Emotional Intelligence

Presently there is no one definition of emotional intelligence (EI) that is universally accepted. Psychologists have approached EI from different vantage points. Some researchers see it as the interplay of cognitive ability with emotional knowledge and regulation and have utilized self-report measures to assess the construct (e.g., Reuven Bar-On, Daniel Goleman). Other researchers have viewed EI as a distinct intelligence and have measured it in the same way as traditional IQ (e.g., John Mayer, Peter Salovey, and David Caruso). EI is a term that has been defined and revised by theorists and researchers in the field of psychology. A useful definition has been proposed by Mayer and Salovey, who have noted that EI is the ability to perceive accurately; appraise and express emotions; access and/or generate feelings when facilitating thought; understand emotions and emotional knowledge; and regulate feelings to promote cognitive and emotional growth.

EI is most relevant because it can be a powerful predictor of how successful a person can be in life, and it has been postulated that if children are appropriately taught, EI can be increased. In this entry, definitions of EI will be presented, ways of measuring the construct will be explained, and significant research findings will be discussed.

At Stanford University in the 1960s, a researcher made the following proposition to 4-year-old children. ‘I have to do an errand; if you can wait until I come back, you can have two marshmallows for a treat. If you cannot wait, you can have only one. But you can have it right now.’ Then the researcher left.

Following his departure, some children grabbed the marshmallow as soon as he walked out the door. Others lasted for a few minutes, but eventually the temptation was too much. Those with emotional self-control were determined to wait. These youngsters covered their eyes, or put their heads down. Others turned around in their chairs or distracted themselves by playing games or singing. Eventually the experimenter returned and gave the patient children their extra treat.

Twelve to 14 years later, these children were evaluated as teenagers. Those 4-year-olds who were able to resist temptation were now, as adolescents, viewed by their parents as more socially competent, personally effective, self-assertive, and better able to cope with the frustrations of life. They tended to be more confident, trustworthy, and dependable. They were better at taking initiative and developing projects. And, they were still better able to delay gratification to pursue their goals. In addition, those children who, at age 4, waited for the researcher to return had dramatically higher SAT scores as high school seniors. The third of children who grabbed at the marshmallow as preschoolers had an average verbal score of 524 and a quantitative score of 528. The third who waited the longest had average SAT scores of 610 (verbal) and 652 [Page 335](quantitative)—a 210 difference in total score. This study, conducted by psychologist Walter Mischel, demonstrates both the short-term and future advantage of restraining emotions and delaying impulses. This is the essence of emotional self-regulation—one domain of emotional intelligence. Individuals who are better at emotional self-regulation are more primed for success—whether it is pursuing a career, building a business, or establishing relationships.

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