Emotional Intelligence: Science and Myth

Gerald Matthews, Moshe Zeidner & Richard D. Roberts;

ISBN 10: 0262632969 / ISBN 13: 9780262632966

Published by Cambridge, MA: MIT Press/Bradford Book, 2004

About this Item

Very Good softcover. Bright, clean covers and spine; faintly creased on spine; tightly bound; crisp, clean interior. 8vo, 697 pp; index, biblio.

Seller Inventory # B00096

Bibliographic Details

• Title: Emotional Intelligence: Science and Myth
• Publisher: Cambridge, MA: MIT Press/Bradford Book
• Publication Date: 2004
• Language: English
• ISBN 10: 0262632969
• ISBN 13: 9780262632966
• Binding: Soft cover
• Condition: Very Good
• Seller catalogs:
  • Education
  • Sociology
  • Psychology

About this title

Synopsis

Emotional intelligence (EI) is one of the most widely discussed topics in current psychology. Although first mentioned in the professional literature nearly two decades ago, in the past five years it has received extensive media attention. The term "emotional intelligence" refers to the ability to identify, express, and understand emotions; to assimilate emotions into thought; and to regulate both positive and negative emotions in oneself and others. Yet despite the flourishing research programs and broad popular interest, scientific evidence for a clearly identified construct of EI is sparse. It remains to be seen whether there is anything to EI that researchers in the fields of personality, intelligence, and applied psychology do not already know.

This book offers a comprehensive critical review of EI. It examines current thinking on the nature, components, determinants, and consequences of EI, and evaluates the state of the art in EI theory, research, assessment, and applications. It highlights the extent to which empirical evidence supports EI as a valid construct and debunks some of the more extravagant claims that appear in the popular media. Finally, it examines the potential use of EI to guide practical interventions in various clinical, occupational, and educational settings.

About the Authors

Gerald Matthews is Professor of Psychology at the University of Cincinnati.

Moshe Zeidner is Professor of Educational Psychology and Human Development at the University of Haifa.

Richard D. Roberts is Principal Research Scientist at the Center for New Constructs, Educational Testing Service.