, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
SECTION A: Emotional Intelligence
1. Define Emotional Intelligence (EI) and explain its key components (self-awareness,
self-regulation, motivation, empathy, and social skills).
Emotional Intelligence (EI) refers to the ability to perceive, understand, manage, and regulate
emotions effectively in oneself and in others (Goleman, 1995). Unlike traditional intelligence (IQ),
which remains relatively stable over time, EI is a malleable set of emotional and social competencies
that can be developed through learning and practice (Bar-On, 2006). In educational and
psychological contexts, EI is critical for coping with environmental demands, building interpersonal
relationships, and achieving personal well-being. According to Mayer and Salovey (1997), EI
involves four hierarchical abilities: accurately perceiving emotions, using emotions to facilitate
thinking, understanding emotional meanings, and managing emotions. However, the most widely
applied framework in school-based interventions remains Goleman’s (1998) five-component model,
which is particularly relevant to Lerato’s case, given her emotional outbursts and withdrawal.
The first component is self-awareness, which is the capacity to recognise one’s own emotions and
their effects in the moment (Goleman, 1995). Self-aware individuals can identify emotional triggers
and understand the link between feelings and actions. For Lerato, low self-awareness may explain
why she raises her voice without recognising the underlying frustration or anxiety stemming from
her family’s financial setback. Without conscious identification of her distress, she cannot begin to
regulate it.
The second component is self-regulation, which involves managing one’s emotional reactions,
controlling impulses, and adapting to changing circumstances (Goleman, 1998). Self-regulation
allows an individual to pause before responding, rather than reacting defensively. Lerato’s difficulty
with emotional self-regulation is evident in her frequent outbursts and refusal to engage in group
work. Her sudden relocation to an informal settlement disrupted her routine, a known trigger for
heightened emotional reactivity in early adolescents (Eisenberg et al., 2010).
The third component is motivation – specifically, intrinsic motivation directed toward personal
achievement and resilience (Mayer & Salovey, 1997). Emotionally intelligent individuals harness
their emotions to persist despite setbacks, delay gratification, and maintain optimism. Lerato’s
academic decline suggests a loss of motivation, likely due to learned helplessness stemming from
uncontrollable life changes (Seligman, 1975). Her defensive behaviour may mask feelings of shame
or hopelessness.
The fourth component is empathy, defined as the ability to recognise and appropriately respond to
the emotional states of others (Goleman, 1995). Empathy involves perspective-taking and
compassion, which are essential for peer relationships. Lerato’s withdrawal from interactions with
peers indicates possible empathy deficits or, alternatively, hyper-vigilance that blocks empathetic
attunement. In collectivist South African settings like Soweto, empathy is particularly valued for
maintaining social cohesion (Maree, 2019).
SECTION A: Emotional Intelligence
1. Define Emotional Intelligence (EI) and explain its key components (self-awareness,
self-regulation, motivation, empathy, and social skills).
Emotional Intelligence (EI) refers to the ability to perceive, understand, manage, and regulate
emotions effectively in oneself and in others (Goleman, 1995). Unlike traditional intelligence (IQ),
which remains relatively stable over time, EI is a malleable set of emotional and social competencies
that can be developed through learning and practice (Bar-On, 2006). In educational and
psychological contexts, EI is critical for coping with environmental demands, building interpersonal
relationships, and achieving personal well-being. According to Mayer and Salovey (1997), EI
involves four hierarchical abilities: accurately perceiving emotions, using emotions to facilitate
thinking, understanding emotional meanings, and managing emotions. However, the most widely
applied framework in school-based interventions remains Goleman’s (1998) five-component model,
which is particularly relevant to Lerato’s case, given her emotional outbursts and withdrawal.
The first component is self-awareness, which is the capacity to recognise one’s own emotions and
their effects in the moment (Goleman, 1995). Self-aware individuals can identify emotional triggers
and understand the link between feelings and actions. For Lerato, low self-awareness may explain
why she raises her voice without recognising the underlying frustration or anxiety stemming from
her family’s financial setback. Without conscious identification of her distress, she cannot begin to
regulate it.
The second component is self-regulation, which involves managing one’s emotional reactions,
controlling impulses, and adapting to changing circumstances (Goleman, 1998). Self-regulation
allows an individual to pause before responding, rather than reacting defensively. Lerato’s difficulty
with emotional self-regulation is evident in her frequent outbursts and refusal to engage in group
work. Her sudden relocation to an informal settlement disrupted her routine, a known trigger for
heightened emotional reactivity in early adolescents (Eisenberg et al., 2010).
The third component is motivation – specifically, intrinsic motivation directed toward personal
achievement and resilience (Mayer & Salovey, 1997). Emotionally intelligent individuals harness
their emotions to persist despite setbacks, delay gratification, and maintain optimism. Lerato’s
academic decline suggests a loss of motivation, likely due to learned helplessness stemming from
uncontrollable life changes (Seligman, 1975). Her defensive behaviour may mask feelings of shame
or hopelessness.
The fourth component is empathy, defined as the ability to recognise and appropriately respond to
the emotional states of others (Goleman, 1995). Empathy involves perspective-taking and
compassion, which are essential for peer relationships. Lerato’s withdrawal from interactions with
peers indicates possible empathy deficits or, alternatively, hyper-vigilance that blocks empathetic
attunement. In collectivist South African settings like Soweto, empathy is particularly valued for
maintaining social cohesion (Maree, 2019).
