Chapter
2 – Literature review
Overview
The main
purpose of this chapter is to conduct a literature review with regards to the
study shaping up the research as well as investigating the nature of
relationship that exists between self efficacy and emotional intelligence. There
have been numerous studies conducted on self efficacy, emotional intelligence,
and the connection that exists between self efficacy and emotional
intelligence. These studies have been important in the overall study of
emotional intelligence and self efficacy in varied ways. The impact of one
study on the topic is completely different from another. The literature review
will be conducted so as to analyze the different studies and how they have
shaped up the course of this study. The literature review will be divided into
three major sections. These sections are self efficacy, emotional intelligence,
and the social learning theory. In the literature review, emotional
intelligence is handled as the independent variable while self efficacy
represents the dependent variable. The connecting theory between the dependent
variable and the independent variable is social learning theory. The social
learning theory has been employed as the theoretical framework through which
the dependent and independent variable are connected (Taylor,
2003).
The study
is focused on extensively analyzing the relationship that exists between self
efficacy (independent variable) and emotional intelligence (dependent variable).
The three sections within the literature review will be divided into five
subsections. These subsections are designed to provide more information about
the main elements within the study. The subsections will include definitions of
the two variables, the research approaches of the two variables, causes of the
two variables, the various indicators of the two variables, and significant
findings with regards to the variables (Matthews &
Roberts, 2004).
Throughout
the course of the study, the researcher will be looking to establish the relationship
that exists between self efficacy and emotional intelligence as well as
bringing out the role played by each of these variables in the social learning
theory. The social learning theory is
concerned with the processes through which people learn. According to the
social learning theory, people are presumed to have the ability to effectively
learn within the confines of a social context. The theory also claims that
observational learning and modeling are the main tools through which learning
within the social context takes place (Emmerling, 2008).
Background information on emotional
intelligence
The main aim of this section is to
provide information with regards to the definition of emotional intelligence
and its importance. There have been numerous studies that have been conducted
with regards to emotional intelligence. These studies have either analyzed
emotional intelligence as the main focus within the broader study scope or studied
emotional intelligence in part. In both cases, important information about
emotional intelligence has been provided. In each of the studies, information
about emotional intelligence represents a construct through which the broader
study of emotional intelligence is established. One of the main aims of this
study is to conduct extensive analyses on the various constructs and how they
impact the overall study (Matthews & Roberts, 2004).
In most
cases, emotional intelligence is analyzed with regards to the role it plays in excellence.
Emotional intelligence is usually studied alongside intelligence quotient. In
most studies, researchers have established a major relationship with regards to
intelligence quotient and emotional intelligence. Intelligence quotient has
been presented as being synergistic with emotional intelligence. Analysis of
emotional intelligence is important in different areas of life. One of the
areas that have benefitted most from the study of emotional intelligence is the
professional arena. Emotional intelligence has played an important role in
explaining various elements within the job setting. Performance within the
professional arena is analyzed and defined through the different studies that
have been conducted with regards to emotional intelligence. The social learning
theory has an extensive relationship with regards to emotional intelligence (Bandura,
1997).
Definition of emotional intelligence
There are varied definitions that exist
with regards to emotional intelligence. In the various studies conducted on
emotional intelligence, it is evident to note that the definition provided in
one study is different from the other. Whether emotional intelligence is the main
focus of a study or a section of analysis within the greater study, there are
common elements of definition that shape up the assessment of emotional
intelligence. Although there are different definitions that exist with regards
to emotional intelligence, there are common elements of definition that can be
found in each of these definitions. Emotional intelligence is defined as the ability
through which an individual is not only able to identify and assess their own
emotions and those of other people, but also control the –identified and
assessed – emotions. Here, it is important to take note of the nature of
ability in the definition. The definition brings together the ability of an
individual to identify, assess, and control their personal and corporate
emotions (Matthews & Roberts, 2004).
Emotional
intelligence is assessed through two major divisions. It is analyzed as both as
an ability and as a trait. Emotional intelligence as an ability is measured
through the use of maximum performance tests. It is also important to note that
traditional intelligence is extensively related to emotional intelligence
through the emotional intelligence ability. Emotional intelligence is also
analyzed as a trait. Here, the measurement is done through employing self-report
questionnaires. As a trait, emotional intelligence is mostly connected to
personality and personality traits (Akers & Jensen,
2007)
History and overview of emotional
intelligence
The history of emotional intelligence
can be traced back to the late 19th and early 20th
centuries. The history of emotional intelligence and its development can be
traced back to Charles Darwin. In his extensive analysis of emotional
expression, Charles dealt with the importance of emotional expression in
different capacities. From his studies, he was majorly concerned with the
importance of emotional expression as presented in adaptation and survival.
According to Darwin, emotional expression plays an important role in the
establishment– and development – of survival tactics and adaptation skills.
Throughout the inception period, most of the researchers were focused on the
cognitive aspects of intelligence. Intelligence was not only defined through
the cognitive aspects scope, but also researched and developed on the same
scope. Definitions of intelligence through the cognitive aspects scope majorly
dealt with problem solving and memory capability. Over the course of time,
researchers expanded their scope to include the non-cognitive elements of
intelligence. As intelligence grew in popularity as a research topic, the need
to go beyond the cognitive aspects began to rise. Non-cognitive aspects of
intelligence underwent an evolution to become the main elements with regards to
the numerous studies that were being conducted on intelligence. This is evident
in some of the works of E.L. Thorndike. In as early as 1920, the researcher was
extensively studying what he referred to as social intelligence. Here, he was
trying to present background information with regards to the skills that shape
up the processes of understanding and effectively managing other people. In
1940, studies conducted by David Wechsler brought out the influence
non-intellective factors had on intelligent behavior. The study also presented
important information with regards to the various models of intelligence and
how these were influenced by the various non-intellective factors. In the
study, intelligent behavior was analyzed with regards to the models of
intelligence as well as the role played by non-intellective factors in the
completion and effective functioning of these models. The establishment and
development of multiple intelligences as an idea within the larger emotional
intelligence study was also one of the greatest developments with regards to
emotional intelligence. Here, multiple intelligences were presented as the sum
of interpersonal and intrapersonal intelligence. Howard Gardner is credited
with the major developments that took place with regards to multiple
intelligences. His studies were founded on the need to address the
ineffectiveness of IQ in trying to expound cognitive ability. Although IQ can
explain cognitive abilities in part, there are elements within the greater
study that need detailed explanations (Matthews &
Roberts, 2004).
The
doctoral thesis is considered to be the first elaborate study with regards to
emotional intelligence. The researcher behind this study was known as Wayne
Payne and his thesis has helped map the term in its right context. In the
thesis presented by Wayne Payne, multiple intelligences were defined and analyzed
extensively. Although the term had been previously employed in studies by
Leuner, Daniel Goleman, and Stanley Greenspan, Wayne Payne dealt with the term
more extensively. In 2000, there was an extensive analysis conducted so as to
distinguish between the two major divisions of emotional intelligence. From the
history of emotional intelligence, it is evident to note that the major
developments have been centered on the development of multiple intelligences.
Since the inception of multiple intelligences, there have been major developments
that have expounded emotional intelligence. The two main divisions of
intelligences – interpersonal intelligence and intrapersonal intelligence – are
the foundation on which major studies with regards to emotional intelligence
takes place (Akers & Jensen, 2007)
Research approaches of emotional intelligence
Through the literature review, it is
evident to note that emotional intelligence was birthed out of multiple
intelligences. The need to answer the co-relation questions that existed
between intelligence quotient and cognitive abilities gave rise to the
extensive study concerning emotional intelligence. The study on emotional
intelligence is under constant evolution. There are different elements that are
in constant analysis alongside emotional intelligence. Whereas the ancient
studies were concerned with multiple intelligences and the various distinctions
that existed therein, there modern studies are more focused on the different
control, identification, and assessment processes. In modern studies,
researchers are concerned with emotional intelligence both on the individual
and group setting. Whereas the ancient
researchers were focused on the individual, modern research on emotional
intelligence is focused on the individual as well as the corporate setting (Bandura,
1997).
Background information on self efficacy
There are different definitions that
exist with regards to self efficacy. The definition provided in one study is
bound to be completely different from the definition provided in another study.
Unlike emotional intelligence, self efficacy presents itself as a measure. Self
efficacy is defined as the measure of an individual’s ability to not only
design goals, but also attain success in the different set goals. Self-efficacy
is one of the main areas of study in the broader psychology discipline. There
are different perspectives through which self efficacy is analyzed in the
course of research. Some of the major areas of research with regards to
self-efficacy include the relationship between self-concept and self efficacy, and
development of self-efficacy, habits of attribution that improve self efficacy
(Emmerling,
2008).
Social learning theory
The social
learning theory is one of the major connections that exist with regards to
self-efficacy and emotional intelligence. Through the platform presented by the
social learning theory, analysis of emotional intelligence and self efficacy
takes place effectively thus bringing out the relationship that exists between
these two elements of study. The social learning theory claims that people are
able to learn within the confines of a social context. The social learning
theory bases its major claims on concepts such as observational learning and
modeling. One of the areas where social learning theory is most studied is with
regards to early childhood education processes. The manner in which children learn
from the environment presents the social learning theory study with rich
grounds for analysis. Self efficacy and emotional intelligence are also
important factors in analysis in the course of studying early childhood
education processes. Early childhood education is also important as it presents
the learning processes that exhibit the place of environment in learning. Here,
the environment is analyzed with regards to the manner in which it teachers
children in the course of early childhood education (Bandura,
1997).
Learning
through influential models is also an important element in the overall
analysis. Here, the processes that are involved in learning through influential
models provide grounds for both self efficacy and emotional intelligence
analysis. According to the social learning theory, all the behaviors learned by
a person are learnt primarily through observation and imitation. Within the
societal setting, most of the learning takes place as a result of observation.
Imitation is also important in learning social behavior. According to the
social learning theory, learning is enhanced through offering punishment and
rewards for the various actions shaping up the process of learning. Self
efficacy and emotional intelligence are related to this element of learning in
different capacities. Through this learning system, it is possible to establish
the relationship that exists between self efficacy and emotional intelligence (Bandura,
1995).
The locus of control is also a important area of analysis with regards to the relationship that exists between emotional intelligence and self-efficacy. Locus of control is one of the major areas in personality psychology. In the social learning theory, locus of control is one of the major applications. It is defined as the extent to which a person believes that they are able to control the various events and activities that affect them. This concept was developed by one of the psychologists of the 20th century named Julian B. Rotter. In her studies, there are a lot of issues that deal with self efficacy and emotional intelligence (Akers & Jensen, 2007)
References
Akers, R. L., & Jensen, G. F. (2007). Social learning theory and the explanation of crime: a
guide for the new century. New Brunswick, N.J.: Transaction.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman.
Emmerling, R. J. (2008). Emotional intelligence theoretical and cultural perspectives.
New York: Nova Science Publishers.
Matthews, G., Zeidner, M., & Roberts, R. D. (2004). Emotional intelligence: science and myth.
Cambridge, MA: MIT Press.
Taylor, G. R. (2003). Practical application of social learning theories in educating young
African-American males. Lanham, MD: University Press of America.
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