Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Attachment Styles as a Predictor of Emotional Intelligence

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Attachment Styles as a Predictor of Emotional Intelligence

Article excerpt

Abstract

The purpose of this study is to examine if attachment styles predict emotional intelligence (intrapersonal, interpersonal, adaptability, stress management, and general mood). Participants of the study consisted of 463 (272 females, 191 males) undergraduate students selected randomly from different faculties of Selcuk University. Regression and correlation analyses were used for data analysis. Results indicate that there is a significant positive correlation between the secure attachment style and all subscales of emotional intelligence abilities. Results also indicate that attachment styles significantly explain emotional intelligence and secure attachment style predict all sub-dimensions of emotional intelligence.

Key Words

Attachment, Attachment Styles, Emotional Intelligence, Undergraduate Students.

Individuals are always in an interaction and communication with their environment. There may be many factors affecting the quality of this interaction and communication. These factors can be originated either from personal characteristics or other external factors. Individuals' past experiences, personal characteristics, interests, attitudes, and expectations can influence their interpersonal relationships. Besides all, another factor worthy of mentioning relationships among people is emotional intelligence.

The term emotional intelligence has expanded in many different fields in recent years. The American Dialect Society selected it among the most useful new words or phrases of the late 1990s. Research on emotional intelligence has flourished recently both in the basic and applied psychological domains (Çeçen, 2002), with approaches in the latter touting it as a panacea for modern business and education (Matthews, 2003). Having an important role for satisfaction in daily relationships of the individuals, emotional intelligence can be defined as appraisal and expression of emotions, regulation of emotions, and utilization of emotional information in thinking and acting (Petrides & Furnham, 2000). Another definition of emotional intelligene comprises the ability to manage the emotions and to utilize their strength (Casper, 2003). That is, individuals try to obtain positive results utilizing their emotions to regulate their behavior (Çeçen & Inanç, 2005; Weisinger, 1998). Every human being has emotions but it is not enough to possess them. Emotional intelligence contributes to our appreciation and assessment of our and others' emotions, reflection of emotions' knowledge and energy to our daily life and work. Hence, individuals can be identified as "emotionally intelligent" provided that they can utilize their emotions to achieve their goals at work, in education, or daily life (Yesilyaprak, 2001).

In the conceptualization of the construct, Goleman (2000) proposed five dimensions of emotional intelligence. First three dimensions are related to self-management and the last two are about the management of interpersonal relationships. The five dimensions of emotional intelligence with twenty-five competencies were later reduced to four dimensions with nineteen competencies by him and his colleagues (Boyatzis, Goleman, & Rhee, 2000). These dimensions have been identified by Boyatzis et al. (2000) as self-awareness, self-management, social awareness, emphaty, and social skills. Self-awareness consists of knowing one's internal states, preferences, resources, and intuitions. This dimension contains the competencies of emotional self-awareness, accurate self-assessment, and self-confidence. Self-management involves the management of one's internal states, impulses, and resources to facilitate reaching goals. Social Awareness refers to being aware of others' feelings, needs, and concerns. Empathy is the basic skill in interpersonal relationships (Goleman, 2000; Dökmen, 1998). Social Skills involves adeptness at inducing desirable responses in others. This dimension contains the competencies of leadership, communication, influence, change catalyst, conflict management, building bonds, teamwork and collaboration, and developing others (Shapiro, 2002). …

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