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Educational Policy on Emotional Intelligence: Does It Make Sense?

Authors
  • Mayer, John D.1
  • Cobb, Casey D.1
  • 1 University of New Hampshire, Durham, New Hampshire , Durham
Type
Published Article
Journal
Educational Psychology Review
Publisher
Kluwer Academic Publishers-Plenum Publishers
Publication Date
Jun 01, 2000
Volume
12
Issue
2
Pages
163–183
Identifiers
DOI: 10.1023/A:1009093231445
Source
Springer Nature
Keywords
License
Yellow

Abstract

Educational policy on emotional intelligence appears to be based more on mass-media science journalism than on actual educational and psychological research. The first section of this article provides an overview of the research areas of emotional intelligence, social and emotional learning, and character education; it further examines how these areas became linked in the popular press. The second section examines the scientific evidence for whether emotional intelligence underpins social and emotional learning, how emotional intelligence relates to success, and whether it is central to character. We conclude that educational policy in this area has outpaced the science on which it is ostensibly based, and recommendations for the future are made.

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