Emotional Intelligence and writing competency: A correlational study of applied theory or visible thinking, a product of dualling hemispheres

This dissertation explores the relationship between Emotional Intelligence and writing competency through the lens of critical theory. The management goal of this research is to have positive affect on employees in the workplace by influencing the problem with intra/interpersonal communication. Driving this dissertation research are two theories, one scaffolding each of the key variables. Through their collaborative works Mayer, Salovey, and Caruso, together and with other researchers, provide support for their four-factor model of Emotional Intelligence (EI). Their theory is a view of emotion as a cognitive ability or signal system that denotes relational affect in intra/interpersonal situations (Mayer, Caruso, & Salovey, 1999; Mayer, Perkins, Caruso, & Salovey, 2001; Mayer, Salovey, & Caruso, 2000a). EI theory is paired with the Flower and Hayes' (1981) theory of writing which models writing as a nonlinear or recursive process seated in cognition. The writing process and written product facilitate intra/interpersonal communication. The instruments for data collection are the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT) and the Peabody Individual Achievement Test-Revised Normative Update (PIAT-R/NU): Reading Comprehension and Written Expression subtests. The quantitative values ease comprehensive evaluation and the correlation between the variables is explored through nonparametric statistical analysis. The study was executed in a context where it is known that study participants use writing individually and collaboratively. The research findings provide a platform for suggesting written communication, a function of business writing, as a practical application of EI.