Mixed theory, as it suggests, combines components of both trait and ability theory when examining emotional intelligence. First introduced by Goleman in 1995, the mixed model represents aspects of an individual’s personality, as well as the ability to motivate oneself in social and emotional situations (Goleman, 1998). Similarly, Bar-On’s mixed model of emotional-social intelligence also explores the role interpersonal connection has on emotion, as well as skills promoting adaptability and stress management (Bar-on and Parker, 2000). Both of these models contain important aspects to consider when examining how to increase emotional intelligence. Emotional intelligence, according to Goleman, consists of innate talents, personality characteristics,
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The first set of skills labeled as intrapersonal, refer to the ability of understanding emotions and developing a sense of self (Bar-On & Parker, 2000). This includes self-regard, emotional self-awareness, assertiveness, independence, and self-actualization. The second factor, interpersonal, refers to the ability of understanding emotions and feelings in others and using empathy, social responsibility, and interpersonal relationship to foster effective connections. The third set of skills, adaptability, is the capability of being open to change and emotional situations by using reality-testing, flexibility, and problem-solving (Bar-On & Parker, 2000). The fourth skill, stress management, is the capacity of coping with stress and controlling emotions during stress provoking situations; this is done through the use of stress tolerance and impulse control. Finally, the fifth factor is general mood. This refers to the ability of feeling positive emotions and being optimistic. Through the use of optimism and happiness, individuals are able to promote emotional and social wellbeing (Bar-On, 2006). It was with these factors in mind that Bar-On developed the Emotional Quotient Inventory
The first set of skills labeled as intrapersonal, refer to the ability of understanding emotions and developing a sense of self (Bar-On & Parker, 2000). This includes self-regard, emotional self-awareness, assertiveness, independence, and self-actualization. The second factor, interpersonal, refers to the ability of understanding emotions and feelings in others and using empathy, social responsibility, and interpersonal relationship to foster effective connections. The third set of skills, adaptability, is the capability of being open to change and emotional situations by using reality-testing, flexibility, and problem-solving (Bar-On & Parker, 2000). The fourth skill, stress management, is the capacity of coping with stress and controlling emotions during stress provoking situations; this is done through the use of stress tolerance and impulse control. Finally, the fifth factor is general mood. This refers to the ability of feeling positive emotions and being optimistic. Through the use of optimism and happiness, individuals are able to promote emotional and social wellbeing (Bar-On, 2006). It was with these factors in mind that Bar-On developed the Emotional Quotient Inventory