Research Proposal on "Emotional Intelligence Its Relevance to Urban Community Association Managers"

Research Proposal 6 pages (2249 words) Sources: 12

[EXCERPT] . . . .

The majority of the studies in this region have concentrated on the emotion control construct; though this particular construct has been described and gauged in quite differing ways across studies. In the present study, we wanted to assess the moderating effect of a wide variety of emotional abilities or processes, such as the manner through which individuals manage their emotional encounters. To be able to achieve this, we assessed the EI's moderating effect- the capability of using emotions to guide one's behavior and reasoning. Emotional Intelligence, which has over the past two years been the center of a large body research, could be decomposed in two major abilities. Strategic EI refers to the ability of understanding and managing emotions (for instance, recognizing which emotions are expected in surface in reaction to various occurrences, and getting to know how to control them to help achieve one's set goals).

On the other hand, experiential Emotional Intelligence refers to the ability of perceiving emotions and utilizing them to facilitate one's thoughts (for instance, correctly interpreting facial expressions and incorporating emotions into thought). Strategic EI is viewed as a more developmentally intricate ability which is entailed in the management of an individual's emotions so as to assist in decision-making and problem-solving, while Experiential EI is viewed as a representative of the lower level capabilities. Recognizing EI as a protective aspect represents an essential and unique contribution to studies on suicidal behaviors. Risk factors recognition has permitted research, treatment, as well as prevention attempts to isolate the at-risk populations; very minimal has been done beyond this.

Reports on protective aspects would propel efforts forward through the identification of factors that may keep teenagers from taking part in suicidal behaviors, therefore recognizing the likely targets for intervention and prevention attempts. The present literature on the potential protective aspects majorly relates to religious practices and beliefs, social support, and weapons accessibility, and quite a few studies investigate the psychological protective aspects. A psychological factor investigated by Linehan and colleagues was placement of value on reasons for living, and little recent attempts have been made to investigate resilience to suicide (Cha & Marin K. Nowak, 2009).

Conclusion

The effect of emotional intelligence on the academic community and popular culture has been fast and widespread as well. Whereas this has inspired a shocking number of research initiatives across a broad variety of fields within psychology, the fastness with which the idea of emotional intelligence has caught on possibly and inevitably established a gap between what we know and what we don't. This has understandably resulted to a lot of argument and debate amidst practitioners and researchers excited to understand and exercise those principles linked with emotional intelligence. Such discussion is not just limited to emotional intelligence, but is a natural fragment of the process of scientific discovery and theory development in any domain. Perhaps vital to the present interest in emotional intelligence is its potential value in predicting a broad range of criterion across different populations. As for the assertions connected with traditional intelligence, emotional intelligence's predictive validity will most likely differ greatly depending on the exact theory utilized, criterion of interest, and context (Emmerling & Daniel Goleman, 2003).

References

Brackett, M. A., Susan E. Rivers, & Peter Salovey. (2011). Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success. Social and Personality Psychology Compass, 88-103.

Cha, C. B., & Marin K. Nowak. (2009). Emotional Intelligence is a Protective Factor for Suicidal Behavior. Journal of the American Academy of Child and Adolescent Psychiatry, 422-430.

Emmerling, R., & Daniel Goleman. (2003). Emotional Intelligence: Issues and Common Misunderstandings. The Consortium for Research on Emotional Intelligence in Organizations .

Emotional Intelligence theory. (2016, July 22). Retrieved from BusinessBalls.com: http://www.businessballs.com/eq.htm

Freedman, J. (2011, June 9). Emotional Intelligence for Change at Sheraton Studio City. SixSeconds - Emotional Intelligence Network .

Goleman, D. (n.d.). An EI-Based Theory of Performance . Consortium for Research on Emotional Intelligence in Organizations, 1-18.

Kanhai, A. (2014). Emotional Intelligence: A Review of Researches. European Academic Research, 797-834.

Lantieri, L. (2009). Cultivating Emotional Intelligence through Social and Emotional Learning: Why It Matters.

Maqbool, M. (2013). A Study of Emotional Intelligence and learning outcomes of senior secondary school students. International Journal of Scientific Research .

ONYOKOKO, I. O., & EKETU, D. C. (2016). EMOTIONAL INTELLIGENCE AND WORKERS' CONSCIENTIOUSNESS IN SELECTED HOTELS IN PORT HARCOURT. International Journal of Advanced Academic Research, 41-49.

Qualter, P., & Kathyrn Gardner. (2007). Emotional Intelligence: Review of Research and Educational Implications. Pastoral Care… READ MORE

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