Emotional Intelligence My Own Life - 2215 Words

5. Emotional Intelligence 1. Define Emotional Intelligence â€Å"Emotional Intelligence is the idea that cognition and emotion are interrelated† (Noba, 2014, p. 343). Emotions are very influential in making decisions, building relationships, as well as everyday behavior. â€Å"Mayer and Salovey . . . proposed that [emotional intelligence] was a cognitive ability which is separate but also associated to, general intelligence (Mallery, n.d.). 2. Apply this idea Mayer and Salovey’s four- branch model to an example in your own life. The Mayer and Salovey’s four-branch model says that there are four fundamental emotion-related abilities. The model begins with â€Å"perception/expression of emotion†, then â€Å"use of emotion to facilitate thinking†, then†¦show more content†¦The third branch is understanding of emotion which is the ability to tell the difference between emotional states. I can use this by being able to understand if my teacher is a humorous person or more serious at different moments. The fourth branch is management of emotion which is â€Å"the ability to remain open to a wide range of emotions, recognize the value of feeling certain emotions in specific situations, and understand which short and long term strategies are most efficient for emotion regulation† (Noba, 2014, p. 347). This is good for when I get upset in a class or do not understand something, that I can control my emotions and not get to upset. 6. Vygotsky’s Theory 1. Apply Vygotsky’s theory of zone of proximal development and scaffolding to your career field. Vygotsky’s theory of zone of proximal development is what a person can achieve on their own with no assistance. As well as what they can achieve with guidance and encouragement from a more knowledgeable other (MKO). Saul McLeod describes the zone of proximal development as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers (McLeod, 2012). Scaffolding is teaching