Emotional Intelligence: Critical Analysis of MSCEIT Model

Running head: PSYCHOLOGY
0
Emotional
Intelligence
Report
Student
10/9/2019

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Executive Summary
In this modern contemporary world, Emotional intelligence has become one of the criteria to
analyze and evaluate the mental status and abilities of the individual. Its significance can be
observed in various fields. However, the measurement of EI of any individuals has become a
complicated task, therefore to provide accurate measurement and outcomes, various models have
been proposed by the scholars. In all the available models, MSCEIT is of the most adopted
which is used in every field to calculate the EI. The foundation of MISCET is based on the
requirement being aware and logical about the emerging emotions. In this report, a critical
analysis of the MSCEIT Model has been conducted. Along with the analysis, its comparison with
other models has been conducted. At the end of the report, its usefulness has been demonstrated
through in “psychiatric mental health nurses”

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Introduction
Emotional Intelligence means being conscious about one's emotions and should be able
to control and monitor owns as well as the feelings of another person. It can be stated as to a
particular area of cognitive ability that enables interpersonal behavior. There are very few
models that are available in measuring the Emotional Intelligence of a person in which MSCET
is among the available models which are a well-recognized and reliable technique of measuring
the EQ. In this assignment, a critical analysis of the MSCEIT Model has been conducted.
Overview and History of the model
Mayer Salovey Caruso Emotional Intelligence, which is known as MSCET, was the first
model, was developed in 2000 to calculate the EQ as a capability. John D. Mayer, Peter Salovey,
and David R. Caruso proposed this ability measure test. During the initial years of its
development, it was named as the Multifactor Emotional intelligence Scale that was later
developed with evolvement in the studies and actual situations (Caruso, Mayer & Salovey,
2016). The recent framework of the model describes the four-branch model of EI, which is
systematically present in the hierarchy. The 4 capabilities or branches of this test include
Observing Emotions, Using Emotions to Conduct Thinking Process, Understanding the
sentiments and Managing Emotions. In addition to the explanation of the branches, each ability
is calculated through two scales, which are used to obtain measurement (Mayer, Salovey, Caruso
& Sitarenios, 2003). Moreover, a test has been developed form an aptitude test that is created
through the evolving scientific understanding of feelings and from the initially published
capability, which was developed to avail the emotional intelligence. It consists of 141 items and

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takes about 45 minutes to complete the test. It generally provides a score out of 15, which is
constituted from the combination of total EI marks, two area marks. In addition to such scores,
four branch scores and the other eight tasks were included. The significance of this test can be
observed in every field, which is related to psychological, managerial, and education studies. In
addition to this, the scores of the individual generally, as their better and worse answers can be
calculated (Hellemann, Green, Kern, Sitarenios & Nuechterlein, 2017).
Critical Analysis of Model
To identify the validity of the MSCEIT model, Jhon D. Mayer had stated that the
MSCEIT model is used to measure every aspect of Emotional intelligence as it calculates 4
different abilities that can be utilized to solve the problem related to emotions. For each branch,
MSCEIT develops an index of EI as well as the emotional intelligent scoreboard. Each ability
defines two different emotions, which can be observed in them. Perceiving emotions involves
examination of feelings and responses, which can be evaluated among people through their facial
expressions and pictures. Using Emotions involves things, which are used to analyze an
influence on emerging emotions, which initiates the thinking process and assessment of
emotions. Other branches also involve subscales related to emotional assessment and
management (Fiori, M., Antonietti, Mikolajczak, Luminet, Hansenne & Rossier, 2014).
In the development of the theory, authors were proposed various theories that involved
the theory of affective lexicon which is used to produce things to receive clarity and accurate
information in the area of the test. Along with with this theory, management theory also
employed, which added assurance in the accuracy of the result, and this factor has positively in
the reliability of the model. As it has been already discussed the ranges of its measurement, with