Emotional Intelligence Levels of Undergraduate Kinesiology Students: Brief Report

The ability to recognize and moderate one's own and others' emotions, while simultaneously processing the information in order to make an informed decision about the present situation, can be defined as emotional intelligence (EI; Mayer & Solovey, 1993; Salovey & Mayer, 1990), and is an essential component of many health and helping occupations. EI is recognized as a trait and ability that can be under both conscious and unconscious control (Konrath, O'Brien, & Hsing, 2011; Petrides, Fredrickson, & Furnham, 2004). Individuals use EI daily. This study sought to investigate the EI levels of undergraduate students enrolled in health-related majors to determine whether professions that emphasize personal care foster EI above those majors where EI may not be considered as important. Many have discussed the influences on an individual's EI, specifically throughout an academic curriculum (Eberman & Kahanov, 2011; Hildebrand, Volberding & Carr, 2012; Petrides, Frederickson & Furnham, 2004). While some suggest that EI is an innate trait that cannot be fostered (Petrides et al.), others advocate that it is a fostered skill. Specifically, personal experiences can impact one's EI by placing meaning and context to situations, which can be used in future scenarios (Mayer, Caruso & Solovey, 2000; Payton et al., 2000). If EI can be enhanced, then curricula should be designed to enhance it throughout an individual's professional preparation. Many have asked why EI is important for all individuals, especially for those in helping professions (Birks & Watt, 2007; Chan, 2004; Eberman & Kahanov, 2011). EI has been found to be an essential component of mental health and well-being (Ciarrochi, Deane, & Anderson, 2002; Mayer & Geher, 1996; Mayer et al., 2000). From the individual perspective, higher levels of EI lead to more positive, quality relationships (Hargreaves, 2001). If individuals are unable to moderate others' emotions, they tend to allow others' emotions to influence their own thoughts and feelings which may cause higher mental health stress and long term consequences (e.g., depression and anxiety). Conversely, individuals who have higher levels of EI tend to have higher levels of self-efficacy, a belief that one can improve specific outcomes (Gurol, Ozercan, & Yalcin, 2010). Professionally, EI fosters key components for success (Birks & Watt, 2007). Critical thinking, prioritizing skills, and communication skills improve with higher levels of EI (Birks & Watts, 2007; Mayer & Salovey, 1993; McQueen, 2004). These skills help individuals stay calm in volatile situations as well as assist others in moderating their emotions. Overall, studies on physicians and teachers have demonstrated that higher amounts of EI lead to decreased incidents of job dissatisfaction and burnout (Birks & Watt, 2007; Platsidou, 2012). Unfortunately, EI levels in society and in the health professions are decreasing (Birks & Watt, 2007; Twenge, 2006). The current generation of students and young professionals lack communication, social, and decision-making skills (Carr & Volberding, 2012; Newton, 2000; Twenge, 2006). Additionally, they lack discipline and empathy while being highly stressed, anxious, and self-absorbed (Konrath et al., 2011; Newton, 2000). These attributes may lead to an inability to adequately moderate emotions and work with others. Without a sufficient level of EI, new professionals will be unequipped to fully function in both their jobs and society (Carr & Volberding 2012; Eberman & Kahanov, 2011). The specific helping professions of healthcare and teaching require high levels of EI. Medical professionals often find themselves in highly emotional volatile and situations where EI is essential (Eberman & Kahanov, 2011; McQueen, 2004; Wagner, et al., 2002). These professionals are often asked to take part in difficult interactions daily with a wide variety of people as well as make life-changing decisions. …