EmotionalIntelligenceImplicationsforPersonal,Social.pdfVIP

Social and Personality Psychology Compass 5/1 (2011): 88–103, 10.1111/j.1751-9004.2010.00334.x Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success Marc A. Brackett*, Susan E. Rivers, and Peter Salovey Yale University Abstract This article presents an overview of the ability model of emotional intelligence and includes a dis- cussion about how and why the concept became useful in both educational and workplace set- tings. We review the four underlying emotional abilities comprising emotional intelligence and the assessment tools that that have been developed to measure the construct. A primary goal is to provide a review of the research describing the correlates of emotional intelligence. We describe what is known about how emotionally intelligent people function both intra- and interpersonally and in both academic and workplace settings. The facts point in one direction: The job offer you have in hand is perfect – great sal- ary, ideal location, and tremendous growth opportunities. Yet, there is something that makes you feel uneasy about resigning from your current position and moving on. What will you do? Ignore the feeling and choose what appears to be the logical path, or go with your gut and risk disappointing your family? Or, might you consider both your thoughts and feelings about the job in order to make the decision? Solving prob- lems and making wise decisions using both thoughts and feelings or logic and intuition is a part of what we refer to as emotional intelligence (Mayer Salovey, 1997; Salovey Mayer, 1990). Linking emotions and intelligence was relatively novel when ?rst introduced in a theo- retical model about twenty years ago (Salovey Mayer, 1990; but see Gardner, 1983?1993). Among the many questions posed by both researchers and laypersons alike were: Is emotional intelligence an innate, nonmalleable mental ability? Can it be acquired with instruction and training? Is it a new intelligence or just