CONCEPTS OF EI (development of EI, bar-On, goleman, msc)

---HISTORY OF EI----

HISTORY

Emotional intelligence is, in the simplest terms, the capacity to detect and control our own and others'
emotions in order to make good judgments. EI may be a relatively new term, not more than 25 years old,
but the roots of EI can be found in The Bhagavad-Gita, 5,000 years ago, where Krishna's Sthithapragnya
(emotionally stable person) is very similar to Mayer and Salovey's emotionally intelligent person, and also in
the work of Plato, 2,000 years ago, where he stated, "All learning has an emotional basis." Since then,
researchers, scientists, teachers, and philosophers have tried to prove or disprove how important feelings
and emotions are in everyday life.

-In the last three decades, a rising body of research has demonstrated the exact opposite, demonstrating
that emotions are valuable survival signals. Over the past few decades, ideas regarding emotions and
intelligence have shifted; where intelligence was once considered the pinnacle of perfection, people have
come to realize that there is more to life. In places where emotion was long viewed as a liability, people are
beginning to recognize that it may have substantial value. This was the result of the work of psychologists in
the 19th century who began to link emotions and cognition. This led to a lot of research on the relationship
between emotions and cognition and the formalization of the idea of emotional intelligence.

DEFINITIONS OF EI
In 1990, Salovey & Mayer [17] coined the term "emotional intelligence" and defined it as a subset of social
intelligence consisting of the ability to monitor one's own and others' feelings and emotions in order to
differentiate between them and use this information to guide one's thinking and actions. This was the
original definition of EI, which was changed in 1997 to "the capacity to sense and express emotion, to
assimilate emotion into thought, to comprehend and reason with emotion, and to manage emotion in oneself
and others."

Goleman published his book Emotional Intelligence: Why it Matters More Than IQ, and it immediately
became a worldwide best seller. He initially defined EI as the capacity for recognizing our own feelings and
those of others, for motivating ourselves, and for managing emotions effectively in ourselves and others.

-In his PhD dissertation, Bar-On [21] established the term "Emotional Quotient" (EQ) as an analog to
Intelligent Quotient (IQ). According to his definition, emotional intelligence is a set of non-cognitive abilities,
competencies, and skills that influence one's ability to successfully deal with environmental demands and
stresses. 

MODELS OF EI

Mayer-Salovey-Caruso ability model

-They conceptualized the Ability-Based Emotional Intelligence Model [44], which was based on the work
of Gardner and his perspective on personal intelligence. Their paradigm encompasses five basic domains:
understanding one's own emotions; managing one's own emotions; self-motivation; identifying the emotions
of others; and managing connections with others. Salovey and Mayer [44] redefined emotional intelligence
and identified four sub-components.

•Goleman’s Competency Model

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 This model describes the four elements of emotional intelligence. Self-awareness is the capacity to
detect one's emotions, evaluate their influence, and make judgments based on gut instincts. Self-
management entails regulating one's emotions and impulses in order to adapt to changing conditions. Social
awareness is the capacity to see, comprehend, and respond to the emotions of others while comprehending
social networks. Lastly, relationship management requires the capacity to motivate, influence, and grow
others while managing disagreement [43].

•Bar-On’s Mixed Model

-His model of emotional intelligence can be considered a mixed intelligence, comprised of cognitive
ability, personality traits, health, and well-being. It pertains to performance and success potential and is
regarded as process-oriented as opposed to outcome-oriented.

----FLUID AND CRYSTAL----

In accordance with the Cattell–Horn–Carroll theory (CHC; Sternberg & Kaufman, 1998), fluid intelligence (Gf)
is the ability to solve unexpected problems and involves lower-order abilities such as abstract reasoning,
concept generation, and the generalization of solutions to new situations. Intelligence crystallized (Gc) is the
range and depth of skills and information valued by one's society, as well as the application of this
knowledge (McGrew, 2009). Understanding emotions refers to understanding the nature and relationship
between emotions, such as which conditions trigger particular emotions and how different cultures may
evaluate feelings differently. Regulating emotions entails managing one's own and others' emotions to
achieve a desired outcome; reviewing strategies to manage emotions; and engaging or disengaging with
emotions as necessary.

---PAGE 115---
Salovey and Mayer (1990; Mayer & Salovey, 1997) outlined an ability that focuses on understanding and
managing emotions in oneself and others, as well as the ability to use emotions as tools to enhance both
thought and action.

----CONSENSUS---

The Ability Approach and the Hierarchical Four-Branch Model of Emotional Intelligence- In the scientific
world, the four-branch hierarchical model is the most widely acknowledged conceptual model for EI (Mayer
et al., 2008). The four branches are: (1) the perception and expression of emotion (emotion perception); (2)
the use of emotion to facilitate task performance (emotion facilitation); (3) the understanding of the
relationships between emotions, situations, and time courses (emotional understanding); and (4) the
regulation of one's own and others' emotional management (emotion management; Mayer, Salovey, Caruso,
& Sitarenios, 2001). Notably, this model identifies EI as a capacity similar to other standard types of
intelligence. In other words, folks with a high EI are objectively superior to those with a low EI at doing
particular emotional-related tasks.

---PRINCIPLES AND UPDATES ---

4 BRANCHES

Perceiving emotion
-The first component of emotional intelligence is the capacity to recognize and identify emotions in oneself
and others, as well as in other stimuli such as people's voices, tales, music, and works of art (e.g., Ekman &
Friesen, 1975; Nowicki & Mitchell, 1998; Scherer, Banse, & Wallbott, 2001). This component is associated
with more emotional awareness when focused on the self (Lane,Quinlan, Schwartz, Walker, & Zeitlin, 1990),

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 reduced alexithymia (Apfel & Sifneos, 1979), and less ambivalence over emotional expressivity
(Lane,Quinlan, Schwartz, Walker, & Zeitlin, 1990). (King, 1998; King & Emmons, 1990). This dimension
incorporates the concepts of affect sensitivity (Campbell, Kagan, & Krathwohl, 1971), affect reception
capacity (Buck, 1976), and nonverbal sensitivity when applied to other people (Rosenthal, Hall, DiMatteo,
Rogers, & Archer, 1979).

Use of emotion to facilitate thought

-The second aspect of emotional intelligence is the capacity to use emotions to focus attention and to think
more coherently, logically, and creatively. Using emotions may necessitate the capacity to control feelings
that aid in reasoning, problem-solving, decision-making, and interpersonal communication. Emotions can
generate varied mental sets that are adaptive to varying types of reasoning problems to varying degrees
(Isen, 1987; Palfai & Salovey, 1993; Schwarz, 1990; Schwarz & Clore, 1996). For instance, some emotions
may be more effective than others at sparking creative thought (Isen & Daubman, 1984; Isen, Daubman, &
Nowicki, 1987), and some individuals are more creative in their emotional experiences (Averill, 1999, 2000;
Averill & Nunley, 1992).

Understanding emotion
-The third component of EI, understanding emotion, requires a considerable quantity of language and
propositional thought to demonstrate the capacity to interpret emotions. It encompasses knowledge of the
emotional vocabulary and the method in which emotions blend, progress, and transition from one to the
next. Individuals who are adept at comprehending emotions have a particularly extensive emotional
vocabulary and an appreciation for the links between phrases representing various emotional states. They
may be particularly attuned to the method in which emotion words are ordered as fuzzy sets organized
around emotional prototypes (Ortony, Clore, & Collins, 1988) and adept at finding the basic meaning or
themes underlying a variety of emotional experiences (Lazarus, 1991).

Managing emotion
-The ability to regulate moods and emotions in oneself and others is the fourth component of emotional
intelligence (EI). When regulating one's own emotions, individuals must be able to accurately monitor,
differentiate, and label their emotions, believe they can better or otherwise modify these emotions,
implement tactics that will alter these emotions, and evaluate the efficacy of these strategies. Multiple
researchers have revealed distinct individual variances in this ability's perceived self-efficacy for at least some
individuals (Catanzaro & Greenwood, 1994; Salovey, Mayer, Goldman, Turvey, & Palfai, 1995). Some
individuals are also more or less successful at assisting others with emotion management. For instance,
some individuals always know what to say or do to cheer up their closest friend, motivate a coworker at
work, or inspire others, whilst others are less capable of achieving these results (e.g., Wasielewski, 1985).
______________________

SYNTHESIS (nag aagree and nag disagree sa existing knowledge or study)

INTRO (pa quillbot ako ng intro)

This study examines the emotional capacity of mothers and fathers of autistic children by compiling research
papers based on age and gender in connection to the four components of emotional intelligence proposed by
Mayer, Caruso, and Salovey in their Emotional intelligence framework.

----EI GENDER DIFF--- (GENDER) (yung para ma iklian sa quillbot)

Since women are more emotional and intimate than men, their emotional intelligence should be higher.
Duckelt and Raffalli (1989) and Sandhu and Mehrotra (1996) found that society socializes the sexes
differently (1999).

Girls' higher emotional intelligence can be explained by their personalities. Tapia (1999) and Dunn (2002).
Girls score higher than guys on empathy, societal obligations, and interpersonal interactions.

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 Petrides and Furnham's (2001) integrated model analyzed trait EI and work-related variables. To account for
gender differences in work-related factors and EI perception, a gender-specific perspective was used
(Furnham, 1994; Petrides, Furnham and Martin, 2004).

Many empirical research have combined male and female data, despite evidence that the two genders
perceive the workplace and its demands differently (Roxburgh, 1996).

On Emotional Quotient Inventory, men scored higher than women. High scores on this scale imply better
Emotional Intelligence, hence the following findings suggest males are emotionally intelligent than females.
EQ-i males and females differ significantly (p .01).

Males have more emotional intelligence than females, according to Chu (2002). Emotional intelligence
focuses on managing and expressing emotions and social abilities, which may explain the finding.

A study on gender variations in emotional intelligence found disparities in assertiveness, independence,

stress tolerance, and impulse control (Kaneez, 2006). Men and women's mean scores differ significantly,
according to the study. Men are more forceful, self-aware, and independent than women. Men are
independent and impulsive. Men's power in society is one factor.

---AGE AND GENDER DIFF--- (AGE) (normal na quillbot)

Similarly, adult research evaluating the relationship between specific EI skills and age have yielded mixed
results. Some research have demonstrated substantial relationships between age and all ability EI branches
(Extremera, Fernández-Berrocal, & Salovey, 2006; Mayer et al., 1999), supporting the hypothesis that
cognitive growth and accumulated life experience drive ability EI to increase with age (Mayer et al., 1999;
Salovey & Sluyter, 1997).

Others have shown a negative correlation between age and experiencing emotions (Day & Carroll, 2004;
Palmer, Gignac, Manocha, & Stough, 2005).

This shows that the intensity of the association between emotional perception and age varies by gender. In
our sample, the connection between these two factors was somewhat greater among men than among
women (.08 vs. .04). This suggests that the age-related decline in EI for sensing emotion is more apparent
in men.

---PAGE 115--- (normal na qillbot)

Other research has demonstrated that regardless of age or gender, those with higher emotional intelligence
are less likely to engage in aggressive behavior (Brackett & Mayer, 2003;Brackett, Mayer, & Warner, 2004;
Rubin, 1999, 2002). Being able to recognise emotions in oneself, a skill belonging to the first branch of
emotional intelligence, may also play a significant role in physical health, given that caring for a kid with a
handicap can be taxing not just emotionally but also physically. These findings imply that even raising a child
with a disability, emotional skills and abilities can play a vital role in managing conflict and experiencing
positive emotions.

POTCHI OUTRO (pagandahin din yung english ang panget ih)

Consequently, the purpose of this study is to delve more into the substantial disparities between mothers
and fathers of autistic children, with the intention that this research can contribute to the development of
emotional support programs for parents of disabled children.

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