Talk:Motivation and emotion/Book/2016/Emotional intelligence development in the transition from adolescence to young adulthood

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Comments[edit]

Hi, very interesting and relevant topic. May not be of use but Goleman's TedX video may be worth linking as an external reference https://www.ted.com/talks/daniel_goleman_on_compassion Also, while targeted more at adults, the Australian Human Resource Institute (AHRI) does work with leadership and EI comes up frequently in organisations - this may help also for your sections that are under development still https://www.ahri.com.au/assist/leadership U109993 (discusscontribs) 23:24, 19 October 2016 (UTC)

Hey :) I will be really keen to read your chapter as it comes along, I'm doing [Emotional intelligence and job performance] it would be good to bounce some idea's of each other. Anthony --U3090066 (discusscontribs) 22:00, 4 September 2016 (UTC)

I found a good article on EI testing specifically in adoloscents thought you might be interested TEIQue-ASF --U3090066 (discusscontribs) 22:00, 4 September 2016 (UTC)


Hello, it might be interesting to reference the profound and widespread neurological changes that happen during adolescence. Here are a few articles i found. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3410522/ - The Role of Puberty in the Developing Adolescent Brain http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3991320/ - The influence of puberty on subcortical brain development http://www.jneurosci.org/content/28/38/9519.full.pdf - Growth of White Matter in the Adolescent Brain: Role of Testosterone and Androgen Receptor I also remember watching a TED talk awhile ago in which the speaker stated that during adolescence some massive number of neurons in the social part of the male brain get pruned. That might be an interesting avenue --Arlo Porter (discusscontribs) 00:24, 5 September 2016 (UTC)

Heading casing[edit]

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FYI, the convention on Wikiversity is for lower-cased headings. For example, use:

==Cats and dogs==

rather than

==Cats and Dogs==

-- Jtneill - Talk - c 04:01, 18 October 2016 (UTC)


Hey Melinda so I've had a look at your headings and they all sound great, i changed the font size to 3.1 s=to make it stand out more, i was a little confused because there looks to be a lot of sub headings are they all linked? for example it looks like 3.1.1, 3.1.2, 3.1.3 ect are all linked is this the case? otherwise happy to change them for you to make it more clear and less of an overwhelming amount of information?


Hey Melinda. Just doing a quick read-over of your chapter; here are a few suggestions I have:

Emotional intelligence (EI) has become an increasingly popular and well sought-after topic within psychology. Within the last few decades there has been a vast amount of research into EI and its correlates with psychology and emotion (Joesph & Newman, 2010). --> you have used "within" twice in close proximation; is it possible to use another word for one of them?

Development of EI can be characterised by early life; infants and children --> consider changing to Development of EI can be characterised by early life (i.e., infants and children).

You could put your "Throughout this chapter you will learn:..." section in a coloured box to add some interest.

This four branch model that explains EI was developed by Mayer & Salovey (1997). --> should "this" be "the"?

This ability is involved in identifying ones own emotions; feelings thoughts and expressions. As well as identifying other peoples emotions and differentiating them. --> is there a way to connect these two sentences more? E.g., This ability is involved in identifying ones own emotions, feelings, thoughts, and expressions, as well as identifying other peoples emotions and differentiating them.

it sees EI as being made up of numerous emotional-related self-perceptions and emotional traits --> consider changing "sees" to "perceives".

This "mixed" model of EI is an integration of both cognitive abilities and personality traits and motivation that facilitate the roles in handling emotions in the real-world. --> should this sentence read "This "mixed" model of EI is an integration of both cognitive abilities, personality traits, and motivation that facilitate the roles in handling emotions in the real-world."?

This model ultimately integrates the ability model and the trait model and meshes it into one model that suggests both of these constructs make up EI. --> consider changing to "This model ultimately integrates the ability model and the trait model, meshing them into one model that suggests both of these constructs make up EI."

Have you considered adding images, coloured boxes, examples, quizzes, etc. to add interest and interactivity to your chapter? If you would like me to give a more in-depth proof-read of your chapter when it is nearly finished, let me know :)

Overall, I think the content you have covered so far is great :) Caitlin --U3100368 (discusscontribs) 05:47, 19 October 2016 (UTC)


Hey, I know it's getting late for new articles, the couple I attached might be relevant if you need a few last minute suggestions for the developmental implications of emotional intelligence. Hope it is all coming together well :) http://www.sciencedirect.com/science/article/pii/S0191886903002368 http://www.sciencedirect.com/science/article/pii/S1054139X12000626--U3090066 (discusscontribs) 17:36, 19 October 2016 (UTC)


Hey Melinda. I noticed that in your reference list, you haven't italicised the journal name and volume number (italicising these is a requirement of apa referencing). I also noticed that quite a few of your references don't have doi's - if you got these articles from the internet, you should include either the website or the database it came from. Caitlin :) --U3100368 (discusscontribs) 09:32, 21 October 2016 (UTC)

Structure[edit]

Avoid having a single sub-section within a section; either add another sub-section or merge the content into the higher level section. -- Jtneill - Talk - c 23:47, 21 October 2016 (UTC)


Hey, Looks like the chapter is coming together well. A few suggestions:

-"It's said that emotional perception development starts within the first few days of life". I personally would avoid making statements like that, perhaps a better approach is "according to xxxxx emotional perception development starts within the first few days of life" or "xxxx found in their research that emotional perception development starts within the first few days of life"

-"For the ability model, performance tests are more appropriate then self-report because people tend to overestimate their answers on self-report tests. Thus deeming it prone to bias and social desirability, performance tests give a more accurate reading (Rivers et al., 2012)". I would suggest something like "The MSCEIT is an ability based test, that measures maximal performance. In contrast to self-report measures, ability based measures are less susceptible to social desirability bias or faking, resulting in a more accurate measurement"

I liked the biological perspective that you included towards the end. Any thoughts on adding more information on developmental milestones, transitioning phases and how this impacts emotions, possibly does EI mediate the impact of the transitional periods?

Happy to re-read the chapter later during the day if you need. All the best with completing it --U3090066 (discusscontribs) 18:55, 22 October 2016 (UTC)


Hey Melinda. I have read over your conclusion, and it seems to be quite repetitive. Below is a suggestion for how you could restructure it; hopefully I have understood what you were trying to convey.

This chapter sought to provide a general insight into EI, presenting the overarching theories and various techniques for measuring EI, as well as information on how emotions develop in both adolescence and young adulthood. Furthermore, this chapter discussed the changes in EI that occur in the transition from adolescence to young adulthood, with particular focus on emotional and biological changes. It was concluded from the research in this chapter that emotions in adolescence are quite unstable and weak, and although emotions do start to regulate better as they emerge into adulthood, emotions still tend to be slightly more unstable than in middle or older adulthood. Therefore, EI continues to develop throughout the life span; adolescence and young adulthood in particular are delicate years for understanding one's own, and other peoples', emotions. --U3100368 (discusscontribs) 10:56, 23 October 2016 (UTC)

For example, one of the tasks on the test is to label an emotion expressed on someones face and identify strategic ways to regulate that emotion (Rivers et al., 2012). --> consider changing this to "for example, one of the tasks involves labelling an emotion expressed on someone's face and identifying strategic ways to regulate that emotion (Rivers et al., 2012)."

Because self-report measures assess adolescents' perceived emotional competence, which might be as predictive as actual EI. --> this sentence doesn't really make sense

Negative information is processed more thoroughly than positive information in young adulthood. They are also more prone to emotional overreaction, depression and anxiety. Young adults seem to put more emphasis on the negative aspects of life. --> consider rewording this so that "negative information" and "negative aspects" are contained in one sentence.

Aspects such as unstable peer and romantic relationships, and a decrease in perceived support from parents (i.e., feeling like their parents don't care about them). --> this sentence seems unfinished

Due to an increase in consistency in recognising and understanding own emotion and others emotions and an insight into own emotion related behaviours (Zimmermann & Iwanski, 2014). --> should this be a continuation of the previous sentence? Consider changing to "due to an increased consistency in recognising and understanding one's own, and others', emotions, and an insight into own emotion related behaviours (Zimmermann & Iwanski, 2014). --U3100368 (discusscontribs) 12:19, 23 October 2016 (UTC)


Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

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Overall[edit]

  1. Overall, this is a solid, well-written, presented, and prepared chapter.
  2. The main area for improvement is the quality of written expression.
  3. For more feedback see these copyedits and the comments below.

Theory[edit]

  1. Theory is well covered.
  2. Perhaps some critical comment about which EI is best supported or best suited to understanding changed during adolescence/young adult would be helpful.
  3. Addition of case studies or additional examples could be helpful.

Research[edit]

  1. The chapter is generally well-cited.
  2. The emphasis on measuring EI was interesting/helpful, but perhaps to the detriment of a more detailed review and description of EI research - e.g., what is the single most important research study about EI during ad/ya? Ideally, this chapter would describe more detail about this study.
  3. Some statements were unreferenced (e.g., see the [factual?] tags)
  4. When describing important research studies, provide some indication of the nature of the method.
  5. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship.

Written expression[edit]

  1. Written expression
    1. The quality of written expression could be improved (e.g., see where clarification templates such as [Rewrite to improve clarity], [explain?], [say what?], and [vague] may have been added to the page).
    2. The Overview and Conclusion are clear and well-written.
    3. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
  2. Layout
    1. The chapter is well-structured.
    2. Tables and/or Figures are used effectively.
  3. Learning features
    1. The chapter makes effective use of interwiki links to relevant Wikipedia articles - also incorporate links to related book chapters.
    2. The chapter provides an excellent range of relevant links to other Wikiversity pages.
    3. Quiz questions are used effectively to encourage reader engagement.
      1. Add a 3rd question about the 3rd theory (I've removed the question about adolescence - too basic).
  4. Grammar and proofreading
    1. The grammar of some sentences could be improved (e.g., see the [grammar?] tags).
  5. APA style
    1. The APA style for the reference list is very good; remove issue numbers for paginated journals.

-- Jtneill - Talk - c 01:25, 9 November 2016 (UTC)


Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

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Overall[edit]

  1. Overall, this is a solid presentation.

Structure and content[edit]

  1. Overview
    1. Very good, but abbreviate - the Overview takes about a minute of the the 3 minutes.
  2. Selection and organisation
    1. Possibly too much content is presented - could be more selective - e.g., work backwards from 3 take-home messages to work out what content needs to be presented - and then focus on only that which is essential to conveying these messages.
    2. Well selected.
    3. Well structured.
    4. Theory rich; research poor.
    5. Consider using more diagrams, figures, tables, pictures etc.
    6. Citations and references are included.
  3. Conclusion
    1. Very good, but could be longer to help emphasise the key take-away messages.

Communication[edit]

  1. Audio
    1. Well narrated.
    2. Varied intonation added interest and engagement.
    3. Slow down a little, particularly be leaving longer pauses between sentences.
    4. Present in the third person (i.e., avoid "I", "my", "we" etc.) because the presentation should be about the topic, not the presenter.
    5. Audio is clear.
  2. Visuals
    1. Basic - text on half a dozen or so slides with some images.
    2. Increase font size to make text easier to read; reduce the amount of text.

Production quality[edit]

  1. Overall, well produced using simple tools.
  2. Meta-data
    1. Make multimedia title match the book chapter title.
    2. Link to the book chapter provided.
    3. Minimal but sufficient use of the Description field.
  3. Audio recording quality
    1. Excellent
  4. Image/video recording quality
    1. Effective use of simple tools.
  5. Licensing
    1. A copyright license for the presentation is correctly shown in at least one location. Creative Commons.

-- Jtneill - Talk - c 12:52, 22 November 2016 (UTC)