UNIVERSITY OF SOUTH AFRICA
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
HED4814: Health Education
Assignment 01 — Semester 1, 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
HED4814
Module Code:
Health Education
Module Name:
Assignment 01
Assignment:
12 May 2026
Due Date:
50
Total Marks:
Submitted in partial fulfilment of the requirements for HED4814 — UNISA 2026
, UNISA | HED4814 Assignment 01 – 2026
Section A: Emotional Intelligence
A1. Definition of Emotional Intelligence and its Key Components
Definition of Emotional Intelligence
Emotional Intelligence (EI) refers to the capacity to recognise, understand, manage, and ef-
fectively use one’s own emotions, as well as to perceive and influence the emotions of others
(Goleman, 1995). Salovey and Mayer (1990:189) originally defined EI as “the ability to moni-
tor one’s own and others’ feelings and emotions, to discriminate among them and to use this
information to guide one’s thinking and actions.” The construct has since expanded substan-
tially, with Goleman (1995) popularising a model that organises EI into five core components:
self-awareness, self-regulation, motivation, empathy, and social skills. These components func-
tion interdependently and together determine how well an individual navigates emotional and
social demands across different contexts (Bar-On, 2006).
Component 1: Self-Awareness
Self-awareness is the foundation of EI. It refers to the ability to accurately recognise one’s
own emotions as they occur, along with understanding how those emotions affect behaviour,
thought, and performance (Goleman, 1995). A person with high self-awareness does not sup-
press difficult feelings; instead, they name them and reflect on what triggered them. For Ler-
ato, poor self-awareness is evident in the inability to identify frustration before it escalates
into outbursts. Without this recognition, no regulation is possible.
Component 2: Self-Regulation
Self-regulation involves managing disruptive emotions and impulses so that they do not dic-
tate behaviour (Goleman, 1995). It includes the ability to delay reactions, remain calm under
pressure, and think before acting. Brackett et al. (2011) describe self-regulation as central to
emotional competence, particularly in high-stress environments such as classrooms. Lerato’s
frequent outbursts and refusal to participate in group tasks reflect a deficit in self-regulation.
Page 2 of 13
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
HED4814: Health Education
Assignment 01 — Semester 1, 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
HED4814
Module Code:
Health Education
Module Name:
Assignment 01
Assignment:
12 May 2026
Due Date:
50
Total Marks:
Submitted in partial fulfilment of the requirements for HED4814 — UNISA 2026
, UNISA | HED4814 Assignment 01 – 2026
Section A: Emotional Intelligence
A1. Definition of Emotional Intelligence and its Key Components
Definition of Emotional Intelligence
Emotional Intelligence (EI) refers to the capacity to recognise, understand, manage, and ef-
fectively use one’s own emotions, as well as to perceive and influence the emotions of others
(Goleman, 1995). Salovey and Mayer (1990:189) originally defined EI as “the ability to moni-
tor one’s own and others’ feelings and emotions, to discriminate among them and to use this
information to guide one’s thinking and actions.” The construct has since expanded substan-
tially, with Goleman (1995) popularising a model that organises EI into five core components:
self-awareness, self-regulation, motivation, empathy, and social skills. These components func-
tion interdependently and together determine how well an individual navigates emotional and
social demands across different contexts (Bar-On, 2006).
Component 1: Self-Awareness
Self-awareness is the foundation of EI. It refers to the ability to accurately recognise one’s
own emotions as they occur, along with understanding how those emotions affect behaviour,
thought, and performance (Goleman, 1995). A person with high self-awareness does not sup-
press difficult feelings; instead, they name them and reflect on what triggered them. For Ler-
ato, poor self-awareness is evident in the inability to identify frustration before it escalates
into outbursts. Without this recognition, no regulation is possible.
Component 2: Self-Regulation
Self-regulation involves managing disruptive emotions and impulses so that they do not dic-
tate behaviour (Goleman, 1995). It includes the ability to delay reactions, remain calm under
pressure, and think before acting. Brackett et al. (2011) describe self-regulation as central to
emotional competence, particularly in high-stress environments such as classrooms. Lerato’s
frequent outbursts and refusal to participate in group tasks reflect a deficit in self-regulation.
Page 2 of 13
