between a leaders test results and how he or she was rated by the employees, with regard to empathy, ability to motivate, and leader effectiveness. Fllesdal also criticized the Canadian company Multi-Health Systems

26、, which administers the MSCEIT test. The test contains 141 questions but it was found after publishing the test that 19 of these did not give the expected answers. This has led Multi-Health Systems to remove answers to these 19 questions before scoring, but without stating this officially.edit Mixed

27、 modelsThe model introduced by Daniel Goleman15 focuses on EI as a wide array of competencies and skills that drive leadership performance. Golemans model outlines four main EI constructs:1. Self-awareness the ability to read ones emotions and recognize their impact while using gut feelings to guide

28、 decisions. 2. Self-management involves controlling ones emotions and impulses and adapting to changing circumstances. 3. Social awareness the ability to sense, understand, and react to others emotions while comprehending social networks. 4. Relationship management the ability to inspire, influence,

29、 and develop others while managing conflict. Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman posits tha

30、t individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies.16 Golemans model of EI has been criticized in the research literature as mere pop psychology (Mayer, Roberts, & Barsade, 2008).edit Measurement of the Emotional Competenc

31、ies (Goleman) modelTwo measurement tools are based on the Goleman model:1. The Emotional Competency Inventory (ECI), which was created in 1999, and the Emotional and Social Competency Inventory (ESCI), which was created in 2007. 2. The Emotional Intelligence Appraisal, which was created in 2001 and

32、which can be taken as a self-report or 360-degree assessment.17 edit Bar-On model of emotional-social intelligence (ESI)Bar-On3 defines emotional intelligence as being concerned with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands.18 Bar-On posits that EI develops over time and that it can be improved through training, programming, and therapy.3 Bar-On hypothesizes that th