Peter Salovey and John D. Mayer coined the term ‘Emotional Intelligence’ in 1990, and Daniel Goleman popularized it via his book “Emotional Intelligence” published in 1995. Since then, many studies have been conducted to investigate the concept of emotional intelligence and its relationships with behavior and cognition.
There are debates about the conceptualization and assessment of emotional intelligence, but two main perspectives can be described. The first approach considers EI mostly as a set of traits, similarly to personality; the second approach considers EI as a set of skills, similarly to cognitive intelligence. This distinction is sometimes blurred and there are concepts that partly overlap with EI but have been the focus of separate lines of research, such as emotion regulation competence, or social-emotional learning (the latter especially in the context of education and in the school setting). Furthermore, cultural elements are often overlooked, but the influence of culture is crucial.
This Research Topic aims to address some of the main issues in this field of research, primarily through contributions that clarify the relationships between different theoretical approaches, suggest ways to integrate them, or identify ideas related to application contexts. We also consider it essential to offer a broad perspective on current measures of Emotional Intelligence across fields of applications, formats, and specific competencies.
The Research Topic aims to include research on:
• targeting emotion regulation
• emotion perception and emotion recognition ability measures
• innovative applications of EI presenting new data with original methodologies,
• and in contexts that are still relatively understudied, for example, in the service industry or sports.
• scientifically sound studies that describe training programs of EI - with detailed protocols – and objectively assess their impact.
The overarching goal that affects all the previous ones is to offer an opportunity to present research from culturally
diverse contexts. Indeed our explicit goal, as editors, is to involve contributors from as many countries as possible.
We welcome manuscripts that deal with all aspects of emotional intelligence. Specifically, we welcome manuscripts that focus on theoretical models of emotional intelligence, its assessment, applications, and training for general and particular populations. For example, we hypothesize that some of what is relatively equivocal in research on emotional intelligence can be addressed by understanding and integrating various conceptualizations of emotional intelligence (e.g., emotional regulation, social and emotional learning). Other interesting questions may include, but are not limited to: how different assessments could complement each other to measure emotional intelligence with greater precision and depth; what the best strategies to train emotional intelligence in the workplace or school setting; what are the thresholds required to improve individual’s emotional intelligence; how much is needed on the low end and the high end for emotional intelligence to have impacts in applied settings.
We welcome quantitative and qualitative research, including systematic reviews and meta-analyses.
Peter Salovey and John D. Mayer coined the term ‘Emotional Intelligence’ in 1990, and Daniel Goleman popularized it via his book “Emotional Intelligence” published in 1995. Since then, many studies have been conducted to investigate the concept of emotional intelligence and its relationships with behavior and cognition.
There are debates about the conceptualization and assessment of emotional intelligence, but two main perspectives can be described. The first approach considers EI mostly as a set of traits, similarly to personality; the second approach considers EI as a set of skills, similarly to cognitive intelligence. This distinction is sometimes blurred and there are concepts that partly overlap with EI but have been the focus of separate lines of research, such as emotion regulation competence, or social-emotional learning (the latter especially in the context of education and in the school setting). Furthermore, cultural elements are often overlooked, but the influence of culture is crucial.
This Research Topic aims to address some of the main issues in this field of research, primarily through contributions that clarify the relationships between different theoretical approaches, suggest ways to integrate them, or identify ideas related to application contexts. We also consider it essential to offer a broad perspective on current measures of Emotional Intelligence across fields of applications, formats, and specific competencies.
The Research Topic aims to include research on:
• targeting emotion regulation
• emotion perception and emotion recognition ability measures
• innovative applications of EI presenting new data with original methodologies,
• and in contexts that are still relatively understudied, for example, in the service industry or sports.
• scientifically sound studies that describe training programs of EI - with detailed protocols – and objectively assess their impact.
The overarching goal that affects all the previous ones is to offer an opportunity to present research from culturally
diverse contexts. Indeed our explicit goal, as editors, is to involve contributors from as many countries as possible.
We welcome manuscripts that deal with all aspects of emotional intelligence. Specifically, we welcome manuscripts that focus on theoretical models of emotional intelligence, its assessment, applications, and training for general and particular populations. For example, we hypothesize that some of what is relatively equivocal in research on emotional intelligence can be addressed by understanding and integrating various conceptualizations of emotional intelligence (e.g., emotional regulation, social and emotional learning). Other interesting questions may include, but are not limited to: how different assessments could complement each other to measure emotional intelligence with greater precision and depth; what the best strategies to train emotional intelligence in the workplace or school setting; what are the thresholds required to improve individual’s emotional intelligence; how much is needed on the low end and the high end for emotional intelligence to have impacts in applied settings.
We welcome quantitative and qualitative research, including systematic reviews and meta-analyses.