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Top2. Theoretical Background
EI continues to be an interest area for the researchers and has been studied in varied contexts and relationships worldwide (Ashkanasy and Daus, 2002; Montemayor and Spee, 2004; Ilangovan, Rozell and Scroggins, 2007). For identifying the various elements or variables of EI, it would be beneficial to recapitulate the understanding of the EI concept as put forward by various researchers. The term EI has evolved from a simple concept of Social Intelligence (Thorndike, 1920) to more complex terms comprising emotional competence, maturity and sensitivity (Singh and Chadha, 2003). However, the credit for popularizing the concept of EI has been given to Goleman (1995). He has viewed EI from a mixed perspective and defines it as “capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationships.” He stresses strongly posits that IQ contributes only 20% to our success but it is mainly our EI that determines success in our chosen goal. He describes EI as a composition of five elements: self-awareness, self-regulation, self-motivation, social awareness (empathy) and social skills (relationship management).
Bar-On (1997) presented a non-cognitive view on EI and defines EI as “an array of non-cognitive capabilities, competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressures.” He developed a measure of EI called Bar-On EQ based on self- report measures. EQ is what he calls as Emotional Quotient, parallel to the concept of Intelligence Quotient (IQ). In 1997, Bar-On and Parker described EI as an umbrella concept of non-cognitive capabilities, competencies and skills. Their model touched upon five broad areas: intra-personal skills, inter-personal skills, adaptability, stress management and general mood.