Emotional Intelligence

Theory Review

Roxanne L. Krepper

Adult and Community Education, Ball State University

EDAC 635: Strategies for Teaching Adults

Dr. Bo Chang

September 26, 2021

 

Name	Comments
Roxanne Krepper	Jennifer Webb-Dudley

   Introduction

    When conceptualizing educational processes and influences of learning and educational proficiency, we should consider the impact of emotions. Emotion is defined by Oxford Languages as, “a natural or instinctive state of mind deriving from one’s circumstances, mood or relationship with others” (Oxford Learners Dictionary, n.d.). The impact of emotions can be deep and encompassing, which is why it should be considered when discussing learning. According to Serrant (2017), emotional intelligence is the ability or perceived ability to monitor one’s feelings, along with the feelings of others, and utilizing these emotional skills as management of thoughts and behaviors. “When individuals possess emotional intelligence, they are more successful and productive” (Serrant, 2017).

    According to research conducted by Mackeracher (2004) there are five components to emotional intelligence as it pertains to learning: knowing your emotions, recognition of others emotional state, managing your emotions, motivating yourself, and management of relationships (Mackeracher, 2004). The following paper is a description of these five components of emotional intelligence, each as a theoretical point, as they pertain to the overarching theory that emotions are an important aspect of learning which can be leveraged for positive and lasting outcomes.

Main Theoretical Points

    The theoretical notion that emotions influence learning leads me towards my first theoretical point of emotional intelligence: knowing your emotions. Knowing your emotions is described by Mackeracher (2004) as self-awareness; according to Serrant (2017) self-awareness revolves around varying social attributes which include the ability to recognize your emotions and the resulting effects of your emotions, knowing where your abilities lie, and self-confidence. Whether we engage in awareness of oneself or lack self-awareness, it will have a significant impact on the learner’s ability to be successful in the learning environment. People with strong emotional intelligence are better equipped to respond to their feelings and the feelings of others (Mackeracher, 2004). By developing the ability to demonstrate emotions, understand oneself and their proximity to others, and the world they are more likely to succeed in various situations (Serrant, 2017). The situations formerly mentioned are inclusive of the adult learning environment, when learners in adult education settings demonstrate emotional awareness, it will benefit the learner.

    This awareness of your own emotions is an important step towards understanding and developing empathy for other’s feelings, which leads to the second theoretical point, recognition of others’ emotions in the learning environment. This theoretical point holds a strong importance because according to Mackeracher (2004) when learners are engaged and responsive towards others’ feelings, thoughts and needs, the learner will be perceived an a more positive way. This recognition and acknowledgment of feelings, empathy, or when one individual recognizes the emotional or cognitive responses of another, should be emphasized for learning outcomes (Vrečer,2015). Palmen (2013) as cited by Vrečer (2015) articulates the importance that “learning is a holistic process, involving body and emotions, not just the intellect” (Vrečer,2015). When learners are perceived in a more positive way by those around them, they have an easier time building connections and relationships. By increasing connections, a learner is more likely to experience successful learning outcomes. Again, emotional intelligence, awareness of one’s own and others’ emotions, leads to these social connections that can have significant and positive learning outcomes. 

    The third theoretical point as it relates to emotions and learning is an individual’s ability to use self-regulation. According to Sitzmann (2010) self-regulation is, “the process that enable individuals to guide their goal-directed activities over time” (Sitzmann, 2010). Self-regulation includes, managing impulsive and disruptive behaviors, being honest and showing integrity, taking responsibility for your actions and behaviors, being adaptable, and accepting innovative ideas and thoughts (Serrant, 2017). When learners are able to regulate themselves, it can be seen as an indicator towards successful behaviors in the learning environment. Emotions can present themselves in various ways during different aspects of learning; according to MacKeracher (2004) emotions during learning typically stem from the feelings we bring with us, the feelings we develop during the learning process, and the feelings we get when we receive feedback on what we have learned (Mackeracher, 2004). Individuals will present with different characteristics, the ability to utilize self-regulation signifies the individual working to progress towards goals by managing their emotions and impulsive behaviors, and when successful this would lead the individual closer to their best interest (Sitzmann,2010). 

    Self-regulation closely relates to the fourth theoretical perspective that emotions have an impact on motivation and self-directed learning. Motivation is defined as, the reason why an individual pursues an action, and the effort and commitment to work towards their goal. The impact emotions have on motivation can either be helpful or harmful in nature. According to Dirkx (2008) emotions play a powerful role in learner motivation and self-esteem. Motivation, self-esteem, and confidence seem to be some of the most important self-regulated emotions for personal well-being, which certainly would have an impact on the ability to put effort into learning. While emotions can sometimes have a positive effect on the learner by increasing motivation, there are also various emotional responses that hinder the practices of effective teaching, learning, motivation, and self-esteem (Dirkx, 2008). 

    The final theoretical point of emotional intelligence and its effect on learning pertains to management of relationships. As mentioned in the discussion of emotional intelligence, relationships can be defined as the state of being connected. Managing relationships in an effective and appropriate way through emotional intelligence can induce a positive emotional response in others; as can the lack of managing personal emotions and the feelings of others (Mackeracher, 2004). The main point being that emotional intelligence, or awareness of one’s own and others’ emotions, requires an active response in managing relationships for there to be successful learning outcomes. This would involve active listening, on-going communication, and appropriate responses to maintain relationships in the learning environment.

    In conclusion, there is research that supports the theory of emotions and corresponding relationships in the learning environment. According to Dirkx (2008), the learning environment, personal issues, relationships, and work environment all have an impact on learning in adulthood. According to Landburg (2003), the relationship between classmates increases learning. Tinto (1998) as cited by Landburg (2003), stated that “students in peer learning groups reported spending more time on coursework than their peers not in such groups” (Landburg, 2003). This research leads to the conclusion that engaging and managing of relationships in the educational setting serves an important role in learning and the participation of adult learners. 

                                                                        Application 

    Through my research on the theories of emotions in learning, and emotional intelligence, I have found that the application of emotionally intelligent behavior is valuable for practitioners in the adult education setting. While it is both the learners and the facilitators job to engage in emotionally competent behaviors, I will explain how emotionally intelligent behaviors can be encouraged, modeled and applied by the facilitators in the five theoretical perspectives of emotional intelligence (knowing your emotions, recognition of others’ emotional state, managing your emotions, motivating yourself, and management of relationships); I will then conclude each theoretical perspective with a hypothetical example to reinforce the importance of emotions in learning and emotional intelligence. 

    The first theoretical practice I want to focus on is knowing your emotions, this concept is important because the brain is inherently emotional, the emotional brain can overpower the thinking brain. It is important for students to understand what they are feeling, why they are feeling it, and recognize the connection between their emotions and their behavior, and progression towards their goals. When the learner and facilitator understand that their emotional state effects their performance then they are better able to respond and express their emotions to others (Mackenacher, 2004). 

Applications that can be used in the classroom to implement emotional intelligence of knowing your feelings: 

• Facilitator’s acknowledgment that feelings exist, labels or provides language for the feeling, and addresses various feelings to increase understanding of emotions in the learning and educational environment.

 • Facilitators should allow time for learners to recognize their emotions. This can be done by encouraging activities that allow for open discussions about emotions and give the opportunity for self-reflection. 

    The second theoretical perspective of emotional intelligence is recognition of others’ emotions, this should be practiced in educational settings in order to increase empathy, compassion and understanding of others. Engaging appropriately and relating to other perspectives and needs allows individuals to be a positive part of a learning community increasing their awareness and development towards goals (Serrant, 2017).

 Applications that can be used in the classroom to implement emotional intelligent behavior of recognizing others’ emotions: 

• Facilitate learning exercises that build peer connections and rapport.

• Engage students in open discussions about feelings, inspire students to be attentive and listen to other perspectives. 

• Demonstrate and encourage the use of empathy towards others, be a facilitator that helps develop others and provides feedback, mentoring, and coaching of learners (Serrant, 2017). 

    The third theoretical point when focusing on emotional intelligence is managing your emotions or self-regulation. Self-regulation should be used to help the learner progress towards their desired outcomes (Sitzmann, 2010). In the education setting it is important for individuals to possess the skills of self-regulation to manage their difficult emotions. When individuals are better able to manage their emotions, they are more likely to have a better performance and develop better relationships (Serrant, 2017). 

Applications that can be used in the classroom to implement emotional intelligence of self-regulation is as follows:

 • Teach and encourage the utilization of positive coping skills. • Demonstrate emotional self-regulation. 

• Allow for flexibility in the classroom. • Engage students in active learning programs, with challenges that increase ability to use positive problem-solving skills. • Increase opportunities to build trust.

    The fourth theoretical perspective of emotional intelligence is motivation of oneself, this perspective is important because it encourages learners to take initiative and make a commitment to independently pursue their goal, even in the face of obstacles or adversity. 

Applications that can be used in the classroom to implement emotional intelligence of self-motivation is as follows: 

• Operate from a strengths-based perspective, (hope of success, not fear of failure) (Serrant, 2017). 

• Allow for learners to help in creating their own goals.

 • Encourage working through setbacks, promote resiliency. 

    The final theoretical perspective of emotional intelligence is management of relationships, this should be included as an important point to educators because it is an imperative final step for learners to engage in emotionally intelligent behaviors. When learners are able to build connections with cohorts and facilitators it allows for reciprocal relationships, bonds and networking with others, this promotes cooperation, collaboration, and the development of communication, leadership skills, and conflict management skills (Serrant, 2017). 

Applications that can be used in the classroom to implement emotional intelligence of managing relationships: 

• Create opportunities in the classroom for peer relationships, utilize ice breakers, group work and team building activities to foster connections between others.

• Demonstrate good relationship management by being a leader and utilizing your skills towards learners.

                                                                Conclusion 

    In conclusion the theoretical points presented in my paper on emotions in learning and emotional intelligence demonstrate the importance of knowing and understanding your feelings, being empathetic towards others’ emotions, utilizing self-regulations, motivation, and relationship management skills to help create a positive learning environment. When learners demonstrate high emotional intelligence, they are better able to participate and be successful in their endeavors. As one of the original great minds on emotional intelligence said, 

If your emotional abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage your distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far. (Goleman, n.d.) Reflection

Highlights

When thinking about the highlights from the theory review paper, I find myself reflecting on my new knowledge along with my connection and engagement in this assignment. I found the topic I selected to be very interesting and relevant to my career working as a behavioral health clinician in a school. During my workday I often encounter strong emotional responses in the learning environment. The research materials I was able to locate provided me with in-depth and conclusive information on emotional intelligence that demonstrated not only the impact emotional intelligence has on individuals and learning, but also that these skills can truly be taught and learned to increase successful outcomes.

Process

I first began my theory review by viewing the video description of how to write a theory review provided by Dr. Chang, I also looked at the rubric and the prepared examples from previous semesters of EDAC 635. Next, I read a chapter in our required textbook, Making Sense of Adult Learning by Dorothy Mackeracher, the chapter focused on Emotions and Motives in learning. I wrote down topic ideas that stemmed from the readings and my interests. I focused on gathering relevant information and selected my theory review topic (emotional intelligence). After picking my topic I concentrated my time and energy on researching, reading, creating an outline, writing, drafting, and editing my paper.

Main Theoretical Ideas	Application of Main Theoretical Ideas in Practice
Knowing your emotions	Knowing your feelings is often considered being self-aware, self-awareness revolves around varying social attributes: ability to recognize your emotions and the resulting effects of your emotions, knowing where your abilities lie, and self-confidence (Serrant,2017). Facilitators should acknowledge emotions, address feelings with students, allow time, and a safe environment for learners to express their feelings to others.
Understanding others’ emotions	Understanding others’ emotions is when learners are engaged and responsive towards others’ feelings, thoughts and needs. When learners acknowledge others’ feelings, they will be perceived an a more positive way. This recognition of feelings is often known as empathy. Classrooms should engage students in open discussions about feelings, differing perspectives. Empathy should be utilized and demonstrated by facilitators during learning activities.
Management of emotions in learning	Management of emotions or as it is often referred to as self-regulation involves the use of skills to manage impulsive and disruptive behaviors, such as, being honest and showing integrity, taking responsibility for your actions and behaviors, being adaptable, and accepting innovative ideas and thoughts (Serrant, 2017). Facilitators should try to teach positive coping skills, demonstrate emotional self-regulation, allow flexibility, and challenge students while enforcing the use of positive problem-solving skills.
Motivation and self-directed learning	Motivation or self-directed learning is defined as, the reason why an individual pursues an action and the effort of their commitment to work towards their goal. Motivation in learning can be enhanced by utilizing a strengths-based approach and allowing learners to have a say in their own goals.
Management of Relationships in learning	Managing relationships in an effective and appropriate way through emotional intelligence can induce a positive emotional response in others; and help to build successful relationships (Mackeracher, 2004). Facilitators should create a classroom that is inclusive and strives to build peer connections, facilitators should implement team building exercises.

Note: Table is a summary of main theoretical ideas and how the applications of the main theoretical ideas can be used in practice.

                                                            References

Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008(120). https://doi.org/10.1002/ace.311

Emotion noun - Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner’s Dictionary at OxfordLearnersDictionaries.com. (n.d.). Oxford Learners Dictionary. Retrieved September 15, 2021, from https://www.oxfordlearnersdictionaries.com/us/definition/english/emotion?q=Emotions+

Lundberg, C. A. (2003). The Influence of Time-Limitations, Faculty, and Peer Relationships on Adult Student Learning: A Causal Model. The Journal of Higher Education, 74(6), 665–688. https://doi.org/10.1353/jhe.2003.0045 

Mackeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.

Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132–144. https://doi.org/10.1037/a0018080

Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01454 

Vrečer, N. (2015). Empathy in adult education. Andragoška spoznanja, 21(3), 65-73.