Theories of Emotional Intelligence
Evolutionist Charles Darwin’s theory of evolution and social intelligence is the earliest record
associated with the use of emotional intelligence albeit not the terminology. The interpretation of
Darwin’s theory is that organisms use emotional intelligence in their process of natural selection
as a productive process to survive. Howard Garden and Wayne Payne described emotional
intelligence as a skill to handle emotions such as fear and desires. Other theorists mentioned in
the field of emotional intelligence include Abraham Maslow who developed his propositions on
the ability to acquire social skills. In his hierarchy of needs theory, relationships, and social
belonging are highlighted. Psychologist Edward Thorndike in the 1930s first coined the term
emotional intelligence to describe the importance of understanding and successfully relating with
people (Fiori & Vesely-Maillefer, 2018). David Wechsler and Robert Sternberg are credited for
featuring intelligence as an aspect of assessment tools (Matthews, Zeidner, & Roberts, 2012).
Emotional intelligence introduced by Salovey and Mayer (1990), is the ability to understand,
appropriately interpret and manage intrapersonal and interpersonal relationships (Mayer, Caruso,
& Salovey, 2016).
With David Caruso, Salovey and Mayer model is now an assessment of emotions in four aspects
namely the ability to accurately perceive own and others emotions, the influence of emotions in
the decision-making process, interpret different emotional ranges and outcomes, and
authentically manage emotions (Fiori & Vesely-Maillefer, 2018; Matthews, Zeidner, & Roberts,
2012). Daniel Goleman, who’s 1995 publication “Emotional Intelligence: Why It can Matter
More than IQ”, boosted this subject as competence-based that promotes the perception of self for
one's appraisal (Fiori & Vesely-Maillefer, 2018).
The model of emotional intelligence as observed by Goleman (1998) is supported by the
Emotional Competence Inventory (ECI) technical manual. It posits two main constructs as the
personal competence and the social competence. The personal competencies refer to ability to
understand and manage one’s own emotions while the premise of social competence is to
understand and create meaningful encounters with people. Measures of abilities in emotional
intelligence are not similar to scoring in intelligence quotient (Gorgas, Greenberger, Bahner, &
Way, 2015). Bradberry and Greaves (2009) assert that unlike emotional quotient, emotional
intelligence can be taught and improved with intention.
Emotions influence the way one views self and the world. Emotional intelligence influences how
one interacts with the world. It requires proficiency in understanding emotions and their effect in
life (Bradberry & Greaves, 2009). High emotional intelligence impacts individuals through own
emotion growth, and direct bond and impact with human interactions, including work
performance and leadership. Mental health and emotional intelligence has also been identified as
an important aspect of enhancing leadership skills (Matthews et al., 2012). Matthews posited
self-mood regulation, radiating wellness, and temperance as vital emotional intelligence
leadership skills that mitigate against medical errors, malpractice, conflicts at the workplace and
moderation of stress.The personal competence comprises of emotional self-awareness and self-
management. The former refers to the skill of internal exploration and self-reflection of emotions.
Therefore, one requires to be skilled in recognizing own emotions and behaviors. These can be
conscious, known to the individual, or unconscious which appear as triggers (Bradberry & Greaves,
2009). It is the ability to detect present and changes in emotion, an inclination towards some
emotions and the avoidance of others. Self-awareness enhances the ability to communicate the
emotions appropriately (Fiori & Vesely-Maillefer, 2018). This refers to the ability to identify one’s
arousal: what causes one to get elated and excited, apathetic or disappointed. It includes the ability to
show emotions appropriately. The other construct of personal competence is self-management. It
involves self-control where immediate expression of positive or negative emotion is regulated. This
skill governs the individual from uncontrolled excitement or anhedonia which are opposite ends of
the spectrum. Arousal is necessary in life, and managing the arousal is emotional intelligence
(Bradberry & Greaves, 2009). Therefore in personal competence, whose components are self-
awareness and self-management, one is able to wisely integrate emotional experiences, maintain a
calm composure, radiate tranquility and on the hand avoid impacting negativity on others (Taylor,
Farver, & Stoller, 2011).
The social-awareness, component of emotional intelligence’s social competence scale, comprises
of sensitivity to how one’s actions affect others, recognition of the feelings and emotions of
others. It is also the skill to anticipate other people’s reaction and being able to inspire
progressive expression. This involves mastery with people skills (Bradberry & Greaves, 2009).
The other aspect of social competence is social or relationship management and it involves a
conscious and active mental awareness of others’ emotions and using this knowledge to facilitate
cohesion and harmonious environment (Fiori & Vesely-Maillefer, 2018). It requires an interest
and skill in providing support to family, co-workers and patients.People skill demands for
creativity and confidence in decision making (Mayer, Caruso, & Salovey, 2016). Skills in social
management include offering criticism empathetically and facilitating constructive relationships.
These are expressed through handling conflict to meaningful resolution, problem solving and
effective communication (Matthews, Zeidner, & Roberts, 2012). Social management develops
through active feedback, both inviting feedback and providing empathetic responses to others.
This is both in verbal and non-verbal communication (Bradberry & Greaves, 2009).
Agnoli, Mancini, Andrei, and Trombini (2019) observed that emotional awareness is a cognitive
component of emotional intelligence facilitating interpretation and expression of emotions. There
is a divergent perspective where emotional intelligence is described as set of non-cognitive skills
that enable one to navigate effectively within the environmental stressors and expectations
(Arnone, Cascio, & Parenti, 2019).
Additionally, some scholars have discounted the effect of revamping resilience an aspect that
improves emotional intelligence as a means to reduce effects of burnout and substance use or
abuse among healthcare workers (McKinley et al., 2020). This study was therefore based on the
premise that HCW can improve their personal and social competencies. Consequently, they
would be more cognizant of emotions and the need to manage emotions constructively.
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