piupiu wrote:piupiu wrote:madner wrote:Nadji jedno istrazivanje koje potvrdjuje postojanje EI. Zemski konstrukt da se tjese zbog nizeg IQa.

Sva zapadne skole menadzmenta se ovim bave. Pa, socijalna, pa organizacijska psihologija …
Evo jedan pregled …
http://www.eiconsortium.org/reprints/ba ... igence.htm
There’s nothing wrong with emotional intelligence (EI) apart from the fact that it probably doesn’t exist. And no one agrees what it means. Or how it should be measured.
EI has been mooching around the educational mythology circuit for several decades. Howard Gardner, with his largely unsubstantiated theory of “multiple intelligences”, speculated about interpersonal intelligence - the ability to understand the emotional states of others. Daniel Goleman is the smoking gun behind the theory’s popular adoption in contemporary education, along with Peter Salovey and John Mayer. We can see its fingerprints on many, many projects in schools, such as the social and emotional aspects of learning programme.
Nevertheless, EI has precious little research evidence to substantiate it. Of course, we are in the realms of speculative psychology here, where specimens are often too slippery to suffer stringent study. But even in this shadow world of abstraction, EI stands out as being more rumour and fancy than simply undiscovered. It’s not just hard to catch, it’s a unicorn.
No one knows if EI is an innate intelligence, a skill, an aptitude, acquired knowledge or a mixture of all these. Not even EI’s supporters can agree what it means. Each time I ask someone to define it, I get a different answer. Which is fine, but if a concept is stretched too far then it means nothing. Plus, before you can construct a project based on it, you first have to agree what “it” is.