A critical comparative analysis of current emotional intelligence models: towards a generic model and related assessment methodology
This critical comparative study set out to examine existing research in the Emotional Intelligence (EI) field, drawing on research from psychology, sociology, medicine, industry, education, and neuroscience, in particular, to explore whether empirical research can point towards a new, generic, model that can serve all these sectors and more. To be successful it will also need a related assessment methodology that can withstand the major arguments within the extant research.
The primary questions central to the research are:
- Can a generic framework of abilities be developed that can be widely accepted as a reliable measure of emotional intelligence (EQ) in the same way that general intelligence is measured (IQ)?
- To what extent can a single assessment methodology reliably assess adults against such a model?
The goal of this study is looking likely to establish a theoretically robust framework that articulates the abilities demonstrative of emotional intelligence, and a reliable assessment methodology to assess adults against that framework. It is engaging the input and critique from worldwide recognised experts in emotional intelligence research to ensure the framework and assessment methodology is reliable enough to be a foundation for the development of an assessment instrument. It is highly likely that the assessment instrument that follows this PhD will be a video-based simulation so that those being assessed can be challenged to make judgements across a range of situations within contexts that have face-validity for users. The results will also need to correlate with success in real-life applications of EI competencies in the user’s context (e.g. leadership, work life, social/family relationships, wellbeing, competitive sport, law enforcement, etc.). That instrument is expected to involve a significant financial investment and two years of work (as part of a post-doc study) for the development of the prototype, which then needs testing with 5000+ people over two to three years across a range of contexts to evaluate the instrument as a predictive and diagnostic instrument. It is therefore critical that this PhD results in a substantive framework and assessment approach that stands up to peer-review and subject matter expert scrutiny.
Research Degree: PhD by Research, Full-time
Department: Arts and Humanities
Funded: Manchester Metropolitan University