Emotional Intelligence: What do we know and what is new? A Review. | ||||
| Minia Journal of Medical Research | ||||
| Volume 31, Issue 2, April 2020, Page 363-370 PDF (257.25 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/mjmr.2022.221099 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Sandi F. Kurdi1; Nermin A. Hamdy2 | ||||
| 1Department of Early Childhood Studies, Faculty of Family Since, Taibah University, Al-Madina Al-Munawarah, Kingdom of Saudi Arabia | ||||
| 2Department of Neurology and Psychiatry, Minia University, Minia, Egypt. | ||||
| Abstract | ||||
| Historical Background: Since the beginning of the 18th century, Emotional Intelligence (EI) was a part of the general activity of the brain of human beings, until it became an independent subject in later years. The family is first place where children learn how to deal with each other, through observing parents and siblings, and adults as models, during meetings and exchange of gifts and the expression of love and understanding; children experience and learn emotions (Bhatia, 2012, cited in Katanani & Mas’oud, 2017). Research shows the importance of EI in children by showing the strongest links to conventional cognitive abilities of the four EI components and branches, with meta-analytic estimates ranging from 39 to 42 (Olderbak, Semmler, & Doebler, 2019). Historically,the concept of emotional intelligence as part of human cognition or cognitive activity dates back to the 18th century, where scientists have divided human cognition into three different sections presented by Rizk as follows: 1- Knowledge: this includes brain functions such as memory, thinking, problem-solving and decision making. It also includes intelligence. 2-Emotion; including feelings, and moods.3- Urges; including instinctive, biological, and acquired or learned (Rizk, 2003). In the twenties of the last century | ||||
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