Showing papers on "Emotional intelligence published in 2010"
TL;DR: A psychometric methodology for quantifying a factor termed “collective intelligence” (c), which reflects how well groups perform on a similarly diverse set of group problem-solving tasks, and finds converging evidence of a general collective intelligence factor that explains a group’s performance on a wide variety of tasks.
Abstract: Psychologists have repeatedly shown that a single statistical factor—often called “general intelligence”— emerges from the correlations among people's performance on a wide variety of cognitive tasks. But no one has systematically examined whether a similar kind of “collective intelligence” exists for groups of people. In two studies with 699 individuals, working in groups of two to five, we find converging evidence of a general collective intelligence factor that explains a group's performance on a wide variety of tasks. This “c factor” is not strongly correlated with the average or maximum individual intelligence of group members but is correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group. As research, management, and many other kinds of tasks are increasingly accomplished by groups—both those working face-to-face and "virtually"(1‐3)—it is becoming even more important to understand the determinants of group
1,941 citations
TL;DR: The authors 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.
Abstract: 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.
1,264 citations
TL;DR: This article focuses on two components of the event-related potential (ERP)—the P300 and the late positive potential (LPP)—and how they can be used to understand the interaction between the more automatic and controlled processing of emotional stimuli.
Abstract: Progress in the study of emotion and emotion regulation has increasingly been informed by neuroscientific methods. This article focuses on two components of the event-related potential (ERP)--the P300 and the late positive potential (LPP)--and how they can be used to understand the interaction between the more automatic and controlled processing of emotional stimuli. Research is reviewed exploring: the dynamics of emotional response as indexed at early and late latencies; neurobiological correlates of emotional response; individual and developmental differences; ways in which the LPP can be utilized as a measure of emotion regulation. Future directions for the application of ERP/electroencephalogram (EEG) in achieving a more complete understanding of emotional processing and its regulation are presented.
1,023 citations
TL;DR: A recent meta-analysis by Schutte, Malouff, Thorsteinsson, Bhullar, and Rooke as discussed by the authors indicated that Emotional Intelligence (EI) is associated with better health.
833 citations
TL;DR: In this paper, the authors examined the leadership competency profiles of successful project managers in different types of projects and found that high expressions of one IQ sub-dimension (critical thinking) and three EQ sub-dimensions (i.e. influence, motivation and conscientiousness) varied by project type.
611 citations
TL;DR: In this paper, the authors evaluate claims that emotional intelligence is significantly related to transformational and other leadership be- haviors, and find that ratings of both emotional intelligence and leadership behaviors were provided by the same source (self, subordinates, peers, or superiors).
Abstract: The purpose of this study is to evaluate claims that emotional intelligence is significantly related to transformational and other leadership be haviors. Results (based on 62 independent samples) indicated a validity estimate of .59 when ratings of both emotional intelligence and leadership behaviors were provided by the same source (self, subordinates, peers, or superiors). However, when ratings of the constructs were derived from different sources, the validity estimate was .12. Lower validity estimates were found for transactional and laissez-faire leadership behaviors. Separate analyses were performed for each measure of emotional intelligence. Trait measures of emotional intelligence tended to show higher validities than ability-based measures of emotional intelligence. Agreement across ratings sources for the same construct was low for both transformational leadership (.14) and emotional intelligence (.16).
440 citations
TL;DR: In this paper, the authors examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer- Salovey- Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school teachers (N = 123).
Abstract: The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer – Salovey – Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. C � 2010 Wiley Periodicals, Inc.
431 citations
TL;DR: The authors explored other antecedents of team creativity, namely, team emotional intelligence and team trust, and investigated the relationships among these precursors to creative effort, using a survey of 82 student teams at a large university in the northeast United States.
Abstract: Teams represent a dominant approach to getting work done in a business environment. Creativity enables teams to solve problems and leverage opportunities through the integration of divergent thoughts and perspectives. Prior research indicates that a collaborative culture, which affects how team members interact and work together, is a critical antecedent of team creativity. This study explores other antecedents of team creativity, namely, team emotional intelligence and team trust, and investigates the relationships among these precursors to creative effort. Using a survey of 82 student teams at a large university in the northeast United States, our findings suggest that team emotional intelligence promotes team trust. Trust, in turn, fosters a collaborative culture which enhances the creativity of the team. Cognitive trust also moderates the relationship between collaborative culture and team creativity. Implications of these results for managers and academics are discussed.
385 citations
TL;DR: This article examined the relationship between teachers' perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehavior) and emotion regulation in this relationship.
Abstract: The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, t...
371 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.
TL;DR: Overall, the 2 studies suggest the TEIQue-SF can be recommended when a rapid assessment of trait emotional intelligence is required and shows good psychometric properties at the item and global level.
Abstract: Trait emotional intelligence refers to a constellation of emotional self-perceptions located at the lower levels of personality hierarchies. In 2 studies, we sought to examine the psychometric properties of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides, 2009) using item response theory (IRT). Study 1 (N= 1,119, 455 men) showed that most items had good discrimination and threshold parameters and high item information values. At the global level, the TEIQue-SF showed very good precision across most of the latent trait range. Study 2 (N= 866, 432 men) used similar IRT techniques in a new sample based on the latest version of the TEIQue-SF (version 1.50). Results replicated Study 1, with the instrument showing good psychometric properties at the item and global level. Overall, the 2 studies suggest the TEIQue-SF can be recommended when a rapid assessment of trait emotional intelligence is required.
TL;DR: In this article, the authors examined the impact of cultural intelligence on intercultural negotiation processes and outcomes, controlling for other types of intelligence (cognitive ability and emotional intelligence), personality (openness and extraversion), and international experience.
Book•
11 Aug 2010
TL;DR: Dewaele et al. as mentioned in this paper investigated how multilinguals feel about their languages and use them to communicate emotion using a combination of quantitative and qualitative approaches, and found that how and when a language was learnt determines future use and communicative anxiety.
Abstract: Book Synopsis: This is the first large-scale investigation on how multilinguals feel about their languages and use them to communicate emotion. Using a combination of quantitative and qualitative approaches, Jean-Marc Dewaele looks at the factors that affect multilinguals' self-perceived competence, attitudes, communicative anxiety, language choice and code-switching when expressing feelings, anger and when swearing. Nearly 1600 multilinguals from all over the world participated in the research. The results suggest that how and when a language was learnt determines future use and communicative anxiety. Aspects such as present use of the language, the total number of languages known, and the level of emotional intelligence also play an important role. Interviews with participants reveal the importance of cultural factors and show how the slow process of acculturation in a new community is accompanied by gradual changes in language preferences to communicate emotions.
TL;DR: In this paper, the authors examined the relationship between self-compassion and emotional intelligence in nurses and found a positive correlation between selfcompassion, self-confidence, and emotion intelligence.
Abstract: Nurses often provide care for patients and families who are suffering and where emotions are heightened. Compassion is an essential component of the care that nurses provide. Emotions play an important role in the relationship and communication between nurses, patients and families. Self-compassion is the ability to be compassionate to oneself, without this ability nurses might not be prepared to be compassionate to patients. Emotionally intelligent persons perceive themselves as confident, better able to understand, control and manage their emotions. The purpose of this descriptive, correlational study was to examine the relationship between self-compassion and emotional intelligence. Participants were 135 nurses. The setting for this study was a health system with hospitals located in Queens, Nassau and Suffolk counties of New York, USA. Three of the hospitals in the study are located in Queens and/or the Queens/Nassau border. Queens is the most culturally diverse community in the USA. The patients served, as well as the nursing staff, are reflective of this cultural and religious diversity. Results indicated a positive correlation between self-compassion and emotional intelligence (r = 0.55). Recommendations for future research include: exploration of self-compassion and emotional intelligence in nurses, and identification of the benefits of enhancing self-compassion and emotional intelligence in nurses.
TL;DR: This article found that emotional intelligence and a number of its dimensions were associated with leadership emergence over and above cognitive intelligence, personality traits, and gender, and the ability to understand emotions was most consistently associated with leader emergence.
Abstract: We report the findings from two studies that examine the association between emotional intelligence and leadership emergence in small groups. In both studies, members of groups completed measures of emotional intelligence and other individual differences prior to working on a group project. Their peers rated their leadership emergence at the conclusion of the project. Overall emotional intelligence and a number of its dimensions were associated with leadership emergence over and above cognitive intelligence, personality traits, and gender. These findings were observed when emotional intelligence was measured with an ability test but not when it was measured with a self-report scale. Among the dimensions of emotional intelligence, the ability to understand emotions was most consistently associated with leadership emergence.
TL;DR: This article found that emotional intelligence ability measures and empathy explained additional variance in the project manager competences of teamwork, attentiveness and managing conflict, and the transformational leadership behaviors of idealized influence and individualized consideration, after controlling for cognitive ability and personality.
Abstract: Key dimensions of project manager behaviors considered to be associated with successful project outcomes have included both appropriate collaborative behaviors and transformational leadership. More recently, emotional intelligence has been suggested as a unique area of individual differences that is likely to underpin sets of behaviors in this area. Based on a sample of 67 UK project managers, it was found that emotional intelligence ability measures and empathy explained additional variance in the project manager competences of teamwork, attentiveness, and managing conflict, and the transformational leadership behaviors of idealized influence and individualized consideration, after controlling for cognitive ability and personality.
TL;DR: In this article, the authors suggest that emotional intelligence should be considered as one of the most important areas of positive psychology and suggest that positive psychology should be studied more closely than emotional intelligence.
Abstract: Both “emotional intelligence” and “positive psychology” are rapidly becoming very visible, popular and important areas within psychology. This article suggests that emotional intelligence should be...
TL;DR: Children with anxiety disorders experienced greater negative emotional responses to the images, were less successful at applying reappraisals, but showed intact ability to reduce their negative emotions following reappraisal.
TL;DR: In this article, Cherniss identifies three other EI models whose main limitations must be succinctly mentioned, not least because they provided the impetus for the development of the trait EI model.
Abstract: In addition to trait EI, Cherniss identifies three other EI models whose main limitations must be succinctly mentioned, not least because they provided the impetus for the development of the trait EI model. Bar-On’s (1997) model is predicated on the problematic assumption that emotional intelligence (or ‘‘ability’’ or ‘‘competence’’ or ‘‘skill’’ or ‘‘potential’’—terms that appear to be used interchangeably in his writings) can be validly assessed through self-report questions of the type ‘‘It is easy for me to understand my emotions.’’ Psychometrically, as pointed out in Petrides and Furnham (2001), this is not a viable position because such self-report questions can only be tapping into self-perceptions rather than into abilities or competencies. This poses a fundamental threat to the validity of this model, far more serious than the pervasive faking problem noted by several authors (e.g., Grubb & McDaniel, 2008). Goleman’s (1995) model is difficult to evaluate scientifically because of its reliance on
TL;DR: In this article, the functionality of the heart in a mind-oriented bureaucracy is analyzed, and a model is suggested for exploring the relationship between emotional intelligence, organizational politics, and employees' performance in public agencies.
Abstract: Readers are invited to a rendezvous with the meaning of the heart and emotions in public administration. Despite the growing interest in recent years in emotional intelligence within the managerial literature, too little has been written about emotional intelligence within the public sector. This is surprising in light of New Public Management voices that stress flexibility, responsiveness, and a focus on the needs and demands of citizens. The functionality of the heart in a mind-oriented bureaucracy is analyzed, and a model is suggested for exploring the relationship between emotional intelligence, organizational politics, and employees' performance in public agencies. This model is empirically tested in two Israeli municipalities. The results support a moderating role of emotional intelligence in the relationship between organizational politics and emotional commitment, as well as between organizational politics and employees' absenteeism. Other direct mediating effects of political perceptions and skills are noted. Implications for theory development, future empirical studies, as well as practical recommendations are suggested.
TL;DR: Results indicate that a lower level of EI is associated with more intensive smoking, alcohol use, and illicit drug use and two components of Ei play a key role in addictions: “decoding and differentiation of emotions” and “regulation of emotions.”
Abstract: Since the millennium, an expanding number of research articles have examined the relationship between emotional intelligence (EI) and physical and mental health. The relationship between EI and addictive disorders has, however, remained relatively well-hidden. We therefore systematically reviewed and critically evaluated the literature on this relationship. We identified 51 articles on the topic of which 36 fulfilled our inclusion criteria. Results indicate that a lower level of EI is associated with more intensive smoking, alcohol use, and illicit drug use and two components of EI play a key role in addictions: "decoding and differentiation of emotions" and "regulation of emotions."
TL;DR: In this article, the authors consider the debate about whether emotional intelligence has incremental validity over and above traditional intelligence dimensions and propose that emotional intelligence and general mental abilities differ in predicting academic performance and the quality of social interactions among college students.
TL;DR: In this paper, an interdisciplinary review of theory and research linking aspects of emotional competence to learning and school-related outcomes across childhood is presented, focusing on the role of teachers in socializing students' emotions and considering the strategies and challenges they face in regulating their own emotions in the classroom context.
Abstract: This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher education, this review also discusses the role of teachers in socializing students’ emotions and considers the strategies and the challenges they face in regulating their own emotions in the classroom context. Future directions for research in this area are proposed.
TL;DR: Undergraduate nursing students in each of the four years of the program had EI scores within the emotionally and socially effective functioning capacity, identifying them as being able to establish satisfying interpersonal relationships, and work well under pressure.
TL;DR: In this article, the authors investigated perceived emotional intelligence (EI) in relation to burnout syndrome and job satisfaction in primary special education teachers from Greece and found that teachers of high-perceived EI are likely to experience less burnout and greater job satisfaction.
Abstract: This study investigates perceived emotional intelligence (EI) in relation to burnout syndrome and job satisfaction in primary special education teachers from Greece. EI was measured by the EIS developed by Schutte et al. (1998). Factor analysis revealed that four factors can be identified in the EIS. Results showed that Greek teachers reported fairly high scores in the specific factors and the overall EI. Perceived EI was significantly related to burnout syndrome and job satisfaction, indicating that teachers of high-perceived EI are likely to experience less burnout and greater job satisfaction. Regression analysis revealed that emotional exhaustion can be predicted by satisfaction with the job itself and with the principal subscales; depersonalization is predicted by satisfaction with the job and with prospective promotions; personal accomplishment is predicted by satisfaction with the job itself as well as by an EI factor, optimism/ mood regulation and a demographic variable, age. Results are compared ...
TL;DR: In this article, the associations among emotional intelligence (EI), coping, personality and exam-related stress in a group of 475 Canadian undergraduate students were examined, and the results showed that these factors mediated the effect of personality on stress and subjective wellbeing.
Abstract: The associations among emotional intelligence (EI), coping, personality and exam-related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre-exam period. Higher levels of stress were associated with lower scores on EI components, and higher scores on emotion-focused coping and neuroticism. A scale-level factor analysis of the EI and coping subscales produced three composite factors, which each had high loadings from at least one EI and one coping subscale. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion-focused coping) and the Task Focus factor (high loadings of Adaptability EI and task-focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modelling. The results showed that these factors mediated the effect of personality on stress and SWB.
TL;DR: In this article, the authors examined the effect of three dimensions of organizational justice, distributive justice, procedural justice, and interactional justice on contextual performance, counterproductive work behaviors, and task performance.
Abstract: This study tested the direct effects of three dimensions of organizational justice – distributive justice, procedural justice, and interactional justice – on contextual performance, counterproductive work behaviors, and task performance. The study also examined the moderating effects of an ability measure of emotional intelligence (EI) on the justice–performance relationship. Based on the data from 211 employees across nine organizations from the private and public sectors in a developing country in the Caribbean, the results revealed that all three justice dimensions had significant effects on task performance, contextual performance, and counterproductive work behaviors in the expected direction. Composite EI and its four subdimensions (appraisal and expression of emotion in the self, appraisal and recognition of emotion in others, regulation of emotion, and use of emotion) moderated the relationship between procedural justice and contextual performance, but failed to moderate other justice–performance relationships.
TL;DR: Examination of how individual variation in the ability to modify emotional expressive behavior in response to evocative stimuli is related to well-being and financial success showed that individuals who can best suppress their emotional reaction to an acoustic startle are happiest with their lives.
Abstract: Are people who are best able to implement strategies to regulate their emotional expressive behavior happier and more successful than their counterparts? Although past research has examined individual variation in knowledge of the most effective emotion regulation strategies, little is known about how individual differences in the ability to actually implement these strategies, as assessed objectively in the laboratory, are associated with external criteria. In two studies, we examined how individual variation in the ability to modify emotional expressive behavior in response to evocative stimuli is related to well-being and financial success. Study 1 showed that individuals who can best suppress their emotional reaction to an acoustic startle are happiest with their lives. Study 2 showed that individuals who can best amplify their emotional reaction to a disgust-eliciting movie are happiest with their lives and have the highest disposable income and socioeconomic status. Thus, being able to implement emotion regulation strategies in the laboratory is closely linked to well-being and financial success.
TL;DR: In this paper, the antecedent of conflict management styles and job performance at selected local governments in Indonesia were investigated. And the results demonstrate that EI within public organizations has an impact on job performance similar to that of EI in private organizations.
Abstract: Purpose – The purpose of this paper is to investigate the relationships among emotional intelligence (EI), conflict management styles (CMSs) and job performance at selected local governments in Indonesia. Specifically, the antecedent of CMSs was investigated.Design/methodology/approach – A total of 300 government employees from two local districts and one province in Indonesia were asked to complete the questionnaire. The final sample consisted of 228 respondents. The multiple hierarchical regression was used to test the developed hypotheses.Findings – The findings indicate that EI was an antecedent of conflict management styles for integrating and compromising styles. Moreover, they illustrate the direct effects of integrating style on job performance. This study also confirms that integrating style partially mediates the relationship between EI and job performance. Finally, the results demonstrate that EI within public organizations has an impact on job performance similar to that of EI within private o...