Showing papers on "Emotional intelligence published in 2003"

Measuring emotional intelligence with the MSCEIT V2.0.

Abstract: Does a recently introduced ability scale adequately measure emotional intelligence (EI) skills? Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; J. D. Mayer, P. Salovey, & D. R. Caruso, 2002b), the authors examined (a) whether members of a general standardization sample and emotions experts identified the same test answers as correct, (b) the test's reliability, and (c) the possible factor structures of EI. Twenty-one emotions experts endorsed many of the same answers, as did 2,112 members of the standardization sample, and exhibited superior agreement, particularly when research provides clearer answers to test questions (e.g., emotional perception in faces). The MSCEIT achieved reasonable reliability, and confirmatory factor analysis supported theoretical models of EI. These findings help clarify issues raised in earlier articles published in Emotion.

Convergent, Discriminant, and Incremental Validity of Competing Measures of Emotional Intelligence

Abstract: This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)--the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)--and two self-report measures of EI--the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.

Preschool emotional competence: Pathway to social competence.

Abstract: Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.

Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction

Abstract: This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis-a-vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.

Emotional Intelligence: Science and Myth

Abstract: Emotional intelligence (EI) is one of the most widely discussed topics in current psychology. Although first mentioned in the professional literature nearly two decades ago, in the past five years it has received extensive media attention. The term "emotional intelligence" refers to the ability to identify, express and understand emotions; to assimilate emotions into thought; and to regulate both positive and negative emotions in oneself and others. Yet despite the flourishing research programs and broad popular interest, scientific evidence for a clearly identified construct of EI is sparse. It remains to be seen whether there is anything to EI that researchers in the fields of personality, intelligence, and applied psychology do not already know. This book offers a comprehensive critical review of EI. It examines current thinking on the nature, components, determinants and consequences of EI, and it evaluates the state of the art in EI theory, research, assessment and applications. The book highlights the extent to which empirical evidence supports EI as a valid construct and debunks some of the more extravagant claims that appear in the popular media. Finally, the book examines the potential use of EI to guide practical interventions in various clinical, occupational, and educational settings.

The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior managers

Abstract: The literature suggests that managerial skills in general, and emotional intelligence in particular, play a significant role in the success of senior managers in the workplace. This argument, despite its popularity, remains elusive. This can be attributed to the fact that although a few studies have provided evidence to support this argument, it has not received an appropriate empirical investigation. This study attempts to narrow this gap by empirically examining the extent to which senior managers with a high emotional intelligence employed in public sector organizations develop positive work attitudes, behavior and outcomes. The results indicate that emotional intelligence augments positive work attitudes, altruistic behavior and work outcomes, and moderates the effect of work‐family conflict on career commitment but not the effect on job satisfaction.

Toward an affect-sensitive multimodal human-computer interaction

Abstract: The ability to recognize affective states of a person we are communicating with is the core of emotional intelligence. Emotional intelligence is a facet of human intelligence that has been argued to be indispensable and perhaps the most important for successful interpersonal social interaction. This paper argues that next-generation human-computer interaction (HCI) designs need to include the essence of emotional intelligence - the ability to recognize a user's affective states-in order to become more human-like, more effective, and more efficient. Affective arousal modulates all nonverbal communicative cues (facial expressions, body movements, and vocal and physiological reactions). In a face-to-face interaction, humans detect and interpret those interactive signals of their communicator with little or no effort. Yet design and development of an automated system that accomplishes these tasks is rather difficult. This paper surveys the past work in solving these problems by a computer and provides a set of recommendations for developing the first part of an intelligent multimodal HCI-an automatic personalized analyzer of a user's nonverbal affective feedback.

Awakening employee creativity: The role of leader emotional intelligence

Abstract: Creative activities are affect-laden. Laboring at perhaps the most inspiring and difficult of human endeavors, a creator frequently experiences the excitement of discovery and the anguish of failure. Engaging in creativity in organizations inevitably creates tension, conflict, and emotionally charged debates and disagreements because complex organizations need both control and predictability and creativity and change. In this paper, we describe five routes through which the innate creativity of organizational members can be awakened: identification, information gathering, idea generation, idea evaluation and modification, and idea implementation. We propose that leaders, and in particular, the emotional intelligence of leaders, plays a critical role in enabling and supporting the awakening of creativity through these five complementary routes. After describing theory and research on emotional intelligence, we develop propositions concerning how leaders' emotional intelligence can enable and promote followers' creativity in multiple ways.

Relationship Between Emotional Intelligence and Transformational Leadership Style: A Gender Comparison

Abstract: This study examined the predictive relationship between emotional intelligence and transformational leadership style. The researchers also wanted to determine gender differences in the relationship between emotional intelligence and transformational leadership style, as well as the gender differences in the emotional intelligence scores and transformational leadership style of managers. A significant predictive relationship (p .05) was found in the transformational leadership scores of male and female managers.

Exploring the neurological substrate of emotional and social intelligence.

Abstract: The somatic marker hypothesis posits that deficits in emotional signalling (somatic states) lead to poor judgment in decision-making, especially in the personal and social realms. Similar to this hypothesis is the concept of emotional intelligence, which has been defined as an array of emotional and social abilities, competencies and skills that enable individuals to cope with daily demands and be more effective in their personal and social life. Patients with lesions to the ventromedial (VM) prefrontal cortex have defective somatic markers and tend to exercise poor judgment in decision-making, which is especially manifested in the disadvantageous choices they typically make in their personal lives and in the ways in which they relate with others. Furthermore, lesions to the amygdala or insular cortices, especially on the right side, also compromise somatic state activation and decision-making. This suggests that the VM, amygdala and insular regions are part of a neural system involved in somatic state activation and decision-making. We hypothesized that the severe impairment of these patients in real-life decision-making and an inability to cope effectively with environmental and social demands would be reflected in an abnormal level of emotional and social intelligence. Twelve patients with focal, stable bilateral lesions of the VM cortex or with right unilateral lesions of the amygdala or the right insular cortices, were tested on the Emotional Quotient Inventory (EQ-i), a standardized psychometric measure of various aspects of emotional and social intelligence. We also examined these patients with various other procedures designed to measure decision-making (the Gambling Task), social functioning, as well as personality changes and psychopathology; standardized neuropsychological tests were applied to assess their cognitive intelligence, executive functioning, perception and memory as well. Their results were compared with those of 11 patients with focal, stable lesions in structures outside the neural circuitry thought to mediate somatic state activation and decision-making. Only patients with lesions in the somatic marker circuitry revealed significantly low emotional intelligence and poor judgment in decision-making as well as disturbances in social functioning, in spite of normal levels of cognitive intelligence (IQ) and the absence of psychopathology based on DSM-IV criteria. The findings provide preliminary evidence suggesting that emotional and social intelligence is different from cognitive intelligence. We suggest, moreover, that the neural systems supporting somatic state activation and personal judgment in decision-making may overlap with critical components of a neural circuitry subserving emotional and social intelligence, independent of the neural system supporting cognitive intelligence.

Emotional intelligence training and its implications for stress, health and performance

Abstract: This study builds on earlier work (Slaski & Cartwright, 2002), examining the role of Emotional Intelligence (EI) as a moderator in the stress process. A sample of UK managers (n = 60) were given training in emotional intelligence. Pre and post measures were taken relating to EI, stress and health and management performance. The study also incorporated a matched control group. It was found that training resulted in increased EI and improved health and well being. Copyright © 2003 John Wiley & Sons, Ltd.

Emotional intelligence, leadership effectiveness, and team outcomes

Abstract: Emotional intelligence reflects the ability to read and understand others in social contexts, to detect the nuances of emotional reactions, and to utilize such knowledge to influence others through emotional regulation and control. As such, it represents a critically important competency for effective leadership and team performance in organizations today. In this paper, we develop a conceptual model that brings together theory and research on emotional intelligence, leadership, and team process and outcomes. Additionally, we formulate testable propositions, propose directions for future research, and discuss implications for practice.

Does Emotional Intelligence Assist in the Prediction of Academic Success

Abstract: Some authors have claimed that emotional intelligence predicts success at work, at school, and in relationships, as well as or better than IQ. Little research exists to support or refute this claim at present. In this study, the ability of emotional intelligence to predict academic achievement was examined in a sample of undergraduate psychology students, using year-end grades as the criterion. The predictive validity of emotional intelligence was compared with the predictive validity of traditional cognitive abilities and the Big Five dimensions of personality. In addition, the incremental predictive validity of each of these three domains was assessed. In this setting, only some measures of Emotional Intelligence predicted academic success, and none of these measures showed incremental predictive validity for academic success over and above cognitive and personality variables. It may be that the overlap between many emotional intelligence measures and traditional measures of intelligence and personality...

Educación emocional y competencias básicas para la vida

Abstract: Emotional education is an educational innovation which has as an objective to answer to the social needs not attended into ordinary education. The foundations of emotional education can multiple intelligence theory, emotional intelligence, flow, progressive education movement, psychological education, health education, social skills, subjective well-being, etc. As an example of theory we present the reversal theory. The objective of emotiona education is the development of emotional competence: emotional conscience, emotional regulation, selfmanagement, interpersonal intelligence, life skills and subjective well-being. The practice of emotional education implies the design of programs based on a theory, with the training of the teachers who will implement them; we need curricular materials to support the teacher task; to evaluate the programs we need instruments and strategies, etc. This article is the result of the work of the GROP (Grupo de Recerca en Orientacio Psicopedagogica) of the Department MIDE of the University of Barcelona.

Trait Emotional Intelligence and Happiness

Abstract: Participants completed measures of trait emotional intelligence (trait EI), happiness, personality, and cognitive ability. Neuroticism was negatively related to happiness, whereas Extraversion and Openness to Experience were positively related to it. Cognitive ability was not related either to happiness or to trait EI. A three-step hierarchical regression showed that trait EI explained over 50% of the total variance in happiness. The positive relationship between trait EI and happiness persisted in the presence of the Big Five. In contrast, the Big Five did not account for a significant amount of happiness variance when trait EI was partialled out.

Mood regulation and emotional intelligence: individual differences.

Abstract: In 3 studies (Ns = 250, 83, 236), an examination of differences in how individuals experience their emotions (meta-emotion traits of clarity, attention, and intensity) led to the identification of 4 distinct types (overwhelmed, hot, cerebral, and cool). When mood was manipulated, the types differed in how they initially reacted to the emotional situation, how they regulated their mood, and how they made judgments. In particular, one type of individual (the hot type) was more reactive to emotional situations than the others. Another type of individual (the overwhelmed type) regulated mood differently than the others, which led these individuals to make judgments that were also different. Overwhelmed individuals appeared unable or unwilling to avail themselves of critical affective information.

Development of Emotional Intelligence: Towards a Multi-Level Investment Model

Abstract: This paper examines the development of emotional intelligence (EI) in childhood. It is proposed that ambiguities in conceptualizing EI may be resolved by distinguishing multiple levels of emotion-regu

Job Competencies and the Curriculum: An Inquiry into Emotional Intelligence in Graduate Professional Education

Abstract: Empirical research has produced evidence suggesting that the ability to assess, regulate, and utilize emotions (i.e., emotional intelligence) is important to the performance of workers. Yet, few graduate professional program curriculums adequately address the emotional and interpersonal skills that prospective employers want most in their employees and that employees find most useful in their work. The results from this study showed that the potential for enhanced emotional capabilities could be improved in the traditional graduate classroom. Furthermore, findings revealed a strong relationship between emotional intelligence and academic performance.

A Model of Emotional Intelligence and Conflict Management Strategies: A Study in Seven Countries

Abstract: The study investigated the relationships of the five dimensions of emotional intelligence: self-awareness, self-regulation, motivation, empa-thy, and social skills of supervisors to subordinates' strategies of handling conflict: problem solving and bargaining Data (N = 1,395) for this study were collected with questionnaires from MBA students in seven countries (US, Greece, China, Bangladesh, Hong Kong and Macau, South Africa, and Portugal) Psychometric properties of the measures were tested and improved with exploratory and confirmatory factor analysis and analysis of indicator and internal consistency reliabilities, and the hypotheses were tested with a structural equations model for each country Results in the US and in the combined sample provided support for the model which suggests that self-awareness is positively associated with self-regulation, empathy, and social skills; self regulation is positively associated with empathy and social skills; empathy and social skills are positively associated with motivation; which in turn, is positively associated with problem solving strategy and negatively associated with bargaining strategy Differences among countries in these relationships are noted and implications for organizations discussed

How can we make sense of leadership in the 21st century

Abstract: Explores the development of thinking on leadership and places it in the context of the dominant discourses of the period in which studies were conducted. Argues that if a “sense making” paradigm is adopted. it becomes feasible to identify a model of leadership, which is relevant to the context of complexity and change facing organisations in the early twenty‐first century. The model emerges when the measure of effectiveness is changed from organisational success to the impact of the leader on followers and on building of capability. The argument for such a shift is underpinned by the movement of dominant organisational logic from a Weberian rational/analytical one to a logic which acknowledges emotional considerations. Within the leadership arena it has been proposed that emotional intelligence is a major factor underpinning success. Presents data from recent research, which empirically demonstrates linkages between emotional intelligence and leadership. These findings are examined in conjunction with the “Emergent model”.

Leadership at the top: the need for emotional intelligence in organizations

Abstract: The need for effective leadership has become paramount to meet the challenges of the 21st Century and a growing number of academics and senior managers have recently come to recognize the importance of emotional intelligence (EI) for effective leadership. Furthermore, Goleman, Boyatzis, & McKee (2002) have contended that the higher up one advances in an organization, the more important EI becomes. In this paper the authors have focused on evidence at the very top of the organization, the Board. They review the findings from a major study of UK boards and re‐analyze the data on tasks and competencies relating to EI constructs. Their results show that EI competencies are considered to be extremely important according to the majority of a large sample of UK directors in a survey and they go on to argue that many of the tasks (outputs) of the Board require EI competencies, as well as many aspects of Team Process (for Organizing and Running the Board). The authors also produce new findings which support Goleman's hypothesis that the higher one advances, the more important EI becomes. Possible explanations for the findings are discussed and the paper concludes with a review of important current and future research such as the full integration of EI elements into instruments to assess leadership competence and style, and the effect that organization culture has on these constructs.

Emotional awareness and emotional intelligence in leadership teaching

Abstract: Recent research has highlighted the importance of emotional awareness and emotional intelligence in organizations, and these topics are attracting increasing attention. In this article, the authors present the results of a preliminary classroom study in which emotion concepts were incorporated into an undergraduate leadership course. In the study, students completed self report and ability tests of emotional intelligence. The test results were compared with students' interest in emotions and their performance in the course assessment. Results showed that interest in and knowledge of emotional intelligence predicted team performance, whereas individual performance was related to emotional intelligence.

The Role of Emotional Intelligence in the Career Commitment and Decision-Making Process.

Abstract: The relations between career decision-making self-efficacy, vocational exploration and commitment, and emotional intelligence were investigated. Furthermore, the extent to which sex moderates the relationship between emotional intelligence and career decision-making self-efficacy and between emotional intelligence and vocational exploration and commitment was also examined. Findings revealed that emotional intelligence as measured by the Empathy, Utilization of Feelings, Handling Relationships, and Self-Control factors is positively related to career decision-making self-efficacy and that the Utilization of Feelings and Self-Control factors were inversely related to vocational exploration and commitment. Findings, however, failed to reveal sex as a moderator of the relationship between emotional intelligence and the career variables under investigation.

The dimensions of emotional intelligence, alexithymia, and mood awareness: Associations with personality and performance on an emotional stroop task

Abstract: This study examined the different facets of emotional intelligence, alexithymia, and mood awareness. Undergraduate students (N = 129) completed the Trait Meta-Mood Scale (TMMS), the Toronto Alexithymia Scale (TAS-20), and the Mood Awareness Scale (MRS). A factor analysis revealed two dimensions, attention to and clarity of emotions, that cut across all three instruments. These two dimensions were differentially associated with personality, as measured by the neuroticism, extra-version, and openness to experience portions of the NEO-FFI, and with performance on an emotional Stroop task. We discuss the implications for the conceptualisation of broad constructs such as emotional intelligence and alexithymia, as well as the potential utility of more narrowly defined individual differences.

An exploration of the relationship between emotional intelligence and leadership potential

Abstract: This research note explores the extent to which the claims for the importance of emotional intelligence as a predictor of leadership potential are borne out The paper reports the results of an exploratory study of a leadership development centre in which participants also completed an established measure of emotional intelligence – the EIQ Managerial The sample comprised 40 senior managers working within the New Zealand Public Service (NZPS) The results provide some evidence to support the relationships between EI and leadership potential asserted from both a theoretical standpoint and from other studies of leadership performance The limitations of sample size are clearly identified The results do however, indicate that further research using both larger and more diverse samples may be warranted

Positive Psychology as the Evenhanded Positive Psychologist Views It.

Abstract: Matthews, G., & Zeidner, M. (2000). Emotional intelligence, adaptation to stressful encounters, and health outcomes. In R. Bar-On & J. M. Parker (Eds.), Handbook of emotional intelligence (pp. 459-489). San Francisco: Jossey-Bass. Matthews, G., Zeidner, M., & Roberts, R. (2002). Emnotional intelligence: Science or myth? Cambridge, MA: MIT Press. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Hantdbook of human intelligence (2nd ed.). New York: Cambridge University Press. Newell, A. (1982). The knowledge level. Artifcial Intelligence, 18, 87-127. Schimmack, U., & Grob, A. (2000). Dimensional models of core affect: A quantitative comparison by means of structural equation modeling. European Journal of Personality, 14, 325-345. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. Stroop, J. R. (1992). Studies of interference in verbal reactions. Journal of Experitmental Pvychology: General, 121. 15-23. W tson, D. (2000). Mood and tenmperament. New York: Guilford. Zeidner, M., & Endler, N. (Eds.). (1996). Handbook of coping: Theory, research, applications. New York: Wiley. Zeidner, M., & Matthews, G. (2000). Intelligence and Personality. In R. J. Stemnberg (Ed.), Handbook of intelligence (2nd ed., pp. 581-610). New York: Cambridge University Press. Zeidner, M., Matthews, G., & Roberts, R. (2001). Slow down, you move too fast: Emotional intelligence remains an "elusive" intelligence. Em1otions, 1, 265-275. Zeidner, M., Matthews, G.. & Roberts, R. (in press). Emotional intelligence at work: A critical review. Applied Psychology: An International Review. Zeidner, M., Roberts, R., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37, 215-231. Zeidner, M., & Saklofske, D. (1996). Adaptive and maladaptive coping. In M. Zeidner & N. Endler (Eds.), Hfandbook ofXcoping (pp. 505-53 1). New York: Wiley.

Low emotional intelligence as a predictor of substance-use problems.

Abstract: This study explored the relationship between low emotional intelligence and substance-use problems in adults. One hundred and forty-one participants completed the Self-Administered Alcoholism Screening Test [1, 2], the Drug Abuse Screening Test [3], an emotional intelligence scale [4], and a measure of psychosocial coping [5]. Low emotional intelligence was a significant predictor of both alcohol-related problems and drug-related problems. Poorer coping predicted drug-related problems, but not alcohol-related problems. Coping was not found to be a significant mediator between emotional intelligence and substance-use problems. Possible implications for intervention and treatment efforts are discussed.