The EI ability model

The EI ability model was first introduced by Salovey and Mayer (1990), to be updated by Mayer and Salovey (1997) to present a four-branch ability model. These abilities are mental abilities and are separated from the variables of personality or learning competence (Mayer et al., 2016). The definition of EI offered by Mayer and Salovey (1997, p. 10) in the form of four cognitive abilities, is set out below together with acronyms:

1. Appraisal and recognition of emotion in others (others’

emotional appraisal: OEA).

2. Use of emotion to facilitate performance (use of emotion: UOE).

3. Appraisal and expression of emotion in the self (self-emotional appraisal: SEA).

4. Regulation of emotion in the self (regulation of emotion: ROE).

This four-branch model is hierarchical in structure (Brackett et al., 2011). The first level shows a person’s ability to understand others’ emotions. The second ability reveals a person’s ability to use emotions to facilitate performance. The third ability acknowledges the ability of a person to understand and express emotions. Lastly, the fourth ability demonstrates the ability of a person to manage their own emotions (Mayer et al., 2016).

In this model, EI is conceptualised in two areas: i) experiential and ii) strategic, as presented in figure 2.3 below (Mayer et al., 2004; Fiori and Vesely-Maillefer, 2017). Each area

involves two branches out of the four that make up the EI ability model. The ‘experiential’

area concerns the EI abilities related to perceiving emotions in others and using emotions;

abilities that involve the rapid processing of emotions. The ‘strategic’ area concerns the abilities related to understanding emotions in self and managing those emotions; abilities that involve higher order cognitive processes. In addition, both areas are used in sequence before progression to the next area (Mayer et al. 2004), as Figure 2-3 below shows.

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Figure2-3 The four branch EI ability model (Mayer et al., 2004)

The first area of EI is experiential, consisting of a person’s ability to perceive or appraise others’ emotions (OEA). This ability concerns an individual’s capacity to perceive and

understand the emotions experienced by other people. As Mayer and Salovey (1997) claimed, this ability enables someone to understand non-verbal feelings and body-language, as well as to promote and express empathy. The more responsive someone is to other people’s feelings, the better choices she or he makes about appropriate reactions to other people’s feelings. This ability, this non-verbal perception of emotions is important because it promotes better

cooperation and caring relationships; being related to, and associated with, empathy.

Empathy is a necessary facilitator for providing help to others’ personal development. It can be concluded that others emotional appraisal (OEA) influences our cooperation with other people, because feelings of mutual understanding are necessary to collaborate effectively with other individuals.

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The experiential component of the EI ability model also includes a person’s ability to use emotions to facilitate performance (UOE). This ability uses emotions to facilitate thinking and direct them towards productive activities. Emotions and moods are perceived to have an influence on decision making and strategy implementation (Mayer and Salovey, 1997).

Regulation of emotions (ROE) and use of emotions (UOE) are dependable because as Mayer and Salovey (1997) claimed, individuals who are capable of shifting moods can lead one to consider more possibilities, which is an advantage in conditions of uncertainty. If a person can think of possible solutions in the middle of a crisis situation this valuable skill will depend on a person’s ability to stop being anxious or negative, and to start thinking of possible solutions that can infect others as well. Optimism and determination can be spread to other people through our open-loop limbic system (Goleman et al., 2001). This ability progresses as the person matures and facilitates thinking. People can use positive feelings to inspire and motivate others, but other factors such as persistence and ambition might be needed as well.

The strategic area focus concerns the model’s remaining two EI abilities. The first ability, self-emotional appraisal and expression (SEA), relates to a person understanding their emotions and constructively expressing them. The individual appraises, communicates emotions verbally or by using facial expressions and is able to use them to problem-solve (Salovey and Mayer, 1990). The better a person understands their emotions, the quicker she/he responds to them and expresses them to others. Further to this, an individual is also able to express feelings accurately and to express needs surrounding those feelings. Also this ability is associated with self-awareness, because individuals who can understand how they feel in certain circumstances are able to understand themselves. It can be argued that this ability enables a person to know their strengths, limits and weaknesses.

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The second ability involved in the strategic area of EI, is the regulation of emotion in oneself (ROE). It consists of a person’s ability to regulate or manage their emotions and recover rapidly from distress. The feelings that we experience for varying periods of time are called moods (Crawford, 2009). This regulatory ability enables a person to control negative moods and to maximise positive moods (Mayer and Salovey, 1997). A negative long-lasting mood can be devastating for a person and can cause both mental and physical health problems. In addition, Goleman (1998) emphasised the importance of recognising a problem and

overcoming it by creating a solution. This ability can also influence decision-making;

whether to be positive and seek for a solution or remain pessimistic and resigned to one’s fate. ROE is associated with the individual’s potential to adopt a positive stance about life, the world and the challenges they present.

Mayer et al. (2016) claimed that a person’s EI abilities are best measured as by posing problems to people to solve and examining the results. Fiori and Vesely-Maillefer (2017) agree that EI, as a cognitive process, is best measured through performance tests that require respondents to solve specific problems. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is one instrument designed to measure an individual’s EI abilities. The test is specifically designed to explore all four abilities of EI. Mayer et al. (2016) distinguish

MSCEIT from other self-reported tests that measure EI, as this is an ability-problem oriented test.