Emotion regulation & emotional intelligence
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models of emotional intelligence
emotional intelligence from a neuropsychological perspective (Hogeveen et al, 2016)
Emotion management: Integrating ER and EI, Pena-Sarrionandia (2015)
emotion regulation
emotional intelligence
processes permitting individuals to influence which emotions they have, when they have them, how they experience and express those emotions
individual differences in ER - individuals show consistency in regulation habits, emotion regulation style
automatic or effortful
conscious or unconscious
when is ER adaptive?
goals
strategies
awareness
intrinsic/intrapersonal or extrinsic/interpersonal
five families of emotion-regulation strategies
sequential at the micro-level (ms and s following emotion-eliciting situation, but can be used in parallel at the macro level (minutes, hours, days)
situation selection
situation modification
attentional deployment
cognitive change
response modulation
confrontation
avoidance
help/ support-seeking
conflict resolution
direct situation modification (problem-focused coping)
selecting the information we attend to
distraction
rumination
mindfulness
change the way we think to change the way we feel
self-efficacy appraisal
challenge and threat appraisals
acceptance
positive reappraisal
emotion sharing
verbal/physical aggression
substance use
expressive suppression
physical exercise
outcome oriented: what is the outcome of emotion regulation strategies?
Is EI a form of intelligence or constellation of emotion-related traits?
tripartite model of EI
abilities
traits
knowledge
loosely connected
relationship between emotional intelligence and emotion-regulation strategies
attentional deployment
cognitive change
situation modification
trait emotional intelligence is associated with differences in emotion regulation rather. than with differences in reactivity to emotion-laden stimuli
situational selection
response modulation
high EI (ability and trait)
high EI associated with greater use of problem-focused coping, no significant relationship to ability to restrain oneself, more social support seeking
results less consistent: high EI - less rumination, but unclear
positive relation between high EI and self-efficacy
individuals with high EI - using less denial
relationship with positive interpretation, acceptance, humour is not significant
less use of suppression - less need rather than less capacity
less aggressive behaviour
less suicidal behaviour
less substance abuse
emotionally intelligent regulation - flexibility - open to emotions, efficiently regulate emotions and take advantage
trait emotional intelligence in academic performance (Perera, 2015)
possible theoretical mechanisms
empirical relations between trait EI and achievement
concepts of emotional intelligence
Salovey & Mayer (1990)
set of interrelated cognitive-emotional abilities
three-part hierarchical model
appraisal & expression
regulation
utilisation
Petrides & Furnham (2001)
conceptual distinction between ability and trait EI
maximal and typical performance measure
ability emotional intelligence
constellation of cognitive-emotional abilities located in frameworks of human intelligence
trait emotional intelligence
collection of affective-motivational dispositions and self-perceptions located in frameworks of human personality
cognitive processing of emotional information measured in maximal performance tests
as reflected in typical-performance measures - self- or peer report - personality constructs
motivational processes
interpersonal processes
cognitive processes
dimensions of trait emotional intelligence are differentially implicated in predicting achievement
association mainly due to an indirect pathway
trait emotional intelligence may confer a small yet important advantage in academic learning and testing contexts
may be circumstances where sociability dispositions hinder academic achievement
data implicate a consistent network of brain regions across multiple component emotional abilities
research should attempt to empirically validating the hypothesised commonest structure of emotional ability
Bar-On's mixed model
integrative model (Salovey & Mayer)
array of non-cognitive abilities which influence an individuals adaptive success by shaping interpretation and response to environmental stimuli and pressures
non-cognitive abilities?
weak divergent validity
self-report measures
need of a clear delineation of constituent composters of EI and evidence for a common network of brain areas underlying these functions
four domains of emotional ability included in all models of EI
using emotions to facilitate thought and behaviour
understanding how emotions shape one's own behaviour and of others
recognising emotional states in oneself and others
regulating own emotions and those of others
mapping of abilities to brain areas- based on brain lesion studies
emotion recognition
emotional awareness
alexithymia - lack of emotional awareness
damage to anterior Ãnsula (AI)
ACC . cingulotomy patients report reductions of feelings of anger and tension
theoretical accounts: AI integrates interoceptive information, which are sent to. ACC in order to initiate motor and non-motor planning and selection
conjoint activity is thought to play a critical role in the generation of subjective emotional experience
ventromedial PFC lesions - reduced emotional intensity, reduced feeling of regret after unfavourable decision
computing reward value of interoceptive states ?
high EI individuals make more accurate affective predictions, use less avoidant coping strategies, strive more to attain goals
relationship more pronounced in younger than in adults
recognising facial emotional expressions
amygdala damage associated with impairment
AI, ACC
simulation hypothesis
empathy and prosocial behaviour
emotional memory
amygdala
memorising emotionally salient events
learning about traits of others
affective theory of mind
vmPFC
vlPFC
amygdala
vmPFC
impairment on MSCEIT measure for individuals with damage to the associated network of brain areas