Emotional Intelligence: Current Evidence from Psychophysiological, Educational and Organizational Perspectives


Leehu Zysberg, PhD – The Graduate School, Gordon College of Education, Israel
Sivan Raz –
The Center for Psychobiological Research, The Max Stern Yezreel Valley College and Tel-Hai College, Israel

Series: Psychology Research Progress
BISAC: PSY013000

In the last two and a half decades, the concept of Emotional Intelligence has not only gained acceptance in the scientific community, but exploded all over the place, becoming a popular term used (and abused) by everyone. As the concept matured, two things happened: On one hand, more and more empirical evidence supported the concept’s applicability in a broad range of contexts and settings. On the other hand, the evidence put the early expectation of the concept in perspective, humbling pioneering claims of EI being the concept accounting for everything that traditional concepts (like intelligence, personality etc.) did not.

Emotional intelligence has come of age, and as evidence explores new frontiers, practitioners explore the utility of EI-based intervention programs. So – what’s new with Emotional Intelligence? This is exactly the aim of this book – to provide readers interested in this new, promising concept, an updated view of research, and practice based on various models and views of the concept focusing on three fields in which progress seems to be most exciting: Psychophysiology and health, education and work and organizational life. Authors from around the world offer their diverse views, rich palettes of application and practice and raise questions that will lead future research and add to our understanding of the world.


Faculty and researchers, students in the social sciences, health and organizational professionals, educators as well as educated members of the general public who wish to know more on the matter.

Table of Contents



Chapter 1 – Neural Correlates of Emotional Intelligence: A Review (pp. 3-18)
Sivan Raz, Ph.D. and Leehu Zysberg, Ph.D. (Departments of Behavioral Sciences and Psychology, The Center for Psychobiological Research, The Max Stern Yezreel Valley College and Department of Psychology, Tel-Hai College, Israel and Leehu Zysberg, Department of Psychology, Tel-Hai College and The Graduate School, Gordon College of Education, Israel)

Chapter 2 – Ability Emotional Intelligence: A Privileged Way to Health (pp. 19-36)
Tiziana Lanciano and Antonietta Curci (University of Bari, Italy)

Chapter 3 – The Dynamic Relationship among Spirituality, Gratitude and Emotional Intelligence (pp. 37-56)
Lê X. Hy, Trương T. Khánh-Hà, Derrick C. McLean, Christian Klein and Arianna R. Sapp (Seattle University, USA and others)

Chapter 4 – Just Think! Mood Regulation Effects of Cognitive Activity (pp. 57-70)
Yossi Guterman, Inbal Kleifeld and Rachel Vegmister (Tel Hai College, Israel)


Chapter 5 – The Development of a Child‘s Emotional Intelligence: The “Before Birth” Program for Parents (pp. 73-86)
Ljerka Hajncl (Croatian Pension Insurance Institute, Croatia)

Chapter 6 – Promoting School Health by Means of Social-Emotional and Character Education (pp. 87-104)
Jon Kasler and Maurice J. Elias (Rutgers University, USA and others)

Chapter 7 – Emotional Intelligence in the Classroom: An Important Factor in School Violence (pp. 105-118)
Paz Elipe, Rosario Del Rey and Rosario Ortega-Ruiz (University of Jaén, Spain and others)

Chapter 8 – Emotional Intelligence and Ostracism (pp. 119-130)
Yuki Nozaki (Kyoto University, Japan)

Chapter 9 – The Contribution of Emotional Intelligence to the Social and Academic Success of Exceptional Children (pp. 131-150)
María Alicia Zavala Berbena and Gabriela de la Torre García (University of Guanajuato, Mexico and others)

Chapter 10 – Emotional Intelligence and the Maltese Personal and Social Development Model (pp. 151-172)
Amanda Bezzina, Ruth Falzon and Maud Muscat (University of Malta, Malta)
<a href=”https://novapublishers.com/wp-content/uploads/2019/03/978-1-63463-559-2_ch10.pdf” target=”_blank” rel=”noopener”>Free Download Available</a>

Chapter 11 – Teacher’s Emotional Intelligence, Emotional Experiences and Professional Development (pp. 173-186)
Ditza Maskit, Ph.D. (Gordon College of Education, Israel)

Chapter 12 – Assessing and Applying Emotional Intelligence Skills to Enhance the Student Academic Experience (pp. 187-206)
James D. Hess (OSU Center for Health Sciences, USA)

Chapter 13 – Group Emotional Intelligence and Academic Performance: Testing the Mediational Effects of Attendance and Contribution to Group Work (pp. 207-222)
Christina Hamme Peterson (Rider University, USA)

Chapter 14 – Can Emotional Intelligence Predict Teaching Ability? (pp. 223-236)
Ofra Walter, Ph.D. (Tel Hai College, Israel)


Chapter 15 – Emotional and Social Intelligence (pp. 239-254)
Zuzana Birknerová, Ph.D., Miroslav Frankovský, Ph.D. and Lucia Zbihlejová (University of Prešov, Slovakia)

Chapter 16 – Emotional Labor in the Liberal Arts (pp. 255-276)
Janine L. Bowen and Jason C. Cherubini (Goucher College, MD, USA)

Chapter 17 – Emotional Intelligence: A Key Ability for Leaders in Nursing (pp. 277-292)
Mateja Lorber (University of Maribor, Slovenia)

Chapter 18 – Theories of Motivation Applied to Emotional Intelligence Programs Assessment: EMOCARE’s Systematic Evaluation Model (pp. 293-308)
Arantxa Ribot-Horas and Carla Quesada-Pallarès, Ph.D. (Universitat Autònoma de Barcelona, Spain)

Chapter 19 – Businesses during Economic Instability: Moderating Roles of Emotional Intelligence and Social Capital (pp. 309-330)
K. Bharanitharan and Somayeh Bahmannia (University of Auckland, New Zealand and University of Otago)



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