CHAPTER 3: Emotions, Emotional Intelligence, and Stress

Learning Objectives

By the end of this chapter, you should be able to:

• Explain what emotions are and how they influence behaviour in academic and workplace settings.
• Describe emotional contagion and its effects on group dynamics.
• Define emotional intelligence (EI) and identify its core components.
• Explain why EI is important for teamwork, leadership, conflict resolution, and communication.
• Identify sources of stress and differentiate between acute, chronic, positive, and negative stress.
• Describe how stress affects thinking, emotions, and physical well-being.
• Apply strategies to manage stress and build personal resilience.

Emotions and Their Role in Organizational Behaviour

Emotions are short-lived, intense feelings triggered by specific events or situations. They shape how people interpret information, make decisions, respond to challenges, and interact with others. Even when individuals attempt to remain neutral or “professional,” emotions influence behaviour behind the scenes.

Common academic and workplace emotions include anxiety before presentations, frustration when team communication breaks down, enthusiasm when starting a new project, and pride after completing something meaningful. These emotional responses affect motivation, concentration, and collaboration.

Example:
A student who receives unexpected feedback may initially feel disappointed, lowering their participation in class. By contrast, a student who feels supported by a professor may show greater confidence and motivation.

Emotions vs. Moods

Emotions are usually caused by a specific event, are short-lasting, and have a clear trigger.
Moods are longer-lasting, often less intense, and may not have an obvious cause.

Example (Student):
A classmate’s abrupt message may spark immediate irritation (emotion), but feeling vaguely frustrated for the rest of the afternoon reflects a mood.

Example (Workplace):
A customer’s sharp comment triggers anger (emotion), while feeling drained for an entire shift reflects a mood.

Emotional Contagion

Emotional contagion refers to the automatic spread of emotions from one person to another. Individuals may unconsciously mimic the mood, tone, or facial expressions of others, shaping group dynamics.

Example:
A stressed teammate enters a meeting rushed and tense, causing others to feel unsettled as well.
A positive example is when an enthusiastic teammate lifts everyone’s energy during a long work session.

Emotional Intelligence (EI)

Emotional Intelligence, popularized by Daniel Goleman (1995), is the ability to recognize, understand, and manage emotions in oneself and others. EI supports effective teamwork, communication, conflict resolution, and leadership.

Organizations often identify EI as essential for professional success because it influences how people relate, collaborate, and respond under pressure.

The Core Components of EI

(Goleman, 1995)

Self-Awareness

Recognizing your own emotions and how they influence behaviour.
Example: A student notices they often become defensive during feedback and chooses to pause before responding.

Self-Regulation

Managing impulses and responding thoughtfully rather than reacting automatically.
Example: A barista feels irritated during a busy rush but speaks calmly to avoid escalating tension.

Motivation

Using emotional energy to pursue goals with persistence and purpose.
Example: After a disappointing midterm, a student creates a new study plan and focuses on improvement.

Empathy

Understanding and considering the emotions and perspectives of others.
Example: Recognizing that a quiet teammate may feel overwhelmed, not disengaged, and checking in to offer support.

Social Skills

Communicating effectively, resolving conflict, and building strong relationships.
Example: A team member mediates a disagreement to help restore collaboration.

Optional: Daniel Goleman — “What Is Emotional Intelligence?” (5 min)

https://www.youtube.com/watch?v=Y7m9eNoB3NU

Short Narrative: EI in Action

During his CO-OP placement, Lucas received a call from a frustrated customer. His first instinct was to react defensively, but he paused and said, “I can tell this has been really frustrating. Let’s figure this out together.” The customer immediately calmed down. Lucas not only solved the issue but also impressed his manager.
EI helped him respond professionally and build trust.

Required Video: “The Power of Vulnerability” — Brené Brown (TEDxHouston)

Understanding emotions is essential for developing Emotional Intelligence, but many students still see emotions as something to hide or “push through.” Brené Brown’s research on vulnerability offers a powerful complement to the theories in this chapter. Her talk adds something new: it explains why acknowledging emotions—not avoiding them—is the foundation of courage, connection, and personal resilience. Watching this video will help you see how vulnerability shows up in everyday academic situations, in teamwork, and in early career roles. It reinforces key chapter ideas about self-awareness, empathy, and managing stress—while offering language and insights you can immediately apply in your relationships, group projects, and leadership behaviours.

https://www.ted.com/talks/brene_brown_the_power_of_vulnerability

Understanding Stress

Stress occurs when the demands a person faces feel greater than their available resources. Stress affects thinking, emotions, physical health, and behaviour. It can be positive or negative depending on how it is interpreted.

Stress depends heavily on appraisal—how someone interprets a situation—not just the situation itself.

Types of Stress

Acute Stress

Short-term stress in response to immediate pressures.
Example: Preparing for a presentation or responding to a last-minute change.

Chronic Stress

Long-term stress from ongoing demands.
Example: Managing school, work shifts, and family responsibilities over the semester.

Positive Stress (Eustress)

Stress that motivates and energizes.
Example: Feeling excited before a job interview.

Negative Stress (Distress)

Stress that feels overwhelming or harmful.
Example: Losing sleep for weeks due to constant deadlines.

Common Student Stressors

• multiple assignments due at once
• confusion about expectations
• team or roommate conflict
• financial pressures
• balancing work and school
• uncertainty about future direction

Common Workplace Stressors

• unpredictable shift schedules
• demanding customers
• understaffing
• multitasking
• unclear instructions
• interpersonal tensions

The Stress–Appraisal Process

Stress unfolds in four stages:

Demand: Something requires attention.
Appraisal: Interpreting whether you can handle it.
Response: Physical, emotional, or behavioural reaction.
Outcome: Improved performance or reduced performance.

Example:
Two students have a major deadline:

• One thinks “This is impossible,” feels anxious, and avoids the assignment.
• The other thinks “This is tough, but I can break it down,” and gets started calmly.

The situation is the same—the appraisal is different.

Consequences of Stress

Physical Effects

• headaches
• low energy
• disrupted sleep
• weakened immune system

Emotional Effects

• irritability
• anxiety
• frustration
• low motivation

Cognitive Effects

• trouble concentrating
• forgetfulness
• indecision

Burnout

Burnout involves emotional exhaustion, cynicism, and feeling less effective. It can result from prolonged, unmanaged stress.

Managing Stress and Building Resilience

Resilience is the ability to recover from setbacks and adapt to change. Stress cannot be eliminated completely, but it can be managed.

Individual Strategies

• breaking tasks into smaller pieces
• taking short movement or breathing breaks
• maintaining sleep routines
• seeking support from peers or instructors
• reframing unhelpful thoughts
• setting boundaries around commitments

Organizational Strategies

Effective workplaces support well-being by offering:

• clear expectations
• reasonable workloads
• supportive supervision
• flexibility where possible
• access to resources

Short Narrative: Building Resilience

During a busy term, Sam felt overwhelmed at his café job. A senior coworker shared strategies such as 30-second breathing resets, asking for help earlier, and focusing on a few priorities at a time. Within weeks, Sam felt more confident and capable—not because the work changed, but because he became more resilient.

Chapter Summary

• Emotions are short, intense responses to specific events that influence behaviour.
• Moods are longer-lasting and less specific.
• Emotional contagion spreads feelings across groups.
• Emotional Intelligence (Goleman) includes self-awareness, self-regulation, motivation, empathy, and social skills.
• EI supports communication, collaboration, conflict management, and leadership.
• Stress arises when demands feel greater than resources.
• Appraisal influences how stress is experienced.
• Chronic stress can lead to burnout.
• Resilience can be strengthened through individual practices and supportive environments.