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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Emotional Intelligence and Social-Emotional Learning: An Overview
Author(s)
Anamitra Basu
Martial Mermillod
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DOI:10.17265/2159-5542/2011.03.004
Affiliation(s)
Indian Institute of Technology, Bhubaneswar, India
Clermont Université, Clermont-Ferrand, France
ABSTRACT
The
term “EI (emotional intelligence)” was first used in 1990 by Salovey and Mayer.
EI involves: (1) the ability to perceive accurately, appraise and express
emotion; (2) the ability to access and/or generate feelings when they
facilitate thought; (3) the ability to understand emotion and emotional
knowledge; and (4) the ability to regulate emotions to promote emotional and
intellectual growth. Adequate interpersonal skills are an important component
of EI. Social skills include: interpersonal behaviors needed to make and keep
friends, such as joining in and giving compliments; peer-related social skills
valued by classmates, such as sharing and working cooperatively;
teacher-pleasing social skills related to academic success, such as listening
and following directions; self-related behaviors, such as following through and
dealing with stress; communication skills, such as attending to the speaker;
and assertiveness skills. IE may be as important as or even more important than
cognitive intelligence. Many learners, particularly those at risk of school
failure, do not possess the social-emotional skills needed to be emotionally
intelligent. Social-emotional learning enables learners to effectively
understand process, manage and express the social and emotional aspects of
their lives.
KEYWORDS
EQ (emotional quotient), EI (emotional intelligence), competence questionnaire, EQI (emotional quotient inventory), social emotional skills
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