Journal Article•
The Bar-On model of emotional-social intelligence (ESI)
31 Dec 2006-Psicothema (Colegio Oficial de Psicólogos del Principado de Asturias)-Vol. 18, Iss: 1, pp 13-25
TL;DR: The author summarizes the key points, discusses the limitations of the model, and raises the ideas for developing a future model of ESI.
Abstract: The present manuscript is an empirically based theoretical paper that presents, describes, and examines the Bar-On Model of Emotional-Social Intelligence (ESI) in deep. First, a description of the Emotional Quotient Inventory (the EQ-i), which has played an instrumental role in developing the model, is given. The EQ-i is a self-report measure of emotionally and socially intelligent behaviour. It has been translated into more than 30 languages, and data have been collected around the world. The impact of age, gender, and ethnicity on the Bar-On model is presented. A description of the model's construct and predictive validity is given. Finally, the author summarizes the key points, discusses the limitations of the model, and raises the ideas for developing a future model of ESI.
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TL;DR: Humphrey et al. as mentioned in this paper performed a meta-analysis on the relationship between emotional intelligence and job performance, and found that emotional intelligence was correlated with cognitive ability and with neuroticism, extraversion, openness, agreeableness and conscientiousness.
Abstract: This meta-analysis builds upon a previous meta-analysis by (1) including 65 per cent more studies that have over twice the sample size to estimate the relationships between emotional intelligence (EI) and job performance; (2) using more current meta-analytical studies for estimates of relationships among personality variables and for cognitive ability and job performance; (3) using the three-stream approach for classifying EI research; (4) performing tests for differences among streams of EI research and their relationships with personality and cognitive intelligence; (5) using latest statistical procedures such as dominance analysis; and (6) testing for publication bias. We classified EI studies into three streams: (1) ability-based models that use objective test items; (2) self-report or peer-report measures based on the four-branch model of EI; and (3) “mixed models” of emotional competencies. The three streams have corrected correlations ranging from 0.24 to 0.30 with job performance. The three streams correlated differently with cognitive ability and with neuroticism, extraversion, openness, agreeableness, and conscientiousness. Streams 2 and 3 have the largest incremental validity beyond cognitive ability and the Five Factor Model (FFM). Dominance analysis demonstrated that all three streams of EI exhibited substantial relative importance in the presence of FFM and intelligence when predicting job performance. Publication bias had negligible influence on observed effect sizes. The results support the overall validity of EI. Copyright © 2010 John Wiley & Sons, Ltd.
Note: Correction added on 22 July 2010 after first publication online on 29 June 2010. The affiliations for Ronald H. Humphrey and Thomas H. Hawver have been corrected in this version of the article.
853 citations
Journal Article•
534 citations
TL;DR: A selective qualitative review of affect, emotions, and emotional competencies in leadership theory and research published in ten management and organizational psychology journals, book chapters and special issues of journals from 1990 to 2010 is presented in this article.
Abstract: This paper presents a selective, qualitative review of affect, emotions, and emotional competencies in leadership theory and research published in ten management and organizational psychology journals, book chapters and special issues of journals from 1990 to 2010. Three distinct themes emerged from this review: (1) leader affect, follower affect and outcomes, (2) discrete emotions and leadership, and (3) emotional competencies and leadership. Within each of these themes, we examine theory (construct definition and theoretical foundation) and methods (design, measurement and context) and summarize key findings. Our findings indicate that the study of affect and emotions in leadership fares well with regard to construct definitions across the first two themes, but not in the last theme above. Design and measurement issues across all three themes are a little less advanced. One serious gap is in a lack of focus on levels-of-analysis theoretically and methodologically. Our review concludes with recommendations for future theoretical and empirical work in this area.
370 citations
TL;DR: In this article, the authors distinguish between definitions and models of EI and then adopt a single definition on which the major theorists already seem to agree, and further distinguish between the concepts of emotional intelligence and emotional and social competence (ESC).
Abstract: There has been much confusion and controversy concerning the concept of emotional intelligence (EI). Three issues have been particularly bothersome. The first concerns the many conflicting definitions and models of EI. To address this issue, I propose that we distinguish between definitions and models and then adopt a single definition on which the major theorists already seem to agree. I further propose that we more clearly distinguish between EI and the related concept of emotional and social competence (ESC). The second issue that has generated concern is the question of how valid existing measures are. After reviewing the research on the psychometric properties of several popular tests, I conclude that although there is some support for many of them, they all have inherent limitations. We need to rely more on alternative measurement strategies that have been available for some time and also develop new measures that are more sensitive to context. The third area of contention concerns the significance of EI for outcomes such as job performance or leadership effectiveness. Recent research, not available to earlier critics, suggests that EI is positively associated with performance. However, certain ESCs are likely to be stronger predictors of performance than EI in many situations. Also, EI is likely to be more important in certain kinds of situations, such as those involving social interaction or significant levels of stress. Context makes a difference.
353 citations
Cites background from "The Bar-On model of emotional-socia..."
...A second approach to the problem of multiple definitions and models is to accept the fact that there is a diversity in views and live with it, at least for the present (BarOn, 2006; Emmerling & Goleman, 2003; Petrides et al., 2007)....
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Journal Article•
TL;DR: As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence and the test was also moderately related to social competence and predicted students' final grades.
Abstract: This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students ( N= 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni, 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, Gonzalez, & Garcia-Gallo, 1998). Students’ academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students’ final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.
301 citations
References
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TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Abstract: Content Memory (Learning Ability) As Comprehension 82 Vocabulary Cs .30 ( ) .23 .31 ( ) .31 .31 .35 ( ) .29 .48 .35 .38 ( ) .30 .40 .47 .58 .48 ( ) As judged against these latter values, comprehension (.48) and vocabulary (.47), but not memory (.31), show some specific validity. This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components. Some of the correlations in Chi's (1937) prodigious study of halo effect in ratings are appropriate to a multitrait-multimethod matrix in which each rater might be regarded as representing a different method. While the published report does not make these available in detail because it employs averaged values, it is apparent from a comparison of his Tables IV and VIII that the ratings generally failed to meet the requirement that ratings of the same trait by different raters should correlate higher than ratings of different traits by the same rater. Validity is shown to the extent that of the correlations in the heteromethod block, those in the validity diagonal are higher than the average heteromethod-heterotrait values. A conspicuously unsuccessful multitrait-multimethod matrix is provided by Campbell (1953, 1956) for rating of the leadership behavior of officers by themselves and by their subordinates. Only one of 11 variables (Recognition Behavior) met the requirement of providing a validity diagonal value higher than any of the heterotrait-heteromethod values, that validity being .29. For none of the variables were the validities higher than heterotrait-monomethod values. A study of attitudes toward authority and nonauthority figures by Burwen and Campbell (1957) contains a complex multitrait-multimethod matrix, one symmetrical excerpt from which is shown in Table 6. Method variance was strong for most of the procedures in this study. Where validity was found, it was primarily at the level of validity diagonal values higher than heterotrait-heteromethod values. As illustrated in Table 6, attitude toward father showed this kind of validity, as did attitude toward peers to a lesser degree. Attitude toward boss showed no validity. There was no evidence of a generalized attitude toward authority which would include father and boss, although such values as the VALIDATION BY THE MULTITRAIT-MULTIMETHOD MATRIX
15,795 citations
01 Jan 1978
13,810 citations
"The Bar-On model of emotional-socia..." refers background in this paper
...This well exceeds the .90 minimum for total scores suggested by Nunnally (1978)....
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Book•
01 Jan 1994
TL;DR: The authors argued that rational decisions are not the product of logic alone - they require the support of emotion and feeling, drawing on his experience with neurological patients affected with brain damage, Dr Damasio showed how absence of emotions and feelings can break down rationality.
Abstract: Descartes' Error offers the scientific basis for ending the division between mind and body. Antonio Damasio contends that rational decisions are not the product of logic alone - they require the support of emotion and feeling. Drawing on his experience with neurological patients affected with brain damage, Dr Damasio shows how absence of emotions and feelings can break down rationality. He also offers a new perspective on what emotions and feelings actually are: a direct view of our own body states; a link between the body and its survival-oriented regulation on the one hand, and consciousness on the other. Written as a conversation between the author and an imaginary listener, Descartes' Error leads us to conclude that human organisms are endowed from their very beginning with a spirited passion for making choices, which the social mind can then use to build rational behaviour.
9,648 citations