Emotional intelligence Explained

An individual’s capacity to control their emotions when interacting with others is referred to as emotional intelligence (EI), also known as emotional quotient (EQ). EQ is typically divided into five categories: self-management, social skills, empathy, self-awareness, and self-motivation (Garcia, 2014). Additionally, both cognitive and non-cognitive skills are utilized in the development of emotional intelligence. Non-cognitive skills refer to a group of tactics, viewpoints, and conduct that are thought to support achievement in the classroom or the job. Perseverance, self-control, and motivation are a few examples of cognitive skills (Garcia, 2014). In contrast, cognitive abilities involve the process of how people learn, retain the information that they have learned, solve any issue that affects them and finally how they pay attention to detail. Additionally, these two are responsible for behaviors that a person has because they process a concept and also process their mental reasoning which leads to an action (Baack, n.d).

Therefore, emotional intelligence has a lot of applications in our daily life. First, emotional intelligence will help us work well in teams. In our lives, we found ourselves working as a team quite often. Emotional intelligence will, therefore, help us to put ourselves in other people’s shoes and try to understand why they act the way they do and enable us to know why their opinions are different from ours. Additionally, it enables one to know how to deal with diverse people. Emotional intelligence also helps people to motivate themselves, which leads to one achieving the goals that they have set. It is also applied in mood management because through it; one can shake off a bad mood and be jovial. Emotional intelligence is an important aspect in our life due to the various applications that it has.

References

Baack, D. (n.d.). Organizational behavior (2nd Ed.). USA: Bridgepoint Education.

García, E. (2014). “The need to address non-cognitive skills in the education policy agenda.” In Khine, M.S., and Areepattamannil, S. (eds) Non-cognitive Skills and Factors in Educational Attainment: contemporary approaches to research in learning innovations. Rotterdam: SensePublishers, 31-64. DOI https://doi.org/10.1007/978-94-6300-591-3_3