LEADER 04014nam 2200397z- 450 001 9910220050803321 005 20240313224858.0 035 $a(CKB)3800000000216269 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/46285 035 $a(EXLCZ)993800000000216269 100 $a20202102d2016 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEmotional Intelligence and Cognitive Abilities 210 $cFrontiers Media SA$d2016 215 $a1 electronic resource (170 p.) 225 1 $aFrontiers Research Topics 311 $a2-88919-922-3 330 $aNowadays, not only psychologists are interested in the study of Emotional Intelligence (EI). Teachers, educator, managers, employers, and people, in general, pay attention to EI. For example, teachers would like to know how EI could affect student?s academic results, and managers are concerned about how EI influences their employees? performance. The concept of EI has been widely used in recent years to the extent that people start to applying it in daily life. EI is broadly defined as the capacity to process and use emotional information. More specifically, according to Mayer and Salovey, EI is the ability to: ?1) accurate perception, appraise, and expression of emotion; 2) access and/or generation of feelings when they facilitate thought; 3) understand emotions and emotional knowledge; and 4) regulate emotions to promote emotional and intellectual growth? (Mayer and Salovey 1997, p. 10). When new information arises into one specific area of knowledge, the work of the scientists is to investigate the relation between this new information and other established concepts. In this sense, EI could be considered as a new framework to explain human behaviour. As a young concept in Psychology, EI could be used to elucidate the performance in the activities of everyday life. Over the past two decades, studies of EI have tried to delimitate how EI is linked to other competences. A vast number of studies have reported a relation between EI and a large list of competences such as academic and work success, life satisfaction, attendee to emotions, assertiveness, emotional expression, emotional-based decision making, impulsive control, stress management, among others. Moreover, recent researches have shown that EI plays an important role in the prediction of behaviour besides personality and cognitive factors. However, it is not until quite recently, that studies on EI have considered the importance of individual differences in EI and their interaction with cognitive abilities. The general issue of this Research Topic was to expose the role of individual differences on EI in the development of a large number of competencies that support a more efficient performance in people?s everyday life. The present Research Topic provide an extensive review that may give light to the better understanding of how individual differences in EI affect human behaviour. We have considered studies that analyse: 1) how EI contributes to emotional, cognitive and social process beyond the well-known contribution of IQ and personality traits, as well as the brain system that supports the EI; 2) how EI contributes to relationships among emotions and health and well-being, 3) the roles of EI during early development and the evaluation in different populations, 4) how implicit beliefs about emotions and EI influence emotional abilities. 610 $aemotion 610 $aWell-being 610 $aIntelligence 610 $aHealth 610 $aPersonality 610 $acognitive abilities 610 $acreativity 610 $aEmotional Intelligence 700 $aPurificacion Checa$4auth$01317885 702 $aFerna?ndez Berrocal$b Pablo$4auth 906 $aBOOK 912 $a9910220050803321 996 $aEmotional Intelligence and Cognitive Abilities$93033053 997 $aUNINA