Research and valid practice in emotional intelligence (EI) have been impeded by lack of theoretical clarity regarding (a) the relative roles of emotion perception, emotion understanding, and emotion regulation facets in explaining job performance; (b) conceptual redundancy of EI with cognitive intelligence and Big Five personality; and (c) application of the EI label to 2 distinct sets of constructs (i.e., ability-based EI and mixed-based EI). In the current article, the authors propose and then test a theoretical model that integrates these factors. They specify a progressive (cascading) pattern among ability-based EI facets, in which emotion perception must causally precede emotion understanding, which in turn precedes conscious emotion regulation and job performance. The sequential elements in this progressive model are believed to selectively reflect Conscientiousness, cognitive ability, and Neuroticism, respectively. "Mixed-based" measures of EI are expected to explain variance in job performance beyond cognitive ability and personality. The cascading model of EI is empirically confirmed via meta-analytic data, although relationships between ability-based EI and job performance are shown to be inconsistent (i.e., EI positively predicts performance for high emotional labor jobs and negatively predicts performance for low emotional labor jobs). Gender and race differences in EI are also meta-analyzed. Implications for linking the EI fad in personnel selection to established psychological theory are discussed.

Emotional intelligence: An integrative meta-analysis and cascading model.

CONTEXT. In the last few years, there has been an increasing amount of research showing the concurrent and long-term consequences of bullying and being bullied by peers. OBJECTIVE. We performed a meta-analysis to quantify the association between involvement in bullying and psychosomatic complaints in the school-aged population. METHODS. We searched online databases (Embase, Medline, PsychInfo, Scopus) up to March 2008, bibliographies of existing studies, and qualitative reviews for studies that examined the association between involvement in bullying and psychosomatic complaints in children and adolescents. The original search identified 19 studies, of which 11 satisfied prestated inclusion criteria. RESULTS. Three random-effects meta-analyses were performed for the following 3 groups of children aged between 7 and 16 years: victims, bullies, and bully-victims. Bully-victims, victims, and bullies had a significantly higher risk for psychosomatic problems compared with uninvolved peers. CONCLUSIONS. The association between involvement in bullying and psychosomatic problems was demonstrated. Given that school bullying is a widespread phenomenon in many countries around the world, the present results suggest that bullying be considered a significant international public health issue.

Association Between Bullying and Psychosomatic Problems: A Meta-analysis

This study used path analysis to test a model that posits that relevant personality traits will have both direct relationships with counterproductive work behaviors (CPBs) and indirect relationships to CPBs through the mediating effects of job satisfaction. Based on a sample (n = 141) of customer service employees, results generally supported the hypothesized model for both boss- and self-rated CPBs. Agreeableness had a direct relationship with interpersonal counterproductive work behaviors (CPB-I); Conscientiousness had a direct relationship with organizational counterproductive work behaviors (CPB-O); and, job satisfaction had a direct relationship to both CPB-I and CPB-O. In addition, job satisfaction partially mediated the relationship between Agreeableness and both CPB-O and CPB-I. Overall, results show that personality traits differentially predict CPBs and that employees’ attitudes about their jobs explain, in part, these personality‐behavior associations.

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Relationship of personality traits and counterproductive work behaviors: the mediating effects of job satisfaction

The authors conducted a comprehensive review to understand the relation between personality and aggressive behavior, under provoking and nonprovoking conditions. The qualitative review revealed that some personality variables influenced aggressive behavior under both neutral and provocation conditions, whereas others influenced aggressive behavior only under provocation. Studies that assessed personality variables and that directly measured aggressive behavior were included in the quantitative review. Analyses revealed that trait aggressiveness and trait irritability influenced aggressive behavior under both provoking and neutral conditions but that other personality variables (e.g., trait anger, Type A personality, dissipation-rumination) influenced aggressive behavior only under provoking conditions. The authors discuss possible relations between these patterns of aggressive behavior and the personality dimensions of Agreeableness and Neuroticism and consider implications for theories of aggression.

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Personality and aggressive behavior under provoking and neutral conditions: A meta-analytic review.

1. Personality and politics 2. The Big Five approach 3. Measuring the Big Five 4. Personality and political information 5. Personality, attitudes, and political predispositions 6. Personality and political participation 7. The multiple bases of political behavior.

Personality and the Foundations of Political Behavior

The unique contributions of peer acceptance, friendship, and victimization to adjustment were examined. How these relational systems moderate the influence of one another to influence adjustment was also investigated. Friendship quality, a unique aspect of friendship, was expected to be especially important for adjustment when other relational systems were poor. A total of 238 fifth to eighth graders (boys = 109) participated in the survey-style paradigm. Youth participants completed measures assessing their friendships and peer relationships. Teachers provided assessments of adjustment. Adolescents who had lower levels of peer acceptance, number of friends, and friendship quality had greater teacher-reported maladjustment. Friendship quality was also an important buffer against adjustment problems when peer acceptance and number of friends were low.The outcomes of this article suggest that an approach that includes examining the quality of adolescents’ friendships, peer interactions, and interactive models of relationship dimensions are informative for understanding adolescents’ general adjustment.

With a Little Help from Your Friends: The Importance of High-quality Friendships on Early Adolescent Adjustment

This multimethod research linked the Big-Five personality dimensions to interpersonal conflict in childhood. Agreeableness was the personality dimension of focus because this dimension has been associated with maintaining positive interpersonal relations in adolescents and adults. In two studies, elementary school children were assessed on the Big-Five domains of personality. Study 1 (n=276) showed that agreeableness was uniquely associated with endorsements of conflict resolution tactics in children as well as parent and teacher reports of coping and adjustment. Study 2 (n=234) revealed that children's perceptions of themselves and others during conflict was influenced by their agreeableness regardless of their partner's agreeableness. Observers also reported that pairs higher in agreeableness had more harmonious, constructive conflicts. Overall findings suggest that of the Big-Five dimensions, agreeableness is most closely associated with processes and outcomes related to interpersonal conflict and adjustment in children.

Interpersonal Conflict, Agreeableness, and Personality Development

This research examined how conscientiousness contributes to adolescents' positive peer relationships and vulnerability to poorer ones. Given its temperamental origins in effortful control, conscientiousness was expected to be particularly important. A total of 256 fifth to eighth graders completed personality, peer-relationship, and victimization measures. Peers, parents, and teachers also completed assessments. Adolescents higher on conscientiousness experienced less victimization, better quality friendships, and higher peer acceptance even after controlling for the other Big Five dimensions. Externalizing and/or attention problems mediated the link between conscientiousness and peer relations. Conscientiousness moderated the relation between internalizing problems and poor interpersonal functioning. Results suggest that self-control processes associated with conscientiousness are important in developing and maintaining relationships in adolescence.

The Importance of Conscientiousness in Adolescent Interpersonal Relationships

We used data from a randomized clinical trial to examine the degree to which relationship quality predicted outcomes for aggressive children in two different mentoring programs. Data were available for 145 aggressive children in Grades 2 and 3. Children were blocked by school and randomly assigned to PrimeTime (n = 75) or Lunch Buddy (n = 70) programs. PrimeTime combined community-based mentoring with child-focused skills training and consultation for parents and teachers, and mentors were extensively trained and supervised. Lunch Buddy was a stand-alone, school-based mentoring program that involved lunchtime visits and a different mentor each semester. PrimeTime children rated their mentors as more supportive than did Lunch Buddy children. Relationship conflict predicted changes in teacher-rated externalizing problems. Ratings of relationship quality interacted with treatment in predicting changes in parent-rated externalizing behavior for PrimeTime children only.

Relationship Quality and the Mentoring of Aggressive, High-Risk Children

This study examined the contributions of peer acceptance and friendship (i.e., number and quality) on children being relationally or overtly peer victimized. Fifth-and sixth-grade children (N= 207, 92 boys) provided self-and peer-reports of victimization, friendship, and peer acceptance. General peer acceptance and high-quality friendships uniquely predicted both overt and relational victimization. Fall victimization did not predict spring friendship quality; however, fall friendship quality did predict spring victimization levels. For children with lower peer acceptance, high-quality friendships appeared to play an especially important role in determining the targets of peer abuse. Approaches that include friendship quality as well as interactive models of relationship dimensions may be informative for understanding victimization as well as children's general adjustment.

Kenya T. Malcolm

Papers

With a Little Help from Your Friends: The Importance of High-quality Friendships on Early Adolescent Adjustment

Interpersonal Conflict, Agreeableness, and Personality Development

The Importance of Conscientiousness in Adolescent Interpersonal Relationships

Relationship Quality and the Mentoring of Aggressive, High-Risk Children

Divided we fall: Children's friendships and peer victimization: