MJMR, Vol. 31, No. 2, 2020, pages (363-370).

Kurdi & Hamdy

Research Article

Emotional Intelligence: What do we know and what is new?

A Review.
Sandi F. Kurdi* and Nermin A. Hamdy**
*
Department of Early Childhood Studies, Faculty of Family Since, Taibah
University, Al-Madina Al-Munawarah, Kingdom of Saudi Arabia.
**
Department of Neurology and Psychiatry, Minia University, Minia, Egypt.

Abstract academic and educational circles. That was

Historical Background: Since the part of the active scientific movement
beginning of the 18th century, Emotional which appeared in the early fifties of the
Intelligence (EI) was a part of the general twentieth century and aimed to re-examine
activity of the brain of human beings, until the traditional understanding of intelligence
it became an independent subject in later or the theory of Intelligence Quotient (IQ)
years. The family is first place where upon which known intelligence tests, both
children learn how to deal with each other, for individuals and groups were based.
through observing parents and siblings, and This theory has had many critics, and has
adults as models, during meetings and led to the development of new theories and
exchange of gifts and the expression of love schools of thought which played a big part
and understanding; children experience and in the psychological and educational
learn emotions (Bhatia, 2012, cited in heritage such as the theory of Cognitive
Katanani & Mas’oud, 2017). Research Construction (Guilford, 1967), and the
shows the importance of EI in children by theory of Multiple Intelligences by Gardner,
showing the strongest links to conventional which appeared in the early eighties of the
cognitive abilities of the four EI compo- last century. In this theory Gardner identi-
nents and branches, with meta-analytic fied seven different types of intelligence
estimates ranging from 39 to 42 (Olderbak, including what he called Interpersonal
Semmler, & Doebler, 2019). Historically, Intelligence and Intrapersonal intelligence,
the concept of emotional intelligence as part both linked to the concept of Emotional
of human cognition or cognitive activity Intelligence (Gardner, 1983), and also the
dates back to the 18th century, where most recent of these theories which is the
scientists have divided human cognition theory of Emotional intelligence (Salovey
into three different sections presented by & Mayer, 1990 and Goulman, 1995), and
Rizk as follows: 1- Knowledge: this the theory of Successful Intelligence by
includes brain functions such as memory, Sternberg 1996.
thinking, problem solving and decision
making. It also includes intelligence. 2- In actual fact the term “Emotional
Emotion; including feelings, and moods. Intelligence” appeared for the first time in
3- Urges; including instinctive, biological 1985 in the title of an unpublished PhD
and acquired or learned (Rizk, 2003). In the thesis presented by a post graduate student
twenties of the last century Thorndike in the Union Institute in the city of
presented the concept of Social Intelligence, Cincinnati in the American State of Ohio,
defining it as the ability to understand and his name was Waynleon and the research
manage others to act wisely in human title was: A study of Emotion, Developing
interactions (Goleman, 2000). Significant Emotional Intelligence; self Integration;
development after that took place in the relating to fear, pain and desire (Theory,
research and studies which examined the Structure of Reality, Problem Solving,
concept of emotional intelligence, its nature Contradicting, Expansion, Tuning in, come
and scale, one of the most important out, letting go). In his research, Waynleon
subjects of applied psychology which have presented a philosophical framework to
occupied researchers and scientists in the highlight the nature of Emotional Intelli-

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MJMR, Vol. 31, No. 2, 2020, pages (363-370). Kurdi & Hamdy

gence, and how to develop this in ourselves  Help the individual to predict future
and in others through education. Ironically, events and make the relevant decisions
he highlighted the collective suppression of (Salovey, and Mayer, 1990).
emotions to adapt to the civilised world at The two researchers continued to publish
the risk of hindering our emotional growth, articles on “Emotional Intelligence”, and
which causes emotional ignorance leading developed two scales to measure it, though
to significant problems in today’s world their work remained within the academic
such as depression, addiction, disease, circles and was not widely known else-
religious conflicts, violence and wars. The where (Mayer and Salovey, 1993, 1997,
researcher noted that we do this regardless 1999).
of our motives as a result of having
entrenched mistaken beliefs about the The main credit for making the concept of
nature of emotion and the important role it Emotional Intelligence and its culture
plays in our life (Elkhader, 2002). In 1990, widely known, actually belongs to the
a comprehensive scientific research titled researcher Daniel Goleman who published
“Emotional Intelligence” by researchers his first book in 1995 titled: “Emotional
Mayer and Salovey was published in a Intelligence” Why could it be more
well-known periodical. This research important than IQ? The book gained wide
introduced Emotional Intelligence as a popularity and fame in the academic circles
group of skills which help to accurately and elsewhere, and five million copies of
evaluate and express emotions, and to the book were published. This book
manage the emotions of the individual and opened new horizons and caused something
others, and to use emotions in motivation, of a revolution in the American culture
planning and achievement; the research also especially in education and business. He
included a discussion of many issues also wrote articles in the New York Times
including: historic concepts which talk and the Popular Psychology magazine, and
about intelligence as opposed to emotion, then he published his second book titled
the components of Emotional Intelligence, “Working with Emotional Intelligence” in
definitions of Emotion and Mood and how 1998, which was directed towards the
they differ, a review of the educational business market and expanded his identify-
literature on the traditional understanding of cation of emotional intelligence to include
intelligence and Emotional Intelligence in 25 skills and abilities (Elkhader 2002).
modern psychology. They pointed out that
babies and toddlers learn to identify The key role of emotional intelligence is,
emotions in themselves and in others and understanding and managing emotion in
distinguish between these emotions through which to consider in terms of EI
their parents’ facial expressions and counselling programs. Three recent meta-
respond to these at an early age. They also analyses on the effectiveness of EI training
pointed out that emotions serve principal have reported significant increases in EI,
functions including: with effect sizes of 45, 46, 51, and 61
(Mattingly & Kraiger, 2019).
 Work as an alarm system since birth,
whereby babies scream when they In 2019, a research by Udemy on 400 L&D
need something such as feeding or a leaders classified Emotional Intelligence as
change of clothes and laugh in one of the rapidest growing soft skills in the
response to other people’s smiles. workplace (Udemy, 2019).
 It indicates to others that significant
change is taking place within the The concept of Emotional Intelligence
individual and his environment. and its definitions
 They formulate and improve thinking For many researchers and the public, the
as the individual matures through concept of Intelligence, over the years, was
indicating the significant changes in limited to intelligence quotient (IQ) which
himself or his environment. they considered to be an especially impor-

364 Emotional Intelligence: What do we know and what is new?

MJMR, Vol. 31, No. 2, 2020, pages (363-370). Kurdi & Hamdy

tant part of the individual’s adaptability to  The ability to understand emotions and
different life situations. This type of emotional knowledge.
intelligence manifests in educational achie-  The ability to regulate emotions to
vements, situations which need skill such as facilitate cognitive and emotional
comprehension, understanding, attention, development (Mayer, Caruso, &
receiving information, analysing, eviden- Salovey, 1999).
cing, learning, judging, memory and abst-
ract thinking. Within organisations this (i) Goleman’s definition
manifests in the ability to plan, strategic Goleman defined emotional intelligence as
thinking, balancing of choices, making a group of skills and competencies which
decisions, learning from experiences and so enable the individual from identifying
on. theirs and other’s feelings, and to motivate
themselves, manage their emotions and
Some scientists noticed that IQ, despite its their relationships with others effectively.
importance in educational achievement, is These competences and skills include five
not enough to succeed in the professional areas: self awareness, management of
and various social environments, and this is emotions, self motivation, empathy, and
where the need had arisen to look for a new dealing with others or social skills. He
concept of Intelligence which materialised provided an explanation for each of these
in the shape of “Emotional Intelligence” five areas and considered self-awareness
(Elkhader, 2006). Scientists have addressed to be the key to emotional intelligence, as
this through various definitions such as: it is linked to understanding of feelings
(i) The definition of Mayer and Salovey (Goleman, 1995).
Mayer and Salovey defined Emotional
Intelligence as “Organised responses inter- (i) Alothman’s definition
linked with many peripheral psychological Alothman defined Emotional Intelligence
systems, including physiological, know- as “The ability to be aware and note
ledge, motivation and trial systems” (Mayer emotions and own feelings, to understand
and Salovey, 1990). and be able to clearly articulate these
feelings, and to regulate these feelings
In 1993, the two researchers expanded their based on observation and good awareness
definition of Emotional Intelligence and of the emotions and feelings of others, to
considered it “A form of social intelligence be able to engage with them in positive
which includes the ability to perceive the social and emotional relationships which
emotions of the individual and others, to would enhance individual’s capacity for
distinguish between them, and to use the mental, emotional and professional deve-
emotional information to direct the thinking lopment, and to acquire an increasing
and actions of the individual” (Mayer and amount of positive life skills” (Alothman,
Salovey, 1993). 2017).

In 1997, Mayer, Caruso and Salovey (ii) Alothman and Rizk’s definition
proposed a definition that “Emotional After extensive reviewing of the available
Intelligence indicates the ability to literature on the subject, Alothman and
recognise the meanings of the emotional Rizk concluded that Emotional Intelli-
patterns, and cognitive analysis of this gence has four main components:
based on which problems are then solved”.  Awareness of emotions
They also pointed out that Emotional  The management of emotions
Intelligence is a system of cognitive abili-  The regulation of emotions
ties which has four components:
 Empathy (Alothman & Rizk, 2001).
 The ability to comprehend emotions They also sorted the various definitions of
accurately after evaluating and expre- Emotional Intelligence into two categories:
ssing them. The first is the definitions that consider
 The ability to generate emotions and to Emotional Intelligence to be the ability to
reach them, to facilitate thinking. understand own emotions and to control

365 Emotional Intelligence: What do we know and what is new?

MJMR, Vol. 31, No. 2, 2020, pages (363-370). Kurdi & Hamdy

and regulate them according to an aware- personal attribute which are considered
ness of the emotions of others and to to be an important factor in the success
behave in life situations accordingly. of the individual in his career. This
school is regarded as a re-classification
Second is the definitions that consider of the personality traits which were
Emotional Intelligence to be a group of specified by some researchers within
emotional and social skills such as self personal abilities, social abilities,
awareness and the ability to control adaptability, stress management and
emotions, persistence and enthusiasm, self general mood.
motivation empathy and social skills which  The third framework which regards
the individual possesses and need in order emotional intelligence as the brain
to succeed in their life and career ability or a collective of capabilities
(Alothman & Rizk 2001). which help the individual to compr-
ehend and manage their emotional
(iii) Semadoni’s definition: information. These abilities and capa-
Semadoni states that Emotional Intelligence cities differ from those that fall within
is one of the forms of Social intelligence, the traditional understanding of
which is the ability to understand inner intelligence (Nasif, 2003).
emotions and feelings or the emotional
states of others (El Semadoni, 2007). After reviewing the afore mentioned
definitions of emotional intelligence, we
(iv) Nasif’s proposition propose the definition that Emotional
Nasif presented a thesis titled ”Towards Intelligence is a group of personal and
establishing a theoretical basis of Emotional social abilities and skills which reflect the
Intelligence”, the meaning of Emotional individual’s ability to be aware of their own
Intelligence, the main theory based scales personal emotions and express these
and the main scales used to measure it, the positively and also be aware of the
support and opposition to the notion of emotions of others and deal with these
Emotional Intelligence. The researcher skilfully and to empathise with them, in
addressed each of these subjects by addition to the ability to motivate one’s self
presenting and commenting upon them to achieve one’s goals.
within three frameworks within which most
of the Emotional Intelligence theories are The theories of Emotional Intelligence
classified, and so are the scales and The research in the subject of Emotional
practical applications related to them. These Intelligence and the formulation of theories
three frameworks are: that explain it have continued to progr-
 The contemporary framework which essively increase on a daily basis over the
regards emotional intelligence as a history of psychology, and the different
cultural movement or a cultural proposals and theories would have to be
direction which reflects the integration scrutinised to prove their merit, as a
between the Stoicism Movement or the scientific theory should have the ability to
old philosophical school of thought explain the phenomenon that other theories
which advocates the liberation from cannot explain. Therefore, any new theory
emotions and the deployment of should lead to assumptions that can be
rationality and common sense, and the investigated and compared to other theories
Western Romantic movement which to establish whether the theory could lead to
appeared in the 18th century and a development in science, and, remain
advocated the role of instinctive subject to research which aims to examine
thinking and empathy to tackle some its own specific propositions (El Semadoni,
of the issues that could not be 2007).
addressed by logic alone. This
direction solved the problem of the The Emotional Intelligence scales
conflict between brain and emotion. Despite the researchers’ interest in
 The framework which regards emo- measuring Intelligence Quotient (IQ) over a
tional intelligence as a collective

366 Emotional Intelligence: What do we know and what is new?

MJMR, Vol. 31, No. 2, 2020, pages (363-370). Kurdi & Hamdy

long period of time, they have not shown a abilities, and how it relates to other basic
similar interest in measuring Emotional variables including intelligence in relation
Intelligence which was only becoming a to articulation and 15 scales of measuring
known quality in the nineties of the last other qualities of the personality (Mayer,
century. A few scales represent the various Caruso and Salovey, 1999).
theoretical bases on which the EI scales for
various age groups were built. (iii) The Alothman and Rizk Scale (2001)
The two researchers conducted a study
(i) Sullivan’s Emotional Intelligence aimed at designing a scientific tool which
Scale for children measures Emotional Intelligence and
Sullivan constructed and developed a reveals its components. The study also
scale which has integrity and accuracy to aimed to specify the psychometric
measure the Emotional Intelligence of measures of the scale to be able to
children between pre-school and primary examine how it relates to other dynamics
school age which was called Emotional of the personality, and how to predict
Intelligence Scale for Children (EISC). In Emotional Intelligence through real and
constructing this scale, two primary reliable variables.
sources were used. The first is the Multi-
factor Emotional Intelligence Scale, which The main question the study attempted to
was developed by Mayer, Carusso and answer was: Could Emotional Intelligence
Salovey to measure the intelligence of be measured by a methodical way and
adults and adolescents. The second is the decide its limits and components?
Mayer and Salovey’s theory of Emotional The study was conducted on a sample
Intelligence, and their developed defi- group from the College of Education from
nition which states that EI is a group of the University of Elmansourah during
abilities including the ability to be aware 1998 – 1999. The researchers formulated
of, and comprehend emotions and manage the tool of the study based upon the
them, on a personal level, and in available foreign scales and the metho-
relationships with others (Sullivan, 1999). dical definition that they have adopted.
The development of the scale has been
(ii) Mayer, Carusso and Salovey scale through the following stages:
The three researchers developed a  The preparation of 64 questions to be
Multifactor Emotional Intelligence Scale answered with a five levels scale, and
based on the concept of EI which was the filtering of these questions accor-
developed by themselves and others over a ding to its wording and adherence to
period of ten years of researching the the methodical definition.
subject leading to the theoretical frame-  The preparation of instructions and the
work of EI as a new type of intelligence application of the scale on the test
which differs from normal intelligence or group to discard unsuitable questions.
the traditional understanding of intelli-  To conduct a structural analysis to
gence. Moreover, the fact that EI could be separate the components of Emotional
defined as a group of abilities that could Intelligence and the sub-sections
be measured and studied using certain (divisions) of each of these. It was
scales which are used to measure mental found that 6 questions do not have
ability. That way they have differentiated enough subsections to be linked to any
between the concept of EI and other of the five components. The final
concepts linked to personality attributes questions therefore became 58
and instincts which were usually measured questions.
by self evaluation scales. The researchers  They ascertain the stability of the scale
have called their scale the Multifactor by calculating the stability variables
Emotional Intelligence Scale (MEIS). The using the Kronbach Alfa method,
researchers have examined whether EI whereby the stability variables were
was a single ability or a number of statistically indicated at level 0.01
(Alothman & Rizk, 2001).

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(iv) Bar-On Scale students could find themselves in during

Bar-On developed a comprehensive their everyday activities. Each of these
example of Emotional Intelligence over a paragraphs has multiple choice answers
period of ten years of research and study for people to select their answers, and the
and used this example as a base to develop individual is scored on the scale according
several scales to illicit what he called to the score of the chosen answer. The
Emotional Quotient. scale scores Emotional Intelligence as an
overall score and five sub scores. The
One of the scales which adopted this scale has been designed and prepared in
example Bar-On Emotional Quotient its initial version (92 paragraphs) from
Inventory, youth version (EQ-1:yv). The many foreign and Arabic sources and then
inventory in its complete and final version applied on 45 Arabic Language students at
comprises of (60) paragraphs and is Eltaef College of Om-Elqura University
suitable for the ages between 7 years and in the Kingdom of Saudi Arabia with the
up to 18 years. The concise version intention of ascertaining the clarity of the
comprised 30 questions (Bar-On & Parker, instructions and the wording of the
2000). questions of the test. This test resulted in
15 vague paragraphs being discarded. To
(v) Mahmood Scale ascertain the psychometric conditions of
The researcher here conducted a research the test, the researcher veracity the scale
aimed at identifying the link between the content. As for the stability, Rizk used re-
Emotional Intelligence of university testing on a sample of 67 students from
students and some of their knowledge and the same Faculty (Rizk, 2003).
mood variables. He constructed a scale
for his research using some of the research Nasif’s classification of Emotional
and theory framework in addition to some Intelligence scales
of the foreign and Arabic scales at his The researcher classified the theoretical
disposal. He then formulated the compo- framework used in measuring Emotional
nents of the scale which were 92 compo- Intelligence into three groups:
nents based on Goldman’s example of  The group of scales that rely on self
1999, which included personal abilities evaluation which the individual
(empathy, social skills). To achieve the answers its questions.
psychometric conditions of the scale he  The group of scales which relies on
used factual analysis, and the scales gathering information by observers.
veracity based on the overall result of the  The scales for measuring performance
scale, in addition to the inherent veracity, and ability, which is less prone to be
he applied this on a group of 70 male and affected by what is called social
female fourth year Faculty of Education acceptance, or the preparedness to give
students at the University of Qina in untruthful answers. It is regarded as
Egypt. To check the stability, he used the the best ways of measuring Emotional
method of re-testing, and the internal Intelligence. The researcher also notes
stability. The scale in its final version some of the scales which have been
comprised of 88 sub-sections (Mahmood, developed to measure Emotional
2002). Intelligence including: the Multifactor
Emotional Intelligence Scale (MEIS),
(vi) Rizk Scale the Emotional Intelligence Inventory
In his research Rizk aimed to prepare a by Bar-On and the Emotional Capacity
programme for increasing awareness of Inventory by Boyatzis and others
emotions and to test how effective it is in (Nasif, 2003).
increasing the Emotional Intelligence of
university students; therefore, he prepared Conclusion and Recommendation
his scale for this purpose. The scale in its Emotional intelligence is the ability of
final version comprises of 70 paragraphs recognizing the personnel behavior and
each depicting a hypothetical situation the others’ behaviors, the administration of the

368 Emotional Intelligence: What do we know and what is new?

MJMR, Vol. 31, No. 2, 2020, pages (363-370). Kurdi & Hamdy

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