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L2: The Introduction to Emotional and Social Intelligence
Theoretical Frameworks Explored
Three of the most well-known models and widely researched emotional intelligence theoretical frameworks and assessments will be explored in this section—Reuven Bar-On’s skills-based Emotional Quotient Inventory (EQ-i 2.0), followed by the ability-based assessment called the Mayer, Salovey, the Caruso Emotional Intelligence Test (the MSCEIT), and Goleman, Boyatis, and Hay Group’s 360-degree skill-based assessment called the Emotional and Social Competence Inventory (the ESCI). Each provides a unique framework for studying emotional intelligence, but they also share some basic concepts about emotional intelligence. For example, the EQ-i 2.0 and the ESCI models integrate both the emotional and social intelligence components to their theoretical framework and assessment. This is sometimes referred to as a mixed model approach.
The Emotional Quotient Inventory (EQ-i 2.0)
As previously discussed, the Emotional Quotient Inventory (EQ-i) was first developed by Bar-On in 1985, but the most recent version of the assessment is the EQ-i 2.0. The purpose of this measure of emotional intelligence is to predict performance and determine resiliency.
This model of emotional intelligence consists of five general realms associated with 15 scales, along with one additional separate scale (Stein & Book, 2011, pp. 21–24).
The following is a brief overview of the five realms:
- Self-Perception: knowing and managing yourself
- Self-Expression: the way that you face the world
- Interpersonal: interacting and getting along with others; your “people skills”
- Decision Making: using emotions to solve problems and make optimal decisions
- Stress Management: being flexible, tolerating stress, and controlling impulses
The 15 scales associated with the five realms as well as the additional scale for happiness are described in Tables 2.3–2.8.
| EQ-i 2.0 Scale: Self-Perception | EI Competency |
|---|---|
| Emotional Self-Awareness | Ability to be aware of and understand one's feelings and their impact |
| Self-Regard | Ability to respect and accept one's strengths and weaknesses |
| Self-Actualization | Ability to improve oneself and pursue meaningful objectives |
| EQ-i 2.0 Scale: Self-Expression | EI Competency |
|---|---|
| Emotional Expression | Ability to express one's feelings verbally and nonverbally |
| Independence | Ability to be self-directed and free of emotional dependency on others |
| Assertiveness | Ability to express feelings, beliefs, and thoughts in a nondestructive way |
| EQ-i 2.0 Scale: Interpersonal | EI Competency |
|---|---|
| Interpersonal Relationships | Ability to develop and maintain mutually satisfying relationships |
| Empathy | Ability to recognize, understand, and appreciate the feelings of others |
| Social Responsibility | Ability to contribute to society, one's social group, and to the welfare of others |
| EQ-i 2.0 Scale: Decision Making | EI Competency |
|---|---|
| Impulse Control | Ability to resist or delay an impulse, drive, or temptation to act |
| Reality Testing | Ability to remain objective by seeing things as they really are |
| Problem Solving | Ability to solve problems where emotions are involved using emotions |
| EQ-i 2.0 Scale: Stress Management | EI Competency |
|---|---|
| Flexibility | Ability to adapt one's feelings, thinking, and behavior to change |
| Stress Tolerance | Ability to effectively cope with stressful or difficult situations |
| Optimism | Ability to remain hopeful and resilient, despite setbacks |
| EQ-i 2.0 Scale: Happiness | EI Competency |
|---|---|
| Happiness | Ability to feel satisfied with oneself, others, and life in general |
There are two forms of assessment. One is the EQ-i 2.0, which is the self-report form. The other is the EQ 360, which is a multiple-rater assessment that allows feedback from others, such as supervisors and coworkers.
The EQ-i 2.0 approach frames emotional intelligence in terms of “short-term, tactical, ‘dynamic’ skills that can be brought into play as the situation warrants” (Stein & Book, 2011, p. 20). The theoretical framework, the assessment, and their use will be the primary focus of this course.
