Early Foundations of Emotional Intelligence
Emotional Intelligence, often called EQ, may sound like a contemporary idea, but the thinking behind it has been developing for more than a century. Long before the term existed, scholars were exploring how emotions, relationships, and self-awareness influence learning, leadership, and success. These early ideas laid important groundwork for how we understand EQ today.
One of the earliest contributors was psychologist Edward Thorndike, who introduced the concept of social intelligence in the 1920s. He defined social intelligence as the ability to understand and manage people and to act wisely in human relationships (Thorndike 1920). His work challenged the belief that intelligence was limited to academic ability alone and emphasized the importance of interpersonal effectiveness.
Emotions, Motivation, and Human Development
In the mid-twentieth century, humanistic psychologists expanded the conversation by focusing on motivation, self-awareness, and emotional needs. Abraham Maslow’s work on motivation and personality highlighted the role of emotions in personal growth and learning (Maslow 1987). He emphasized that understanding one’s internal experiences and values is essential for development and fulfillment.
These ideas reinforced the belief that learning is not purely cognitive. Emotional awareness, motivation, and a sense of purpose all play key roles in how individuals engage with challenges and persist through difficulty. This perspective strongly influenced later thinking about emotional intelligence in educational settings.
Expanding the Definition of Intelligence
The definition of intelligence broadened further in the 1980s when Howard Gardner introduced his theory of multiple intelligences. Gardner identified interpersonal and intrapersonal intelligence as distinct and essential forms of intelligence, recognizing the importance of understanding others and oneself (Gardner 1983). His work helped legitimize emotional and social capacities as central components of learning and human functioning.
Building on this foundation, psychologists Peter Salovey and John Mayer formally introduced the term Emotional Intelligence in 1990. They defined EQ as the ability to perceive, understand, manage, and use emotions effectively (Salovey and Mayer 1990). Their research-based model connected emotions to reasoning, decision-making, and relationships, and emphasized that emotional intelligence can be developed over time.
Emotional Intelligence in Education and Student Success
As research continued through the 1990s and early 2000s, scholars explored how Emotional Intelligence influences leadership, resilience, teamwork, and performance in academic and professional settings (Mayer, Salovey, and Caruso 2004). This work demonstrated that EQ is not a fixed personality trait, but a set of skills that can be practiced and strengthened.
The relevance of Emotional Intelligence to education soon became clear. Studies linked EQ to student engagement, persistence, academic success, and well-being. Educators began to recognize that learning does not occur separately from emotion. Classrooms are relational environments where communication, empathy, self-awareness, and ethical decision-making shape how students learn and grow.
Today, Emotional Intelligence is widely recognized as an essential component of student success and leadership development. Employers consistently identify EQ-related skills such as communication, adaptability, collaboration, and emotional regulation as critical in the workplace (Goleman 1995). At High Point University, Emotional Intelligence serves as the foundation of the Quality Enhancement Plan because it reflects the meaningful work already taking place across campus. By intentionally strengthening EQ, HPU is building on a well-established body of research to support student success now and into the future.
Works Cited
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. Basic Books, 1983.
Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books, 1995.
Maslow, Abraham H. Motivation and Personality. 3rd ed., Harper & Row, 1987.
Mayer, John D., Peter Salovey, and David R. Caruso. “Emotional Intelligence: Theory, Findings, and Implications.” Psychological Inquiry, vol. 15, no. 3, 2004, pp. 197–215. https://doi.org/10.1207/s15327965pli1503_02
Salovey, Peter, and John D. Mayer. “Emotional Intelligence.” Imagination, Cognition and Personality, vol. 9, no. 3, 1990, pp. 185–211.
https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Thorndike, Edward L. “Intelligence and Its Uses.” Harper’s Magazine, Jan. 1920, pp. 227–235.