In: Conducting Research in a Changing and Challenging World ISBN: 978-1-62618-651-4 Editors: Thao L(\ and Quynh U © 2013 Nova Science Publishers, Inc.
Chapter 29
EMOTIONAL INTELLIGENCE IN CONDUCTING RESEARCH Hoang Boi Nguyen/•* Quynh Le 2't and Thao
Li·*
1
Faculty of Education, University of Tasmania, Launceston, T AS, Australia 2 University Department of Rural Health, University of Tasmania, Launceston, TAS, Australia
ABSTRACT The conduction of rese.;trch has been characterised as an intellectually and emotionally demanding process, which is heavily laden with emotions from inception through to completion. When emotions have an inextricable place in the construction of knowledge, a deep awareness of how to manage emotions throughout the research processes would facilitate not only the research quality but also the whole research journey. For this reason, emotional intelligence or the capability to perceive, monitor, and regulate both positive and negative emotions in one's self and in others is a fundamental competence for researchers across disciplines. This chapter aims to address this paucity in the field by examining how emotional intelligence contributes to effective research and discussing its role in some major stages of research. lt is believed that the cleverness in integrating emotional intelligence into doing research will enhance the research processes and outcomes.
Keywords: Emotional intelligence, conduction of research, research process, emotion
* Corresponding author: Hoang Boi Nguyen (PhD candidate), Faculty of Education, University of Tasmania, Locked Bag 1307, Launccston, TAS 7250 Aw;tralia. E-mail: Hoang.Nguyen@ utas.cdu.au. t Dr Quynh U~: University Department of Rural Health, University of Tasmania, Locked Bag 1372, Launceston, TAS 7250 Australia. E-mail:
[email protected]. t Dr Thao Le: Faculty of Education, University of Tasmania, Locked Bag 1307, Launccston, TAS 7250 Australia. E-mail:
[email protected].
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INTRODUCTION Emotional intelligence is generally defined as the ability to perceive, appraise, understand and manage emotions in the self and others (George, 2000). Since its introduction in the 1990s, there have been numerous studies on emotional intelligence in various fields such as education, commerce, health, psychology, etc. According to Akerjordet and Severinsson (2007), "the concept of emotional intelligence is derived from extensive research and theory about thoughts, feelings and abilities that, prior to 1990, were considered to be unrelated phenomena" (p. 1405). In this stream of research, emotional intelligence has been highlighted as an important variable that affects the success or effectiveness of people's performances at school, at work or in everyday activities (Austin, Evans, Magnus, and O'Hanlon, 2007; Extremera and Fernandez-Berrocal, 2006; Gewertz, 2006). However, emotional intelligence as an influencing factor on the conduction of research
activities has not been explored in any depth. The impact of emotional intelligence on research outcomes have not been adequately emphasized in the literature. One probable explanation for this gap is that emotions are not generally associated with the rational principles characterized of research. Mclaughlin (2003) calls this phenomenon a "false polarity of reason and emotion". The traditional overemphasis on scientific subjectivity has denied the role of emotions on the assumption that they are a barrier to rational understanding and intelligent action (Dupuis, 1999). Consequently, there has been insufficient attention to the place of emotions in the generation of knowledge and its relationship to the processes and outcomes of research. This chapter aims to address this paucity in the field by examining how emotional intelligence contributes to effective research and discussing its role in some major
stages of the research procedure. It is believed that the cleverness in integrating emotional intelligence into doing research
will enhance the validity, reliability and rigor of the research processes and outcomes.
BACKGROUND A review of literature indicates that although there are vanatmns in the concept of
emotional intelligence, all of its definitions converge on the incorporation of a person's capabilities to handle different socio-personal situations tl1rough effective regulation of emotions. Similar to what Gardner (1983) describes as a constituting intrapersonal and
interpersonal intelligence, Salovey and Mayer (1990) are the first to use the term emotional intelligence to conceptualize the knowledge, utility and management of one,s own and others'
emotions. In their further work on this issue several years later, Mayer and Salovey (1997b) elaborate on the four main aspects of emotional intelligence, including the abilities to: accurately perceive emotions in oneself and others (through nonverbal reception and expression of emotion);
use emotions to facilitate thinking (by prioritizing thinking); understand emotional meanings (coupled with the capacity to reason about those meanings); and manage emotions (to promote one's own and others' personal and social goals).
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This detailed description of emotional intelligence by Mayer and Salovey has provided a useful conceptual framework in the field on which many researchers have based their work. Taking a more general approach, Bar-on (1997) defines emotional intelligence as "an array of non-cognitive capabilities, competencies and skills that influence one's ability to succeed in coping with environmental demands and pressures" (p, 14). His definition has underscored the role of emotional intelligence in enhancing an individual's social self, which has rendered it a fundamental factor in shaping one's identity. Building on earlier studies in the field, Boyatzis, Goleman and Rhee (2000) articulate a relatively inclusive definition of emotional intelligence whereby "emotional intelligence is observed when a person demonstrate the competencies that constitute self-awareness, selfmanagement, social-awareness, and social skills at appropriate times, and ways in sufficient frequency to be effective in the situation". Varied as they are in definition, central to this concept of emotional intelligence is the capability to perceive, monitor, and regulate both positive and negative emotions in one's self and in others (Matthews, Zeidner, and Roberts, 2004). According to these scholars in the field, emotional intelligence is linked to certain noncognitive capabilities which facilitate one's performances in social situations. At the workplace, for example, emotional intelligence is regarded an essential attribute of successful leadership. Woo (2007) lists emotional intelligence as one of the six timeless characteristics of great leaders, and according to Wiegand (2007), emotional intelligence has the potential to improve safety-related efforts and other aspects of individuals' work and personal lives. Oginska-Bulik (2005) argues that emotional intelligence helps shape the interaction between individuals and their work environment and thus contributes to determine success in life and psychological well-being. In academic disciplines such as psychology, education and health, emotional intelligence has also attracted increasing attention. In health research, emotional intelligence has been widely studied in various areas such as medical training and health care. Brewer and Cadman (2000) assert the potential of emotional intelligence in enhancing health students' effectiveness and patient outcomes. Austin et al. (2007) highlight empathy and emotional intelligence as the important attributes that medical students need to be professionally successful. Similarly, Walsh (2009) points out that the development of emotional intelligence through clinical supervision and reflective practice is of significant benefit to both health care and discipline staff. Regarding its impact on students' academic performances, emotional intelligence has been proven to promote self-efficacy, which can be indirectly linked to academic success (News-Medical.Net, 2008). A comprehensive review of the literature shows that there has been a relative negligence on the role of emotional intelligence to the researcher and the research procedure. Support initially came from discussions in the feminist literature, anthropological literature, or qualitative research. Abercrombie (1989), for example, argues that "what is perceived depends not only on what is being looked at but on the state of the perceiver" (p.25) and thus awareness of emotions would enhance the research quality and facilitate the research journey. With the same perspective, Stanley and Wise (1990) suggest that emotions or the regulation of emotions should be recognized as a research experience. Dadds (1995) is among those who have argued strongly for serious recognition of the emotional aspects of researching, asserting that emotions present a motivational driving force and a spur to action in research.
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The role of researcher's emotion has also been made explicit to the research process in feminist methodology and the field of health has started to acknowledge the emotions of the researcher themselves (Young and Lee, 1996). Hubbard, Backet-Milbrun, and Kemmer (200 I) suggest that the emotions of the researcher be regarded as an indispensable emotionally-sensed knowledge, and the emotional and cognitive functioning be inseparable in the research process. Likewise, those with a reflexive perspective in social sciences often situate the researcher
emotionally and autobiographically in relation to the research work, where the research inquiry is shaped by the researcher's values, feelings, culture and history (Herman, 2008). However, the emotions of the researcher have been largely ignored as a knowledge source in doing research (Hubbard eta!., 2001). This neglect is somewhat surprising given the fact that researchers are human beings, who bring with them their own feelings and emotions to their research work. According to Mcintosh (201 0), the researcher decides what to research, and how it is designed and presented, so research projects are often very personal creations. In addition, during the whole research process, especially in social-science research, there are many occasions where social interactions become an essential element, for example between researchers and participants or between co-investigators themselves in a research team.
Therefore, like other intellectual work, doing research requires almost all of the capabilities of emotional intelligence as described by Goleman (1998) such as self-awareness (e.g. emotional self-awareness, accmate self-assessment, self-confidence), self-regulation (e.g. self-control, trust-worthiness, conscientiousness, adaptability, innovation), motivation (e.g.
achievement drive, commitment, initiative, optimism), empathy (e.g. understanding others, developing others, service orientation, leveraging diversity, political awareness), and social
skills (influence, communication, conflict management, leadership, change catalyst, buildings bonds, collaboration and cooperation, team capabilities). Being an eloquent advocate for emotions as part of the research processes, McLaughlin (2003) maintains, "If we look at the processes involved in research - looking and thinking, viewing the familiar differently, making judgements, suspending judgement..;;, being creative, drawing conclusions, taking action and working with others - then we see how inter- and intrapersonal these processes are and how connected to the processes of perception. We know that the processes of perception are deeply rooted in emotions about the self, about the external world and in cultural ways of seeing the world." (p. 67)
From this point of view, when the research process is entwined with feelings and perceptual processes, the researcher's management of emotions contributes to strengthen the
research (McLaughlin, 2003 ). Given its inextricable role in doing research, emotional intelligence should be given due attention in research training and development in every field, especia11y whereby interaction
and collaboration with people is part of the process. In other words, the role of emotions and emotional intelligence must be taken seriously and worked with in a constructive fashion
(McLaughlin, 2003 ).
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EMOTIONAL INTELLIGENCE AND THE RESEARCH PROCESSES
Formulation of Research Questions and Objectives In the context of cross-language research, adequacy and accuracy of translation or interpretation are of paramount importance and linguistic challenges lie in how to ensure neutrality, objectivity, and honesty (Shklarov, 2007). These ethical virtues are mainly associated with the principle of Integrity because distorted findings due to linguistic miscommunication will ruin any attempt to contribute to knowledge. A common barrier to accuracy or precise equivalency in cross-language translation is the absence of similar concepts in different languages or the multiplicity of meanings of certain concepts. For example, Nigerian researchers in genetic epidemiology reported having difficulty in the translation of some terms such as "genes" or "candidate gene" due to the lack of linguistic equivalents (Marshall, 2007). Major concepts about mental health and disease, distress, and depression have been found to carry different interpretations in different cultures (Jorm et al., 2005). Likewise, Dawson and Kass (2005) noted that consent forms and their formal required language could hardly be comprehensible to the participants in international studies of biomedical or behaviour issues. Another concern pertains to the fact that language translation and interpretation are more than just a linguistic exercise. So as to maintain neutrality and objectivity, the translator/interpreter is required to totally immerse in the culture of the participants and divorce their own culture perspective. The reason is that only a deep cultural-contextual understanding will facilitate the conveyance of the subtle meanings of words, without which mistranslation and misinterpretation would entail. However, it is very tempting for translators/interpreters to incorporate their own cultural perspective into the translation and interpretation process. Findings by Kaufer! and O'Neil (1990, cited in Marshall, 2007) on their research with native Canadian medical interpreters suggested that native interpreters often introduce their own beliefs and personal agendas into the interaction. Conceivably, the linguistic sophistication and social-cultural dynamics of communication have rendered it inevitable to avoid discrepancies in meanings during the translation/ interpretation process. Shklarov (2007) suggested that health researchers in studies across cultures develop a capability to accommodate these differences in a creative and trustwotihy way to facilitate adequate two-way understanding. They need to be culturally competent and take precaution in any cross-language communication issues. To minimize possible miscommunication, for example, there is a need to review procedures of translating and pretesting assessment instruments, or analysis of qualitative self-reports.
Data Collection Data collection involves important decision-making about which instruments to adopt, and which processes to use in gathering the necessary data to answer the research questions. Some of the most widely used methods in collecting data in research are questionnaire surveys, testing, interviews, observations, or focus group discussions.
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Using these methods, the researcher is communicating with the partiCipants either through the written words or face-to-face oral interactions, whose efficiency depends largely on the utility and management of one's own and others' emotions. As stated by deMarrais (2004 ), "emotions are central to the ways we communicate with others, both within our research and within a broader audience" (p. 284). When constructing a questionnaire for a survey, for example, it is vital for researchers to remain as objective as they can and refrain themselves from imposing their own views on the participants through the use of slanting or loaded language. Emotionally loaded language carries a biased position, which may lead the participants into accepting the researcher's point of view by playing on their emotions (Ader, Mellenbergh, and Hand, 2008). This is ethically unacceptable because responses to loaded questions may not truly reflect the views of the participants, thus failing to contribute to knowledge as dictated by ethical principle of research Integrity. When engaging in a face-to-face interview or focus group discussion with participants, it is all the more significant for researchers to be capable of perceiving and controlling their own and others' emotions. It is during these contextually specific and research-driven interactions that the role of emotional intelligence is highlighted. From a social-cultural perspective, any conversation is a social act of collaboration (Sawyer, 2001), in which the people involved exchange their points of views on a given matter. In a researchdriven conversation like an interview, however, researchers need to remain objective and resist the temptation to introduce their own perspectives on the discussed issues. Herman (2008) provides a detailed account of her struggle with conflicting emotions during the interview process, where myriads of intense feelings are depicted. Explicitly expressing feelings such as sympathy, understanding or surprise to keep the conversation going while refraining from displaying disagreement and hiding her real feelings are described as huge emotional labour to Herman. The emotional1y intelJigent researchers must know how to establish trust from the participants, encourage them to express their views, keep the conversation on track, and embrace any possible differences (Burrowsab, 2004). Emphasizing the role of emotions in qualitative research, deMarrais (2004) maintains "researchers find themselves in positions to do much emotional management or emotional labour within their research studies" (p. 284). When collecting data in an ethnographic fieldwork, researchers are faced with numerous "emotional threats" or "emotional dangers'' inherent in the research process (Lee-Treweek and Linkogle, 2000, p. 13). The emotional threats range from uncomfortable feelings, frustration, or annoyances to real distress which could have a negatively far-reaching effect on the researcher's emotional health and other aspects of their personal and professional life (Lee-Treweek and Linkogle, 2000). For example, the mental and emotional stale of the researchers could be badly affected by the traumatic stories of their research participants (Hubbard et a!., 2001). The ethnographic fieldwork researchers therefore need to be able to ensure their own emotional and psychological stability at all times during the data collection process, especially in dealing with emotional-provoking research topics such as abuse, violence, etc.
Dada Analysis and Communication of Findings Analysing the data is the next stage in the research procedure, which is characterised as a cognitive and emotional process (McLaughlin, 2003). It is cmolional because the data are
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laden with values from participants, who may have similar or completely opposing beliefs and perceptions to those of the researchers on the issues under study. Therefore, the complicated emotions that exist during the data collection process may resurface in the analysis stage (Herman, 2008). In addition, because this stage could lead to shifting in perspectives and beliefs, it is filled with newly generated emotions from new findings and understandings (Herman, 2008). McLaughlin (2003) reports an emotional challenge to his research team when the data collected seemed to counter their values position initially and he emphasizes that there could be "a real emotional temptation to distort the material that does not fit, and so ignore data that counteracts hypotheses or challenges values" (p. 72). However, his research team was successful in managing their emotions, working through this analysis stage by accepting that the emotions are valid and helpful in shedding light on the data. Mcintosh (20 10) points to another emotional challenge in the data analysis stage when there are tensions between research team members who have different cultural perspectives and voices of interpretation. As there is a tendency for researchers to interpret the data through the lens of their cultural values and previous experiences, conflicts in how the data should be analysed and discussed could present a huge emotional challenge. This conflict also exists when the researcher and the participants come from different socio-cultural
backgrounds. In these cases of intercultural research, the researchers are required to develop a cultural sensitivity and competence, which allows them to understand the participants' cultural beliefs and simultaneously reflect upon their own cultural perspectives to work out a compromise for any possible contradictions (Carter and Klugman, 2001). This attitude of accommodation towards others' cultural viewpoints is an essential element of emotional intelligence in doing research. The next stage of writing the research findings is again laden with mixed feelings and requires the researcher to be emotionally competent. The task of reducing a huge amount of collected information into a scientifically coherent text was a real challenge. The researcher needs to sustain a high motivation and suppress any possible sign of frustration in order to complete this writing task, which in itself involves tensions of information to be included or excluded. As indicated by Herman (2008), for example, Jewish researchers were faced with conflicting feelings because revealing the "inside" stories of their community to outsiders could be considered a disloyal to the community or the uncovered stories could be negatively exploited by those with a less favourable view of the community. The uneasiness and emotional turmoil seem to be constant (Herman, 2008), and the researchers will not be able to pull through the whole process if they are not capable of handling complex emotions.
CONCLUSION The conduction of research has been proven to be an intellectually and emotionally demanding process, which is heavily laden with emotions from the first stage of idea formulation to the last stage of communication of findings. Arguably, when emotions have an inextricable place in the construction of knowledge through research, a deep awareness of how to manage emotions throughout the research processes would facilitate not only the research quality but also the whole research journey. As a result, emotional intelligence or the capability to perceive, monitor, and regulate both positive and negative emotions in one's self
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and in others is a fundamental competence for researchers across disciplines. Emotional intelligence should be widely recognized and promoted as an essential aspect of research training and development in every field, especially whereby interaction and collaboration with people is part of the whole process. To provide a solid conceptual framework for emotional intelligence in the conduction of research, future research is needed regarding its determinants, roles and impacts on the research processes and outcomes.
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