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There has been considerable interest in measuring intelligence for a long time. However, there has been debate over what exactly constitutes intelligence and how this might contribute to overall success. The Intelligence Quotient (IQ) test, developed in the early twentieth century sought to measure and quantify these mental abilities with respect to age. Initially, IQ tests that measured analytical ability were embraced as predictors of overall intelligence and potential future success (Salovey and Mayer 1990; Davis 2004). These models, however, have some major limitations. While they may (or may not) provide an accurate analysis of a certain type of intelligence, they ignore many so‐called “soft skills,” such as interpersonal relationships, maturity, empathy, and ability to deal with setbacks and challenges (Salovey and Mayer 1990; Mayer and Salovey 1995; Goleman 1995).

These limitations were recognized early on, but a comprehensive and cohesive definition of these other aspects of intelligence did not emerge until the late twentieth century. Before that, literature addressing these issues remained scattered and largely ignored by the popular press. This was due in large part to the myriad of challenges that are present in accurately measuring and analyzing such skills (Sayer and Mayer 1990). The first definition of emotional intelligence (EQ) was provided in a seminal 1990 paper written by Salovey and Mayer. In this paper, they gathered together ideas from the literature, provided distinct categories, analyzed contemporary methods of measuring aspects of EQ, and, importantly, provided a definition for the term they coined EQ. This original definition of EQ was stated as the “ability to monitor one's own and others' feelings and emotions to discriminate among them and to use this information to guide one's thinking and actions.” One important aspect of this quote is the definition of EQ as not only an awareness of these emotions but an ability to apply these skills to solve problems and regulate behavior both in oneself and in others (Salovey and Mayer 1990; Goleman 1995).

Since the original paper by Salovey and Mayer, two distinct models of EQ – the ability model and the trait model – have been developed. Stated simply, the ability model proposes a viewpoint that the skills that comprise EQ can be learned and developed, while the trait model states that EQ is largely personality based and unchangeable (Fox 2013; Monroe and English 2013). In this chapter, we will focus on the ability model, based on the original paper by Salovey and Mayer and popularized by the work of Daniel Goleman.