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Milagros Arteaga Checa
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Sirius Huang
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Arteaga-Checa, M.; Manzano-Sánchez, D.; Belando-Pedreño, N. Development of Intrapersonal Intelligence. Encyclopedia. Available online: https://encyclopedia.pub/entry/50824 (accessed on 21 July 2024).
Arteaga-Checa M, Manzano-Sánchez D, Belando-Pedreño N. Development of Intrapersonal Intelligence. Encyclopedia. Available at: https://encyclopedia.pub/entry/50824. Accessed July 21, 2024.
Arteaga-Checa, Milagros, David Manzano-Sánchez, Noelia Belando-Pedreño. "Development of Intrapersonal Intelligence" Encyclopedia, https://encyclopedia.pub/entry/50824 (accessed July 21, 2024).
Arteaga-Checa, M., Manzano-Sánchez, D., & Belando-Pedreño, N. (2023, October 26). Development of Intrapersonal Intelligence. In Encyclopedia. https://encyclopedia.pub/entry/50824
Arteaga-Checa, Milagros, et al. "Development of Intrapersonal Intelligence." Encyclopedia. Web. 26 October, 2023.
Development of Intrapersonal Intelligence
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This entry is adapted from the peer-reviewed paper 10.3390/su152014802

Intrapersonal and interpersonal intelligence are two of the eight multiple intelligences that Gardner describes. The first of them refers to an individual’s ability to understand themselves, their emotions, motivations, strengths, weaknesses, and thoughts. This intelligence also includes the ability to think about oneself and recognize how actions and decisions affect others.

pre-service teachers active methodologies intrapersonal intelligence reflective awareness self-knowledge wisdom emotional development

1. Introduction

Currently, difficulties pertaining to resilience are evident in the population, resulting in two major health problems in the general population; moreover, they are increasingly prevalent in the young population from an early age [1]. On the one hand, these difficulties are associated with mental disorders, and on the other hand, they are associated with the urgency for self-knowledge and self-management in personal healthcare [2]. The presented study aims to contribute to the prevention of these disorders and the formulation of strategies to promote a healthy lifestyle and acquire habits that enhance mental health in university students [3][4]. There are various mental health disorders observed in young adults (at the university stage), highlighting generalized anxiety and physical and emotional manifestations such as restlessness, nervousness, anguish, anticipatory anxiety, cognitive alteration, etc. A mental disorder “affects mental health and work capacity and productivity” [5]. Furthermore, there is a high prevalence of depression and high levels of stress among the university population [6]. This situation is worrisome as more than 260 million people are estimated to suffer from anxiety disorders [5]. Anxiety affects emotional well-being and has a significant negative impact on quality of life and on academic performance in university students as well [7][8]. There is an urgency to tackle these anxiety-associated problems early and effectively, through the implementation of specific intervention programs designed for young population, as highlighted in various reports. A WHO study maintains that “anxiety prevention and treatment programs in adolescents can reduce the incidence of mental disorders in the long term” [9]. These programs should be designed to provide psychological support and coping skills and should be implemented in all educational settings, including the university setting [4].

2. Intra- and Interpersonal Intelligence and Their Influence on Emotional Regulation, Cognitive Development, and Resilience

The work of developing intrapersonal intelligence has a special relevance in the university environment, making it necessary to prepare proposals for its development. Currently, the two most difficult situations that are evident internationally among the young university population are as follows: (a) It has been observed in the classrooms that students exhibit a variety of problems in integrating the curricular contents in a practical and applied way into their learning process. Furthermore, they may have great abilities pertaining to memorizing or retaining information; however, they have low acquisition levels of emotional competencies [10][11], and thus, they show no comprehensive development during the learning process (at cognitive, emotional, and practical levels). (b) The other situation refers to the lack of development and manifestation of personal competencies, such as emotional self-awareness, an optimal level of self-esteem, demonstration of self-discipline, capacity for conflict resolution (dialogue), practice of metacognition and emotional resilience, and introspection, which are aspects that define the main characteristics of intrapersonal intelligence according to González [12]. All of this information indicates that people with high intrapersonal intelligence (II) have self-awareness and introspection and self-evaluation skills and can analyze their own experiences and emotions using the provided information to improve their lives and achieve their goals. They can also set realistic goals and develop strategies to achieve those goals and be more aware of their own thoughts and emotions, acquiring the ability to regulate them and adapt them to different situations. They are also able to resist social pressure and maintain their own identity and personal values [13].
To tackle the first problem, associated with the form and level of student learning, Howard Gardner’s model [14] proposed a solution using multiple intelligences, demonstrating that there is no single type of intelligence, i.e., different abilities and talents are manifested by a person when their capacity for learning and personal, academic, and sociocultural development is stimulated. Intrapersonal and interpersonal intelligence are two of the eight multiple intelligences that Gardner describes. The first of them refers to an individual’s ability to understand themselves, their emotions, motivations, strengths, weaknesses, and thoughts. This intelligence also includes the ability to think about oneself and recognize how actions and decisions affect others.
Regarding the development of intrapersonal intelligence, there are other theories that offer a unique understanding of intrapersonal intelligence and add value to personal growth and reflection, promoting the ability to know oneself and reflect on one’s experiences and emotions. There are models of intrapersonal intelligence that emphasize that self-awareness, self-regulation, motivation, and personal autonomy are related to success in personal and professional life. Improving intrapersonal intelligence can help in greater management and understanding of emotions and behaviors by focusing on knowledge about oneself and how that perception influences the actions and decisions of one’s mind [15]. A clear understanding of one’s needs and values allows people to take more objective decisions that reflect their identity and principles. According to Sternberg [16], the proposed intrapersonal intelligence model describes people’s ability to understand and regulate their own emotions, thoughts, and motivations, which are essential to achieve personal and professional goals. This intelligence consists of three main skills, i.e., self-awareness, self-regulation, and motivation.
Peter Salovey and John Mayer [17] conducted research on intrapersonal intelligence in the 1990s. They defended the idea that intrapersonal intelligence is a form of intelligence that can be measured and developed with great success [17]. It relates to people’s ability to understand and regulate their own thoughts, feelings, and emotions and how they can use this ability to guide their actions and take effective decisions. Daniel Goleman’s intrapersonal intelligence model [18] consists of four main components, i.e., emotion recognition, emotion easiness, emotion understanding, and emotion regulation. Each of these components is essential and can be developed through education and training.
With the objective of devising a comprehensive approach to “intelligence”, Goleman develops the concept of “interpersonal intelligence” as the cognitive ability related to people’s ability to understand and connect with others. This type of intelligence includes the social need for acquiring the ability to recognize the feelings and needs of others and the ability to establish and maintain positive social relationships. People with high interpersonal intelligence have an excellent ability to communicate effectively, resolve conflicts constructively, have teamwork skills, and lead groups successfully. Interpersonal intelligence is essential for success in both your personal and professional life, as most relationships are usually based on your ability to interact and connect effectively with others. It seems that people with high interpersonal intelligence understand the emotions of those around them, which favors their appropriate responses in social environments. They notice and comprehend non-verbal communication, reading gestures, facial expressions, and the tone of voice, which allows them to accurately interpret the emotions of others [19].

3. Emotional Regulation and Its Relationship with Psychological Well-Being

Considering the multifactorial development of a person from an adaptive perspective when facing diverse life experiences, the person’s negative interpretation of some emotional stimuli can indicate threat, especially during social interactions, and the cognitive processing capacity of sadness, anger, etc., and of other emotional information plays a decisive role in the adaptability of an individual in their social life [20][21]. People deal with interpersonal challenges in the academic environment, including the university environment [22] and in several work scenarios. These challenges are real and should be effectively handled by people and their communities.
According to the postulates of developmental science, it seems that there is no exclusive stage in the development of the human being that is more conducive than the one that fosters basic personal capabilities. Working on the basis of knowledge from the biological sciences and human behavior, together with the implementation of intra- and interpersonal problem-solving/conflict resolution in situations, points towards more effective solutions to confront adversity [22]. In this way, emotional regulation can help the performance and improvement of variables such as resilience, which is understood as the process of adapting appropriately (achieving a personal and social balance) in the context of adversity [23]. According to Rutter [24], resilience involves a dynamic interaction between internal and external factors that include, among others, emotional regulation and coping capacity, with improvements in resilience observed due to inter- and intrapersonal intelligence specifically in university students [25]; however, Rutter’s work is applicable to any age [26][27].

References

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  11. Ramirez, L.; González, Z.; Hernández, E. Estudio y desarrollo de las competencias emocionales en estudiantes de medicina. Una aproximación bibliométrica. Investig. Educ. Médica 2019, 8, 92–102.
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  13. Dueñas Buey, M.L. Importancia de la inteligencia emocional: Un nuevo reto para la orientación educativa. Educación XX1 2002, 5, 77–96.
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Subjects: Rehabilitation
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Milagros Arteaga-Checa
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David Manzano-Sánchez
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Noelia Belando-Pedreño
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Update Date: 24 Nov 2023
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