Editing Emotional intelligence (section)

=== Ability model ===
Salovey and Mayer's define EI within the confines of the standard criteria for a new intelligence.<ref>{{multiref2
|1={{cite journal | vauthors = Mayer JD, Salovey P, Caruso DR, Sitarenios G | title = Emotional intelligence as a standard intelligence|journal = Emotion|volume=1|issue=3| pages=232–42|date=September 2001|pmid=12934682|doi=10.1037/1528-3542.1.3.232}}
|2={{cite journal | vauthors = MacCann C, Joseph DL, Newman DA, Roberts RD|title=Emotional intelligence is a second-stratum factor of intelligence: evidence from hierarchical and bifactor models|journal=Emotion|volume=14|issue= 2|pages=358–374|date=April 2014|pmid= 24341786|doi=10.1037/a0034755}}
}}</ref> Their initial definition of EI had been "the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior".<ref name="A Dictionary of Psychology" /> They later revised the definition to "the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions, and to regulate emotions to promote personal growth." After further research, their definition of EI evolved into "the capacity to reason about emotions, and of emotions, to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth."<ref name="Emotional Intelligence: Theory, Findings, and Implications" />

The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment, with EI abilities manifesting in adaptive behaviors.<ref>{{cite book | vauthors = Mayer JD, Salovey P | chapter = What is emotional intelligence? | veditors = Salovey P, Sluyter D | title = Emotional development and emotional intelligence: Implications for educators | year = 1997 | pages = 3–31 | location = New York | publisher = Basic Books | isbn = 978-0-521-51806-2 }}</ref><ref name="grewal">{{cite journal | vauthors = Salovey P, Grewal D | year = 2005 | title = The Science of Emotional Intelligence | journal = Current Directions in Psychological Science | volume = 14 | issue = 6| page = 6 | doi=10.1111/j.0963-7214.2005.00381.x | s2cid = 2143869 | url = https://directory.doabooks.org/handle/20.500.12854/131109 }}</ref> It proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to wider cognition.

The model claims that EI includes four types of abilities:
* Perceiving emotions: the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including the ability to identify one's own emotions. Perceiving emotions is a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible.
* Using emotions: the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem-solving. The emotionally intelligent person can capitalize fully upon his or her changing [[mood (psychology)|moods]] in order to best fit the task at hand.
* Understanding emotions: the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.
* Managing emotions: the ability to regulate emotions in both ourselves and in others. The emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized for lacking [[Face validity|face]] and [[predictive validity]] in the workplace.<ref>{{cite journal | vauthors = Bradberry TR, Su LD | title = Ability-versus skill-based assessment of emotional intelligence | journal = Psicothema | volume = 18 Suppl | pages = 59–66 | date = 2003 | pmid = 17295959 | url = https://www.psicothema.com/pdf/3277.pdf | access-date = 2014-03-07 | url-status = live | archive-url = https://web.archive.org/web/20120905061723/http://www.psicothema.com/pdf/3277.pdf | archive-date = 2012-09-05 }}</ref> However, in terms of [[construct validity]], ability EI tests have great advantage over self-report scales of EI because they compare individual maximal performance to standard performance scales and do not rely on individuals' endorsement of descriptive statements about themselves.<ref>{{cite journal | vauthors = Brackett MA, Mayer JD | title = Convergent, discriminant, and incremental validity of competing measures of emotional intelligence | journal = Personality & Social Psychology Bulletin | volume = 29 | issue = 9 | pages = 1147–58 | date = September 2003 | pmid = 15189610 | doi = 10.1177/0146167203254596 | s2cid = 5744173 }}</ref>

==== Measurement ====
The current measure of Mayer and Salovey's model of EI, the [[Mayer–Salovey–Caruso Emotional Intelligence Test]] (MSCEIT), is based on a series of emotion-based problem-solving items.<ref name="grewal"/><ref>{{cite journal | vauthors = Mayer JD, Salovey P, Caruso DR, Sitarenios G | title = Measuring emotional intelligence with the MSCEIT V2.0 | journal = Emotion | volume = 3 | issue = 1 | pages = 97–105 | date = March 2003 | pmid = 12899321 | doi = 10.1037/1528-3542.3.1.97 }}</ref> Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-based [[IQ tests]]. By testing a person's abilities on each of the four branches of emotional intelligence, it generates scores for each of the branches as well as a total score.

Central to the four-branch model is the idea that EI requires attunement to [[social norms]]. Therefore, the MSCEIT is [[consensus based assessment|scored in a consensus fashion]], with higher scores indicating higher overlap between an individual's answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored so that the amount of overlap is calculated between an individual's answers and those provided by a group of 21 [[emotion|emotion researchers]].<ref name="grewal"/>

Although promoted as an ability test, the MSCEIT test is unlike standard IQ tests in that its items do not have objectively correct responses. Among other challenges, the consensus scoring criterion means that it is impossible to create items that only a minority of respondents can solve, because, by definition, responses are deemed emotionally "intelligent" only if the majority of the sample has endorsed them. This and other similar problems have led some cognitive ability experts to question the definition of EI as a genuine intelligence.<ref>{{cite book | vauthors = Petrides KV | chapter = Ability and Trait Emotional Intelligence | title = The Wiley-Blackwell Handbook of Individual Differences | veditors = Chamorro-Premuzic T, von Stumm S, Furnham A | location = London | publisher = John Wiley & Sons | year = 2015 | pages = 656–78 | isbn = 978-1-119-05030-8 }}</ref>

In a study by Føllesdal, the MSCEIT test results of 111 business leaders were compared with how their employees described their leader. It was found that there were no correlations between a leader's test results and how he or she was rated by the employees, with regard to [[empathy]], ability to motivate, and leader effectiveness. Føllesdal also criticized the Canadian company Multi-Health Systems, which administers the test. The test contains 141 questions, but it was found after publishing the test that 19 of these did not give the expected answers. This has led Multi-Health Systems to remove answers to these 19 questions before scoring.<ref>{{cite thesis |title=Emotional Intelligence as Ability: Assessing the Construct Validity of Scores from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) |degree=PhD |publisher=University of Oslo |url=http://www.psykologi.uio.no/studier/drpsych/disputaser/follesdal_summary.html |archive-url=https://web.archive.org/web/20081216094950/http://www.psykologi.uio.no/studier/drpsych/disputaser/follesdal_summary.html |archive-date=2008-12-16 |url-status=dead |vauthors=Føllesdal H |year=2008}}</ref>

==== Other measurements ====
Various other specific measures also assess ability in emotional intelligence. These include:
* Diagnostic Analysis of Non-verbal Accuracy (DANVA)<ref>{{Cite journal|last1=Nowicki|first1=Stephen|last2=Duke|first2=Marshall P.|name-list-style=vanc|date=1994-03-01|title=Individual differences in the nonverbal communication of affect: The diagnostic analysis of nonverbal accuracy scale|url=https://link.springer.com/article/10.1007/BF02169077|journal=Journal of Nonverbal Behavior|language=en|volume=18|issue=1|pages=9–35|doi=10.1007/BF02169077|s2cid=144426091|issn=1573-3653}}</ref>
* Japanese and Caucasian Brief Affect Recognition Test (JACBART)<ref>{{Cite journal|last1=Matsumoto|first1=David|last2=LeRoux|first2=Jeff|last3=Wilson-Cohn|first3=Carinda|last4=Raroque|first4=Jake|last5=Kooken|first5=Kristie|last6=Ekman|first6=Paul|last7=Yrizarry|first7=Nathan|last8=Loewinger|first8=Sherry|last9=Uchida|first9=Hideko|last10=Yee|first10=Albert|last11=Amo|first11=Lisa|name-list-style=vanc|date=2000-09-01|title=A New Test to Measure Emotion Recognition Ability: Matsumoto and Ekman's Japanese and Caucasian Brief Affect Recognition Test (JACBART)|url=https://link.springer.com/article/10.1023/A:1006668120583|journal=Journal of Nonverbal Behavior|language=en|volume=24|issue=3|pages=179–209|doi=10.1023/A:1006668120583|s2cid=18039888|issn=1573-3653}}</ref>
* Situational Test of Emotional Understanding (STEU)<ref name=":6">{{Cite journal|last1=MacCann|first1=Carolyn|last2=Roberts|first2=Richard D.|name-list-style=vanc|year=2008|title=New paradigms for assessing emotional intelligence: Theory and data|url=https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0012746|journal=Emotion|volume=8|issue=4|pages=540–551|doi=10.1037/a0012746|pmid=18729584|via=APA}}</ref>
* Situational Test of Emotion Management (STEM).<ref name=":6" />