Showing papers on "Emotional intelligence published in 2001"
TL;DR: It is found that the technique of seeding a Fisher Projection with the results of sequential floating forward search improves the performance of the Fisher Projections and provides the highest recognition rates reported to date for classification of affect from physiology: 81 percent recognition accuracy on eight classes of emotion, including neutral.
Abstract: The ability to recognize emotion is one of the hallmarks of emotional intelligence, an aspect of human intelligence that has been argued to be even more important than mathematical and verbal intelligences. This paper proposes that machine intelligence needs to include emotional intelligence and demonstrates results toward this goal: developing a machine's ability to recognize the human affective state given four physiological signals. We describe difficult issues unique to obtaining reliable affective data and collect a large set of data from a subject trying to elicit and experience each of eight emotional states, daily, over multiple weeks. This paper presents and compares multiple algorithms for feature-based recognition of emotional state from this data. We analyze four physiological signals that exhibit problematic day-to-day variations: The features of different emotions on the same day tend to cluster more tightly than do the features of the same emotion on different days. To handle the daily variations, we propose new features and algorithms and compare their performance. We find that the technique of seeding a Fisher Projection with the results of sequential floating forward search improves the performance of the Fisher Projection and provides the highest recognition rates reported to date for classification of affect from physiology: 81 percent recognition accuracy on eight classes of emotion, including neutral.
2,172 citations
TL;DR: In this article, the theoretical foundation of emotional intelligence (EI) as a constellation of traits and self-perceived abilities is set out, and the discriminant validity of trait EI is explored.
Abstract: This paper sets out the theoretical foundation of emotional intelligence (EI) as a constellation of traits and self‐perceived abilities. The discriminant validity of trait EI is explored in two stu...
1,531 citations
TL;DR: Arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable are presented.
Abstract: The authors have claimed that emotional intelligence (EI) meets traditional standards for an intelligence (J. D. Mayer, D. R. Caruso, & P. Salovey, 1999). R. D. Roberts, M. Zeidner, and G. Matthews (2001) questioned whether that claim was warranted. The central issue raised by Roberts et al. concerning Mayer et al. (1999) is whether there are correct answers to questions on tests purporting to measure EI as a set of abilities. To address this issue (and others), the present authors briefly restate their view of intelligence, emotion, and EI. They then present arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable.
996 citations
TL;DR: In this article, an organizing model for understanding affective influences and their effects on group life is proposed, where individual-level affective characteristics that members bring to their groups: moods, emotions, sentiments, and emotional intelligence.
937 citations
TL;DR: In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence, and their scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence.
Abstract: In 7 studies, the authors examined the link between emotional intelligence and interpersonal relations. In Studies 1 and 2, the participants with higher scores for emotional intelligence had higher scores for empathic perspective taking and self-monitoring in social situations. In Study 3, the participants with higher scores for emotional intelligence had higher scores for social skills. In Study 4, the participants with higher scores for emotional intelligence displayed more cooperative responses toward partners. In Study 5, the participants with higher scores for emotional intelligence had higher scores for close and affectionate relationships. In Study 6, the participants' scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence. In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence.
815 citations
Book•
01 Jan 2001
TL;DR: Cary Cherniss and Daniel Goleman as discussed by the authors defined and assessed EMOTIONAL INTELLIGENCE, and proposed a model to train individuals to develop emotional intelligence through relationships at work.
Abstract: Foreword by Warren Bennis. Preface. The Editors. The Contributors. PART ONE: DEFINING AND ASSESING EMOTIONAL INTELLIGENCE. Emotional Intelligence and Organizational Effectiveness (C. Cherniss). Emotional Intelligence: Issues in Paradigm-Building (D. Goleman). An EI-Based Theory of Performance (D. Goleman). The Economic Value of Emotional Intelligence Competencies and EIC-Based HR Programs (L. Spencer). Measurement of Individual Emotional Competence (M. Gowing). Group Emotional Competence and Its Influence on Group Effectiveness (Vanessa Druskat and Steven Wolff). PART TWO: HUMAN RESOURCE APPLICATIONS AND EMOTIONAL INTELLIGENCE. Using Human Resource Functions to Enhance Emotional Intelligence (Ruth Jacobs). The Challenge of Hiring Senior Executives (Claudio Fernandez-Aroz). PART THREE: EFFECTIVE SOCIAL AND EMOTIONAL LEARNING IN ORGANIZATIONS. Training for Emotional Intelligence: A Model (Cary Cherniss and Daniel Goleman). How and Why Individuals Are Able to Develop Emotional Intelligence (Richard Boyatzis). Developing Emotional Competence through Relationships at Work (Kathy Kram and Cary Cherniss). Implementing Emotional Intelligence Programs in Organizations: The American Express Financial Advisors Case (C. Cherniss & R. Caplan). References.
684 citations
TL;DR: Overall, it is questionable whether the MEIS operationalizes EI as a reliable and valid construct.
Abstract: Performance-based measures of emotional intelligence (EI) are more likely than measures based on self-report to assess EI as a construct distinct from personality. A multivariate investigation was conducted with the performance-based, Multi-Factor Emotional Intelligence Scale (MEIS; J. D. Mayer, D. Caruso, & P. Salovey, 1999). Participants (N = 704) also completed the Trait Self-Description Inventory (TSDI, a measure of the Big Five personality factors; Christal, 1994; R. D. Roberts et al.), and the Armed Services Vocational Aptitude Battery (ASVAB, a measure of intelligence). Results were equivocal. Although the MEIS showed convergent validity (correlating moderately with the ASVAB) and divergent validity (correlating minimally with the TSDI), different scoring protocols (i.e., expert and consensus) yielded contradictory findings. Analyses of factor structure and subscale reliability identified further measurement problems. Overall, it is questionable whether the MEIS operationalizes EI as a reliable and valid construct.
656 citations
TL;DR: Schutte et al. as mentioned in this paper found that EI was reliably measured in adolescents, was higher for females than males, and was positively associated with skill at identifying emotional expressions, amount of social support, extent of satisfaction with social support and mood management behaviour.
564 citations
TL;DR: In this paper, the authors explored the relationship between emotional intelligence and effective leadership and found that emotional intelligence may account for how effective leaders monitor and respond to subordinates and make them feel at work.
Abstract: Emotional intelligence has become increasingly popular as a measure for identifying potentially effective leaders, and as a tool for developing effective leadership skills. Despite this popularity, however, there is little empirical research that substantiates the efficacy of emotional intelligence in these areas. The aim of the present paper was to explore the relationship between emotional intelligence and effective leadership. Emotional intelligence was assessed by a modified version of the Trait Meta Mood Scale in 43 participants employed in management roles. Effective leaders were identified as those who displayed a transformational rather than transactional leadership style as measured by the multifactor leadership questionnaire. Emotional intelligence correlated with several components of transformational leadership suggesting that it may be an important component of effective leadership. In particular emotional intelligence may account for how effective leaders monitor and respond to subordinates and make them feel at work.
554 citations
Journal Article•
TL;DR: Citing such companies as IDEO, Hewlett-Packard, and the Hay Group, the authors show that high emotional intelligence is at the heart of effective teams.
Abstract: The management world knows by now that to be effective in the workplace, an individual needs high emotional intelligence. What isn't so well understood is that teams need it, too. Citing such companies as IDEO, Hewlett-Packard, and the Hay Group, the authors show that high emotional intelligence is at the heart of effective teams. These teams behave in ways that build relationships both inside and outside the team and that strengthen their ability to face challenges. High group emotional intelligence may seem like a simple matter of putting a group of emotionally intelligent individuals together. It's not. For a team to have high EI, it needs to create norms that establish mutual trust among members, a sense of group identity, and a sense of group efficacy. These three conditions are essential to a team's effectiveness because they are the foundation of true cooperation and collaboration. Group EI isn't a question of dealing with a necessary evil--catching emotions as they bubble up and promptly suppressing them. It's about bringing emotions deliberately to the surface and understanding how they affect the team's work. Group emotional intelligence is about exploring, embracing, and ultimately relying on the emotions that are at the core of teams.
549 citations
01 Jan 2001
TL;DR: Forgas and Forgas as discussed by the authors discuss the relationship between affect and cognition, and the role of individual differences in affectivity in the regulation of affective states, including the effect of mood on the content of cognition.
Abstract: Contents: Preface. J.P. Forgas, Introduction: Affect and Social Cognition. Part I: The Relationship Between Affect and Cognition: Fundamental Issues. R. Adolphs, A.R. Damasio, The Interaction of Affect and Cognition: A Neurobiological Perspective. T.A. Ito, J.T. Cacioppo, Affect and Attitudes: A Social Neuroscience Approach. C.A. Smith, L.D. Kirby, Affect and Cognitive Appraisal Processes. Part II: Affective Influences on the Content of Cognition. G.H. Bower, J.P. Forgas, Mood and Social Memory. G.L. Clore, K. Gasper, E. Garvin, Affect as Information. C. Sedikides, J.D. Green, Affective Influences on the Self-Concept: Qualifying the Mood-Congruency Principle. Part III: Affective Influences on Social Information Processing. K. Fiedler, Affective Influences on Social Information Processing. E.T. Higgins, Promotion and Prevention Experiences: Relating Emotions to Nonemotional Motivational States. R.E. Petty, D. DeSteno, D.D. Rucker, The Role of Affect in Attitude Change. Part IV: Affective Influences on Motivation and Intentions. E. Harmon-Jones, The Role of Affect in Cognitive-Dissonance Processes. Y. Trope, M. Ferguson, R. Raghunathan, Mood as a Resource in Processing Self-Relevant Information. M.W. Erber, R. Erber, The Role of Motivated Social Cognition in the Regulation of Affective States. Part V: Affective Influences on Cognitively Mediated Social Behaviors. J.P. Forgas, Affect, Cognition, and Interpersonal Behavior: The Mediating Role of Processing Strategies. G.V. Bodenhausen, T. Mussweiler, S. Gabriel, K.N. Moreno, Affective Influences on Stereotyping and Intergroup Relations. P. Salovey, J.B. Detweiler, W.T. Steward, B.T. Bedell, Affect and Health-Relevant Cognition. Part VI: The Role of Individual Differences in Affectivity. C.L. Rusting, Personality as a Moderator of Affective Influences on Cognition. J. Suls, Affect, Stress, and Personality. J.D. Mayer, Emotion, Intelligence, and Emotional Intelligence.
Posted Content•
TL;DR: Fernández et al. as discussed by the authors found that emotional intelligence and relational behavior are often viewed as inappropriate because they collide with powerful, gender-linked images, thus undermining the possibility of radical change.
Abstract: This study of female design engineers has profound implications for attempts to change organizational culture. Joyce Fletcher's research shows that emotional intelligence and relational behavior are often viewed as inappropriate because they collide with powerful, gender-linked images. Fletcher describes how organizations say they need such behavior and yet ignore it, thus undermining the possibility of radical change. She shows why the "female advantage" does not seem to benefit women employees or organizations. She offers ways that individuals and organizations can make visible the invisible work.
TL;DR: In this paper, the empirical association between the apparently similar constructs of emotional intelligence and alexithymia was examined using latent variable analysis in a large community sample of adults (N=734).
Journal Article•
TL;DR: This article found that emotional intelligence is carried through an organization like electricity through wires and that the leader's mood is quite literally contagious, spreading quickly and inexorably throughout the business, and that a leader needs to make sure that not only is he regularly in an optimistic, au-thentic, high-energy mood, but also that, through his chosen actions, his followers feel and act that way, too.
Abstract: of emotional intelli-gence at work began toreceive widespread atten-tion, we frequently heardexecutives say – in the samebreath,mind you–“That’s incred-ible,”and,“Well,I’ve known that allalong.” They were responding to ourresearch that showed an incontrovert-ible link between an executive’s emotional maturity,exemplified by such capabilities as self-awareness andempathy, and his or her financial performance. Simplyput, the research showed that “good guys”– that is, emo-tionally intelligent men and women – finish first.We’ve recently compiled two years of new researchthat, we suspect, will elicit the same kind of reaction.People will first exclaim, “No way,” then quickly add,“But of course.”We found that of all the elements affect-ing bottom-line performance, the importance of theleader’s mood and its attendant behaviors are mostsurprising. That powerful pair set off a chain reaction:The leader’s mood and behaviors drive the moods andbehaviors of everyone else. A cranky and ruthless bosscreates a toxic organization filled with negative under-achievers who ignore opportunities; an inspirational,inclusive leader spawns acolytes for whom any challengeis surmountable. The final link in the chain is perfor-mance: profit or loss.Our observation about the overwhelming impact ofthe leader’s “emotional style,”as we call it,is not a whole-sale departure from our research into emotional intelli-gence. It does, however, represent a deeper analysis ofour earlier assertion that a leader’s emotional intelligencecreates a certain culture or work environment. High lev-els of emotional intelligence,our research showed,createclimates in which information sharing,trust,healthy risk-taking, and learning flourish. Low levels of emotionalintelligence create climates rife with fear and anxiety.Because tense or terrified employees can be very produc-tive in the short term,their organizations may post goodresults, but they never last.Our investigation was designed in part to look at howemotional intelligence drives performance–in particular,at how it travels from the leader through the organiza-tion to bottom-line results.“What mechanism,”we asked,“binds the chain together?”To answer that question, weturned to the latest neurological and psychological re-search. We also drew on our work with business leaders,observations by our colleagues of hundreds of leaders,andHay Group data on the leadership styles of thousands ofexecutives.From this body of research,we discovered thatemotional intelligence is carried through an organizationlike electricity through wires. To be more specific, theleader’s mood is quite literally contagious, spreadingquickly and inexorably throughout the business.We’ll discuss the science of mood contagion in moredepth later, but first let’s turn to the key implications ofour finding.If a leader’s mood and accompanying behav-iors are indeed such potent drivers of business success,then a leader’s premier task–we would even say his primaltask – is emotional leadership. A leader needs to makesure that not only is he regularly in an optimistic, au-thentic, high-energy mood, but also that, through hischosen actions, his followers feel and act that way, too.Managing for financial results, then, begins with theleader managing his inner life so that the right emotionaland behavioral chain reaction occurs.Managing one’s inner life is not easy,of course.For manyof us, it’s our most difficult challenge. And accuratelygauging how one’s emotions affect others can be just asdifficult.We know of one CEO,for example,who was cer-tain that everyone saw him as upbeat and reliable; his di-rect reports told us they found his cheerfulness strained,even fake,and his decisions erratic.(We call this commondisconnect “CEO disease.”) The implication is that primalleadership demands more than putting on a game faceevery day. It requires an executive to determine, throughreflective analysis, how his emotional leadership drivesthe moods and actions of the organization,and then,withequal discipline, to adjust his behavior accordingly.That’s not to say that leaders can’t have a bad day orweek: Life happens.And our research doesn’t suggest thatgood moods have to be high-pitched or nonstop – opti-mistic,sincere,and realistic will do.But there is no escap-ing the conclusion that a leader must first attend to theimpact of his mood and behaviors before moving on tohis wide panoply of other critical responsibilities. In thisarticle,we introduce a process that executives can followto assess how others experience their leadership, and we
Book•
01 Jan 2001
TL;DR: In this paper, Ciarrochi et al. present a Field Guide to Emotional Intelligence, which is used to measure emotional intelligence in everyday life, including fitness, emotional intelligence and self-awareness.
Abstract: Introduction. J.D. Mayer, J. Ciarrochi, Emotional Intelligence and Everyday Life: An Introduction. Fundamental Issues. J.D. Mayer, A Field Guide to Emotional Intelligence. J. Ciarrochi, A. Chan, P. Caputi, R. Roberts, Measuring Emotional Intelligence. J.P. Forgas, Affective Intelligence: The Role of Affect in Social Thinking and Behavior. Applications of Emotional Intelligence Research to Everyday Life. J.P. Forgas, Low Emotional Intelligence and Mental Illness. R. Bar-On, Emotional Intelligence and Self-Actualization. J. Fitness, Emotional Intelligence and Intimate Relationships. J. Flury, W. Ickes, Emotional Intelligence and Empathy. M.J. Elias, L. Hunter, J.S. Kress, Emotional Intelligence and Education. D.R. Caruso, C.J. Wolfe, Emotional Intelligence in the Workplace. P. Salovey, Applied Emotional Intelligence: Regulating Emotions to Become Healthy, Wealthy, and Wise. Integration and Conclusions. R.J. Sternberg, Measuring the Intelligence of an Idea: How Intelligent is the Idea of Emotional Intelligence?
TL;DR: It is believed that selection processes that will determine levels of emotional intelligence in prospective candidates, as they could be a reliable predictor of success in both clinical nursing practice and academic study, are needed.
Abstract: This paper explores Goleman's (1996) concept of 'emotional intelligence' in relation to recruitment to preregistration nurse education programmes. Current studies consistently demonstrate that emotional intelligence is the common factor which marks out individuals as leaders, innovators and effective managers. The role of the qualified nurse is evolving continually and 'portable' skills are the key qualities demanded by a health care system under pressure to compete. These include the ability to work effectively in teams, the ability to recognize and respond appropriately to one's own and others' feelings and the ability to motivate oneself and others. They are collectively termed 'emotional intelligence'. We believe we need selection processes that will determine levels of emotional intelligence in prospective candidates, as they could be a reliable predictor of success in both clinical nursing practice and academic study. Research indicates that emotional intelligence cannot be developed quickly enough through interpersonal skills training and therefore it is essential that nurse educators create assessment strategies that will identify emotional intelligence at recruitment.
TL;DR: Evidence from developmental and clinical research suggest that emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence.
Abstract: R. D. Roberts, M. Zeidner, and G. Matthews (2001) challenged the adequacy of the psychometric properties of the principal performance measure of emotional intelligence (EI). They raised doubt about the existence of emotion-related abilities that influence behavioral outcomes and social competence after controlling for general intelligence and personality. I agree with Roberts et al. that demonstrating the discriminant and predictive validity of a measure of EI in the context of rival predictors will require more research. I agree with the proponents of EI that emotion-related abilities do exist and show that such abilities in children account for unique variance in measures of adaptive behavior and social competence. However, evidence from developmental and clinical research suggest that these emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence.
TL;DR: The revised Emotional Intelligence Inventory can be recommended for use in the investigation of emotional intelligence.
Abstract: The purposes of this study were (a) to develop a measure of emotional intelligence, the Emotional Intelligence Inventory and (b) to find the underlying dimensions of the inventory by testing 111 hi...
01 Jan 2001
TL;DR: In this paper, the relation between concepts of emotional giftedness and emotional intelligence, and the actual ways adolescents cope with challenging social situations was examined in a pilot study with adolescents, finding that those with higher emotional intelligence were better able to identify their own and others' emotions in situations, use that information to guide their actions, and resist peer pressure than others.
Abstract: This article examines the relation between concepts of emotional giftedness and emotional intelligence, and attempts to relate a person's level of emotional intelligence to the actual ways they cope with challenging social situations. Emotional intelligence and social behavior were explored in a pilot study with adolescents. Emotional intelligence was measured with the Multifactor Emotional Intelligence Scale (Mayer, Salovey, & Caruso, 1997), an ability‐based measure of emotional perception, facilitation, understanding, and management. General intelligence was measured with the Peabody Picture Vocabulary Scale (Dunn & Dunn, 1981). Each of the 11 adolescents also answered questions about how he or she had handled a difficult social encounter. Those with higher emotional intelligence were better able to identify their own and others’ emotions in situations, use that information to guide their actions, and resist peer pressure than others.
TL;DR: Significant differences were revealed between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal Skills.
Abstract: This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.
TL;DR: Overall the sex offenders were higher on aggression and attention to feelings, less clear about their feelings and less capable to repair unpleasant moods and prolong positive ones.
TL;DR: The authors of as discussed by the authors pointed out that the Multi-Factor Emotional Intelligence Scale and related tests assess a broad EI factor of real-world significance, but they did not yet establish that the multi-factor EI Scale and its related tests assessed a broad emotional intelligence factor with realworld significance.
Abstract: Commentators on the R. D. Roberts, M. Zeidner, and G. Matthews (2001) article on the measurement of emotional intelligence (EI) made various pertinent observations that confirm the growing interest in this topic. This rejoinder finds general agreement on some key issues: learning from the history of ability testing, developing more sophisticated structural models of ability, studying emotional abilities across the life span, and establishing predictive and construct validity. However, scoring methods for tests of EI remain problematic. This rejoinder acknowledges recent improvements in convergence between different scoring methods but discusses further difficulties related to (a) neglect of group differences in normative social behaviors, (b) segregation of separate domains of knowledge linked to cognitive and emotional intelligences, (c) potential confounding of competence with learned skills and cultural factors, and (d) lack of specification of adaptive functions of EI. Empirical studies have not yet established that the Multi-Factor Emotional Intelligence Scale and related tests assess a broad EI factor of real-world significance.
TL;DR: Theory and some empirical research suggest that there is a relationship between emotions and performance on cognitive tasks as mentioned in this paper, and the construct of emotional intelligence may provide a vehicle for explori...
Abstract: Theory and some empirical research suggest that there is a relationship between emotions and performance on cognitive tasks. The construct of emotional intelligence may provide a vehicle for explor...
01 Jan 2001
TL;DR: In this paper, the authors describe the construction and validation of an extensive test battery for use in the selection process in business and business education, based on notions of social competence and emotional intelligence in broad senses of the terms.
Abstract: The paper describes the construction and the construct validation of an extensive test battery for use in the selection process in business and business education. It is based on notions of social competence and emotional intelligence (EI) in broad senses of the terms. Participants were 226 persons who had applied for admittance to the undergraduate program of the Stockholm School of Economics. Many indices were constructed on the basis of their test responses. In a second-order factor analysis, four factors were identified: mental stability, emotional intelligence proper, dominance (including creativity and mental energy), and compulsiveness. These factors were related to emotional skills and to standard personality scales (Big Five, MPI, and Myers-Briggs scales), as well as to scales measuring risk-taking attitudes and variables measuring response styles. It was found that the secondary factors were less subjected to self-presentation bias than the Big Five scales, and that they were about equal to the ...
TL;DR: The authors examined the power of both emotional and social intelligence to account for variance in self-reported leadership experiences and found that both social intelligence and emotional intelligence accounted for the variance in leadership experiences.
Abstract: Leadership has both social and emotional components. Social intelligence appears to tap the social component found in leadership. Recently, emotional intelligence has surfaced as a stable individual difference variable and appears to tap the emotional component of leadership. Mayer and Salovey (1993) suggested that the emotional intelligence and social intelligence constructs overlap. This study examined the power of both emotional and social intelligence to account for variance in self-reported leadership experiences. One hundred ninety-two university students completed measures of social and emotional intelligence and a measure of leadership experiences. Regression analyses showed that both social intelligence and emotional intelligence accounted for variance in leadership experiences. Although emotional intelligence was found to account for variance in leadership, it did not add unique variance beyond social intelligence. Social intelligence appears to play a principal role in leadership.