SEMESTER – I
Paper I (MEDN - 101)
SUBJECT : Introduction to Research Methods in Education
ASSIGNMENT: Review of literature: Summary
Name: [Link]
Roll. No: 7
TOPIC: Emotional Intelligence
S Title of Autho Yea Objective of Hypothesis of the study Met sa Statistic Major findings of the study
N research r r of Study hod m al
O Paper Pub Qua ple Techniq
. licat ntita ue used
ion tive
/Qua
litati
ve
1 Emotional Golem 199 To introduce and emotional intelligence (EQ) plays a quali No correlat emotional intelligence plays a
Intelligence an, D 5 explore the significant role in determining success, tativ sp ion crucial role in personal and
: Why It concept of perhaps even more so than traditional e eci analysis professional success, arguing
Can Matter emotional cognitive intelligence (IQ). fic , factor that it can be more important
More Than intelligence. sa analysis than traditional cognitive
IQ. m intelligence (IQ).
ple
siz
e
2 Emotional 2. 199 To formally Emotional intelligence is a set of skills quali 11 factor Emotional intelligence is
Intelligence *Salov 0 define and that enables individuals to accurately tativ 2 analysis defined as a set of skills that
ey, P., conceptualize perceive, appraise, and express e col enable individuals to process
& emotional emotions, facilitate thinking, understand leg emotional information
Mayer intelligence. emotions and emotional knowledge, and es effectively, and this framework
, J. D. regulate emotions in both oneself and is widely adopted in
others. subsequent research.
3 Emotional Bar- 199 To develop and Emotional intelligence, as measured by quan 50 factor The study demonstrated that
Quotient On 7 validate a tool to the Emotional Quotient Inventory (EQ-i), titati 0 analysis EI, as measured by the EQ-i,
Inventory measure is a combination of emotional and social ve to , correlates with various aspects
(EQ-i): A emotional abilities that contributes to an 1,0 correlat of psychological well-being,
Test of intelligence. individual's overall functioning and well 00 ion,reli such as life satisfaction and
Emotional being ability mental health.
Intelligence
.**
4 Emotional 200 To examine The authors explore the theoretical quan 92 regressi Emotional intelligence is
Intelligence Mayer 0 emotional underpinnings of EI and its relationship titati on presented as a distinct but
as a , J. D., intelligence in to general intelligence. ve analysis complementary form of
Standard Caruso the context of intelligence, adding value to
Intelligence , D. R., traditional both academic and practical
. & intelligence spheres.
Salove models.
y, P
5 Developme 199 To develop a A scale known as the Schutte Self-Report quan 45 explora The research confirmed the
nt and Schutt 8 self-report Emotional Intelligence Test (SSEIT) was titati 2 tory validity of the SSEIT and
Validation e, N. measure for created and tested for its reliability and ve factor suggested that emotional
of a S., et assessing validity. analysis intelligence is positively
Measure of al. emotional , correlated with mental health
Emotional intelligence correlat and social functioning.
Intelligence inal
. analysis
6 Emotional Boyatz 200 To investigate The Emotional Competence Inventory quali 20 factor The study found that leaders
Competenc is, R. 1 the relationship (ECI) was designed and tested, focusing tativ 00 analysis with high emotional intelligence
e Inventory E., & between on competencies like self-awareness, e , tend to be more effective, as
(ECI). Golem emotional self-regulation, motivation, empathy, regressi they manage their own
an, D. competence and and social skills. on emotions and understand the
leadership analysis emotions of others.
effectiveness.
7 Emotional Petrid 200 To review the The authors provide an overview of quan 50 reliabili They highlight the importance
Intelligence es, K. 1 development existing EI models and assessment tools, titati 0 ty of distinguishing between trait
: An V., & and assessment such as self-report questionnaires and ve testing, EI (personality-related) and
Overview. Furnh of emotional ability-based tests. factor ability EI (skills-based) in
am, A. intelligence. analysis research and practical
applications.
8 Emotional 200 To critically A meta-analysis of studies linking EI quan 50 effect The study found that EI is
Intelligence Zeidne 4 review the role with job performance, leadership, and titati - size associated with better job
in the r, M., of EI in organizational outcomes. ve 10 calculat performance, leadership, and
Workplace: Matth organizational 0 ions interpersonal relationships but
A Critical ews, settings. emphasized the need for more
Review.** G., & rigorous research on its
Robert predictive value.
s, R. D.
9 Applying Ciarro 200 To critically o explore how EI can be applied in the quan 50 correlat The research found that EI
Emotional chi, J., 7 review the role workplace to improve performance and titati 0 ion leads to better communication,
Intelligence & of EI in well-being. ve analysis conflict resolution, and overall
in the Mayer organizational , factor job satisfaction.
Workplace. , J. D. settings. analysis
1 Multipe Gardn 200 To expand on Gardner’s book builds on the concept of Quali 10 factor Emotional intelligence is
0 Intelligence er, H. 6 the theory of multiple intelligences and includes tativ 0 analysis presented as a key aspect of
s: New multiple emotional intelligence within his e , personal and social
Horizons in intelligences, broader theory. regressi competence, alongside other
Theory and including on forms of intelligence like
Practice. emotional analysis linguistic, logical-mathematical,
and spatial intelligence.
intelligence as
one component.
Similarities and Differences :
Similarities:
1. Conceptualization of Emotional Intelligence:
- Most of the studies, especially those by Salovey & Mayer (1990), **Goleman (1995), and Petrides & Furnham (2001), aim to define or conceptualize
emotional intelligence as a critical factor in personal, social, and professional success.
- Several papers agree that EI is distinct from IQ but is complementary, impacting one's ability to manage emotions and navigate social environments.
2. Focus on Practical Applications:
- The research consistently emphasizes the practical relevance of EI in various domains such as leadership (*Boyatzis & Goleman, 2001), workplace
settings (Zeidner, Matthews, & Roberts, 2004; Ciarrochi & Mayer, 2007), and mental health (Bar-On, 1997; Schutte et al., 1998*).
- Emotional intelligence is often associated with better interpersonal relationships, effective leadership, improved mental well-being, and job
performance.
3. Measurement Tools and Scales: - Many of the studies involve developing or validating tools to measure EI, such as the *Bar-On Emotional Quotient
Inventory (EQ-i), Schutte Self-Report Emotional Intelligence Test (SSEIT), and Emotional Competence Inventory (ECI).A key similarity is the effort to assess EI
quantitatively, with various self-report questionnaires or inventories that have been widely used in subsequent research.
4. Focus on Emotional Management:
- A common theme across these studies is that EI involves the ability to perceive, understand, regulate, and manage one's emotions and those of others.
This emotional regulation aspect is emphasized in papers by Salovey & Mayer (1990), **Goleman (1995), and Boyatzis & Goleman (2001).
Differences:
1. Theoretical Frameworks:
-Goleman (1995) and Bar-On (1997) focus on emotional competencies or traits (self-awareness, self-regulation, empathy, etc.), while Salovey & Mayer
(1990) and Mayer et al. (2000) take an *ability-based approach*, defining EI as a set of cognitive abilities related to emotional processing.
Gardner (2006) introduces emotional intelligence as part of the broader theory of *multiple intelligences*, situating it alongside other intelligences like
linguistic and logical-mathematical.
2. Measurement and Focus:
- Some studies, like Schutte et al. (1998), Bar-On (1997), and Zeidner et al. (2004), focus on validating self-report measures of EI, while others, like Salovey
& Mayer (1990), take a more **cognitive ability-based approach* and investigate emotional intelligence through *performance-based tests*.
- Boyatzis & Goleman (2001) are more focused on leadership and the role of emotional competence in managerial effectiveness, whereas studies by
Petrides & Furnham (2001) and Ciarrochi & Mayer (2007) are more focused on the *broader impact of EI on general well-being and social skills*.
3. Research Context:
Goleman (1995) and Boyatzis & Goleman (2001) emphasize EI’s role in leadership and organizational contexts, presenting EI as essential for leadership
and management effectiveness.
- On the other hand, Zeidner et al. (2004) and Schutte et al. (1998) provide more generalized findings that show EI’s importance in mental health,
**interpersonal relationships, and emotional well-being.
4. Critique and Limitations:
- Some studies, particularly Zeidner et al. (2004), are more critical about the validity of emotional intelligence as a construct, raising concerns about the
overlap with personality traits or the lack of strong empirical support for its predictive value in some areas.
In contrast, other studies like Salovey & Mayer (1990) and Gardner (2006)are more optimistic about EI’s potential, although they also acknowledge the
complexities of measuring it accurately.
5. Evolution of EI Theory:
Salovey & Mayer (1990 and *Mayer et al. (2000) propose foundational theoretical models of EI based on cognitive abilities, while later studies, like those
by Bar-On (1997) and Schutte et al. (1998), move towards trait-based models, blending emotional competencies with personality characteristics.
Conclusion:
- The similarities between the research papers lie mainly in the recognition of emotional intelligence as a multi-dimensional construct that influences
various aspects of human functioning, particularly in leadership, mental health, and interpersonal relationships.
- The differences arise in terms of theoretical models, measurement approaches, and the research contexts in which EI is applied (e.g., leadership vs.
general well-being). While some papers provide a *theoretical foundation, others focus more on **practical applications* or the *validation of specific EI
measurement tools. Additionally, there is variation in the level of **critical analysis* regarding the predictive power of EI.
References:
Google scholar : [Link]
Research gate : [Link]
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