Emotional Intelligence in Education: Concepts, Factors, and Skills

Posted on Nov 19, 2024 in Psychology and Sociology

Theme 6: Educating Emotional Intelligence

Concept of Emotional Intelligence

Educational values relate to the idea of growing as a “whole person.” This involves:

Critical knowledge and its application.
Understanding emotions and their influence on actions.
Evaluation: using moral language to assess value.
Will: guiding students to manage emotions through higher-level intelligence.

Extensive neurobiological research demonstrates that thinking and emotions are intertwined:

Emotions and thinking are interconnected brain activities (Damasio, 2000).
Cognitive-emotional connectivity in the brain is increasing (Brain, 2005).
Intelligence, emotions, and social skills evolve together (Schonkokk, 2004).

The Delors Report (1996) identifies the pillars of education as: knowledge, knowing how to live, and knowing how to be.

Emotional Intelligence: Concept

Gardner (1995): Theory of Multiple Intelligences connects personal intelligence with interpersonal and intrapersonal intelligence, linking social and emotional dimensions.
Salovey and Mayer (1990): Introduced the concept of emotional intelligence.
Goleman (1995): Popularized the concept, suggesting emotional intelligence can be developed and nurtured.
Weare (2005): Defines emotional intelligence as “the ability to be aware of, understand, and use information about the emotional states of ourselves and others competently. This includes understanding, expressing, and managing our emotions and responding to others’ emotions meaningfully.”

Emotional intelligence is a specific adaptation in response to the environment.

Factors of Emotional Intelligence

Domains of Emotional Intelligence (Goleman)

Managing our feelings
Recognizing emotions in others
Understanding emotions
Motivation
Forming positive relationships

Skills and Competencies

Capacity

Emotional intelligence involves social and emotional skills such as:

Focusing on complex systems
Evaluating and creatively using information
Responsibility and taking an active role
Self-control
Interacting with others (understanding, empathy, solidarity, compassion)

Competencies

Competencies represent the ability to perform specific functions successfully, particularly related to applying professional knowledge.

Key aspects of competencies:

Knowledge required for the profession
Practical application of knowledge
Ethical professional conduct

Skills involve practical knowledge (assessing situations, acting, recognizing situations, developing appropriate responses). Competencies integrate skills with theoretical and ethical behavior.

Elements of Competencies

Visible: knowledge, skills, aptitudes, values, attitudes, behaviors
Underlying: character traits, self-esteem, motivation, context

Definitions of Competencies

Various definitions of competencies emphasize the combination of knowledge, skills, and attitudes applied in a professional context (Boterf, 2003; Sarasola, 2000; Vargas, 2002; Irigoyen and Vargas, 2002; ISUS et al., 2000; Vessel, 2002; ILO, 2003; Barreira, 2003; Ocampo, 2003; De la Cruz, 2003; Wikipedia, 2007).

Educating Emotional Intelligence

Competencies work together, integrating cognitive and non-cognitive aspects.

A Model for Emotional Education

Sense of self
Positive learning climate
Tools and understanding to increase flexibility
Ability to cope with life’s challenges

Research Findings

Research indicates that emotional intelligence:

Is significantly related to academic performance
Influences psychological adjustment
Is associated with greater satisfaction in interpersonal relationships

Educational programs should address students’ social and emotional dimensions (social, personal, school, and family).

Areas	Objectives	Strategies
Metalanguage	Improve language use Identify language misuse Enhance conversational skills through feedback	Language proficiency Recognize language misuse Use proper language based on feedback
Social Skills	Develop skills related to feelings Develop assertiveness Promote empathy	Basic verbal and nonverbal listening skills Coherent responses to others’ statements Identify passive, assertive, and aggressive behaviors Self-control and emotional balance
Conflict Resolution	Emotional control Build respect for human rights Develop responsibility towards others Understand the meaning of rules	Consideration of human rights Develop understanding of rules Training for successful communication Understand responsibility for others
Parents	Train parents to be involved in children’s emotional education Improve parent-child communication Promote interpersonal relationships outside the family	Parent-school collaboration
Motivation	Promote interest and enthusiasm in tasks Promote control of expectations Develop a balanced attributional style	Identify cognitive errors Identify realistic expectations Goal-oriented approach with meaningful motivations Sequencing expectations Reject dichotomous thinking
Self-Esteem	Promote self-awareness of strengths and limitations Promote a positive self-image	Active participation Clarification of values Moral development Activate positive reinforcement mechanisms
Resilience	Promote resilience to trauma Cope with changes and uncertainties	Awareness of support figures Refute unrealistic or irrational thoughts Consider responsibilities and limitations Learn forgiveness and positive attitudes
Teamwork	Encourage communication Encourage empathy Promote collaboration	Active listening Empathy Collaboration Trust Sense of responsibility
Values	Appreciate values like friendship, trust, solidarity, responsibility, and effort	Active participation Clarification Moral development Case studies Behavioral analysis