Background

Over the years, it has been found that EI positively influences academic performance. The value of EI in academic contexts has been recognized, and social-emotional learning now has a place in curriculum planning and institutional policies. Zeidner et al. (2009) concluded that EI can enhance academic learning by means of increasing motivation and self-control, in addition to supporting teamwork and constructive problem-solving. Additional studies have shown:

• increased EI can support increased self-efficacy

• higher EI can result in higher academic performance

• lower EI can increase the risk of cyber-victimization

• lower self-efficacy can result in increased procrastination (most notably in students with a known learning disability)

• self-rated EI is a stronger predictor of grades than standardized test scores

• using intervention models that support emotion regulation is important for improving academic performance

• EI is important for success in self-directed learning

While there has been a history of debate, recent meta-analyses have shown that EI really does help people do their jobs better. EI among employees can also positively influence the workplace environment through:

• improved communication and teamwork; EI is a predictor of team effectiveness

• increased organizational productivity

• improved employee health and well-being

• higher levels of job satisfaction, organizational commitment and citizenship

In his TedTalk, Goleman explains that high performance occurs in the 'sweet spot' of one's emotional state. If emotion - as measured through arousal - is too low, we become bored; too high, and we become overjoyed (+) or stressed (-). Leaders' goal is to guide individuals and teams to their own level of optimal performance, but before one can help perceive and manage others' emotions, we must first perceive and manage our own.

Further, when leaders exhibit strong EI, it can increase loyalty, authenticity, and performance in those around them. This is where it is important to recognize that true EI is not the absence of showing emotion; rather, it is recognizing that emotion has a place and power, and should be used wisely. When leaders are able to harness their EI 'secret weapon' (as Goleman calls it), everyone benefits.

"Individuals are more inclined to 'be themselves' (and any of their complementary selves, depending on the audience) while using [their smartphone], channelling honest and authentic expression more reliably than in a real-world conversation" (Vogt, 2021).

Many people see smartphones as an extension of themselves or even an integral part of their identity. As noted above, and in additional reports, people are typically more willing to answer honestly using their own personal devices. Self-reporting using a personal mobile device offers other benefits, as well:

• increases response frequency in youth and young adults, as compared to paper-based methods

• end-of-day recall using apps provides real-time data on environment, social behaviours, and emotional states

• the scheduling configuration of daily reporting prompts can impact response rates

• EI and mindfulness smartphone apps, specifically, have been shown to reduce anxiety and depression