Correlation between Emotional Intelligence and Emotional Success

This assignment explores the correlation between emotional intelligence and emotional success. It discusses the impact of emotional intelligence on career decision making, self-efficacy, and personal growth. The assignment also highlights the role of emotional intelligence in managing negative emotions and developing coping skills.

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Name of the student
University Name
Author’s note

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What is the correlation between emotional intelligence and emotional success?
Emotional intelligence (EI) can be referred to as the ability of an individual to determine
and manage one’s own emotions as well as other’s emotions. There had been many disagreement
among the psychologist as what consists of true emotional intelligence (Coetzee & Harry, 2014).
Emotional intelligence is mainly said to include the skills like emotional regulation, ability to
harness the emotions and applying them to tasks like thinking, problem solving. Emotional
intelligence has been considered as the predictor success on life. Any researchers have emphasis
on the importance of emotion and emotional intelligence in explaining and comprehending the
decision in career (Coetzee & Harry, 2014). Individuals use both cognitive as well as emotional
intelligence while developing narrative related to the career.
Emotional intelligence and career adaptability is one of the crucial psychosocial
metacapacities for a successful adaptations in different spheres of life and also in the realm of
careers. Jyothi Sree, and Jyothi (2012) had conceptualised emotional intelligence as an ability
that is similar to the cognitive intelligences. As stated by Coetzee and Harry, (2014), emotional
functioning forms an integral part of an individual’s thinking and cognitive functioning and
intelligence. However emotional intelligence had always been perceived a latent trait,
competency or skills within the individual that may or may not be displayed in the every
functioning of an individual. However, it has been well documented in a large number of
literatures, that emotional intelligence provides potential for performances. According to
researches emotional intelligence has been found to be related to less dysfunctional career
thinking, greater career decision making, self-efficacy , greater career exploration and

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commitment towards career. Researches have informed that EI has been found to be associated
with a variety of resources like self-resilience, mindfulness, self-evaluation and self-support. A
study by Di Fabio and Kenny, (2015) have found that a school based intervention was effective
in increasing the EI and reduction in career indecision among the school students. In relation to
the interventions it has been researched that EI interventions with the Belgium students brings
about a positive changes in personal characteristics. Again there are studies that indicates
towards the fact that emotional intelligence is the predictive of the career decision making self-
efficacy and vocational exploration. There are documentations that has proved hoe emotional
intelligence can be helpful in making multiple future plans, improve the decision making
process, facilitate creative thinking skills and enhance the participation in mastering difficult
tasks.
Association of EI and emotional wellbeing has been well evidenced by conceptual
models explaining the possible causal mechanism through which EI might affect the wellbeing
of the research (Sommaruga, Casu & Gremigni, 2017). EI helps in wellbeing by the promotion of
coping skills during stressful situations, interpersonal conflicts, development of supportive social
networks, decreasing the negative and positive emotions. It also focuses on persona growth and
self-actualisation. It also contributes to positive relationship with the other people, allowing for
personal growth and the self-actualisation. Skills are generally interpersonal and intrapersonal
and EI should be facilitate a positive relationship with the others. Emotional intelligence has
been conceptualised and assessed as per several different models and several measures that has
contributed to some controversy (Schneider, Lyons & Khazon, 2013). According to the trait
model, EI is perceived as an emotion and a personality related disposition which is best assessed
with the help of self-reported questionnaire.

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The bio psychosocial model of health is an integrative approach for understanding the
human development a, health and functioning of mental health. It considers the psychological,
biological and social factors and their complex in understanding the perception. The biological
concept related to the brain systems underlying emotions have been described in some of the
literatures. Some of the functions in the amygdala in emotions has been summarised above, and
include a role in conditioned emotional responses. The orbitofrontal cortex has been found to be
associated with many primary reinforcers, including taste and somatosensory reinforcers. The
anterior cingulate cortex can impair many aspects of emotional behaviour. Hence, emotional
intelligence is a set of competencies that centres on the abilities to respond to different punishers
and rewards and the punishers. A second contingency is to learn from different reinforcement
contingencies. Development of emotional intelligence display positive career adaptabilities and
potential for the positive performances. They are self-regulatory, malleable and cognitive-
affective meta capacities that can be effected by coaching, training and counselling interventions.
Biopsychosocial model had largely been studied in treating mental health problems.
However, the model can also be linked to emotional conditions like stress and tension. All these
processes might contribute to the development of emotional intelligence. There are few steps for
attaining emotional intelligence. At first, it is required to identify the feelings and those of the
others. The feelings should be able to guide one’s own thinking (Schneider, Lyons & Khazon,
2013). It is again necessary to investigate how the feelings might change and develops. Another
important way to develop emotional intelligence is to manage negative emotions, be mindful of
the vocabulary being used, practice empathy, to know about the stressors, bouncing back from
the adversity. Competencies like one trial stimulus reward reversal learning provides with a
mechanism for updating one’s social responses. Competencies like the abilities involves in

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reciprocal altruism, tit for tat game playing , defect detection and the ability of face and voce
emotional expression recognition will also be necessary in real world adaptations. Multistep
planning with the capability to correct plans by using higher order thoughts also helps to make
important contributions for adapting in the real life situations (Jyothi Sree & Jyothi, 2012).

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References
Coetzee, M., & Harry, N. (2014). Emotional intelligence as a predictor of employees' career
adaptability. Journal of Vocational Behavior, 84(1), 90-97.
Di Fabio, A., & Kenny, M. E. (2015). The contributions of emotional intelligence and social
support for adaptive career progress among Italian youth. Journal of Career
Development, 42(1), 48-59.
Di Fabio, A., & Kenny, M. E. (2015). The contributions of emotional intelligence and social
support for adaptive career progress among Italian youth. Journal of Career
Development, 42(1), 48-59.
Fernández-Berrocal, P., & Cabello, R. (2016). Commentary: Dimensions of emotional
intelligence related to physical and mental health and to health behaviors. Frontiers in
psychology, 7, 441. doi:10.3389/fpsyg.2016.00441
Jyothi Sree, V., & Jyothi, P. (2012). Assessing work-life balance: from emotional intelligence
and role efficacy of career women. Advances in Management.
Schneider, T. R., Lyons, J. B., & Khazon, S. (2013). Emotional intelligence and resilience.
Personality and Individual Differences, 55(8), 909-914.
Sommaruga, M., Casu, G., Giaquinto, F., & Gremigni, P. (2017). Self-perceived provision of
patient centered care by healthcare professionals: the role of emotional intelligence and
general self-efficacy. Patient education and counseling, 100(5), 974-980.