Showing papers on "Emotional intelligence published in 2011"
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Abstract: This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
5,678 citations
TL;DR: A mediation analysis confirms theoretical models of emotional labor which suggest that surface acting partially mediates the relationship of emotion-rule dissonance with well-being and indicates implications for future research as well as pragmatic ramifications for organizational practices.
Abstract: This article provides a quantitative review of the link of emotional labor (emotion-rule dissonance, surface acting, and deep acting) with well-being and performance outcomes. The meta-analysis is based on 494 individual correlations drawn from a final sample of 95 independent studies. Results revealed substantial relationships of emotion-rule dissonance and surface acting with indicators of impaired well-being (ρs between .39 and .48) and job attitudes (ρs between -.24 and -.40) and a small negative relationship with performance outcomes (ρs between -.20 and -.05). Overall, deep acting displayed weak relationships with indicators of impaired well-being and job attitudes but positive relationships with emotional performance and customer satisfaction (ρs .18 and .37). A meta-analytic regression analysis provides information on the unique contribution of emotion-rule dissonance, surface acting, and deep acting in statistically predicting well-being and performance outcomes. Furthermore, a mediation analysis confirms theoretical models of emotional labor which suggest that surface acting partially mediates the relationship of emotion-rule dissonance with well-being. Implications for future research as well as pragmatic ramifications for organizational practices are discussed in conclusion.
876 citations
TL;DR: Humphrey et al. as mentioned in this paper performed a meta-analysis on the relationship between emotional intelligence and job performance, and found that emotional intelligence was correlated with cognitive ability and with neuroticism, extraversion, openness, agreeableness and conscientiousness.
Abstract: This meta-analysis builds upon a previous meta-analysis by (1) including 65 per cent more studies that have over twice the sample size to estimate the relationships between emotional intelligence (EI) and job performance; (2) using more current meta-analytical studies for estimates of relationships among personality variables and for cognitive ability and job performance; (3) using the three-stream approach for classifying EI research; (4) performing tests for differences among streams of EI research and their relationships with personality and cognitive intelligence; (5) using latest statistical procedures such as dominance analysis; and (6) testing for publication bias. We classified EI studies into three streams: (1) ability-based models that use objective test items; (2) self-report or peer-report measures based on the four-branch model of EI; and (3) “mixed models” of emotional competencies. The three streams have corrected correlations ranging from 0.24 to 0.30 with job performance. The three streams correlated differently with cognitive ability and with neuroticism, extraversion, openness, agreeableness, and conscientiousness. Streams 2 and 3 have the largest incremental validity beyond cognitive ability and the Five Factor Model (FFM). Dominance analysis demonstrated that all three streams of EI exhibited substantial relative importance in the presence of FFM and intelligence when predicting job performance. Publication bias had negligible influence on observed effect sizes. The results support the overall validity of EI. Copyright © 2010 John Wiley & Sons, Ltd.
Note: Correction added on 22 July 2010 after first publication online on 29 June 2010. The affiliations for Ronald H. Humphrey and Thomas H. Hawver have been corrected in this version of the article.
853 citations
TL;DR: The concept of emotional intelligence was first introduced by Salovey and Mayer as mentioned in this paper, who defined four underlying emotional abilities comprising emotional intelligence and the assessment tools that have been developed to measure the construct.
Abstract: This article presents an overview of the ability model of emotional intelligence and includes a discussion about how and why the concept became useful in both educational and workplace settings. We review the four underlying emotional abilities comprising emotional intelligence and the assessment tools that that have been developed to measure the construct. A primary goal is to provide a review of the research describing the correlates of emotional intelligence. We describe what is known about how emotionally intelligent people function both intra- and interpersonally and in both academic and workplace settings. The facts point in one direction: The job offer you have in hand is perfect – great salary, ideal location, and tremendous growth opportunities. Yet, there is something that makes you feel uneasy about resigning from your current position and moving on. What will you do? Ignore the feeling and choose what appears to be the logical path, or go with your gut and risk disappointing your family? Or, might you consider both your thoughts and feelings about the job in order to make the decision? Solving problems and making wise decisions using both thoughts and feelings or logic and intuition is a part of what we refer to as emotional intelligence (Mayer & Salovey, 1997; Salovey & Mayer, 1990). Linking emotions and intelligence was relatively novel when first introduced in a theoretical model about twenty years ago (Salovey & Mayer, 1990; but see Gardner, 1983 ⁄ 1993). Among the many questions posed by both researchers and laypersons alike were: Is emotional intelligence an innate, nonmalleable mental ability? Can it be acquired with instruction and training? Is it a new intelligence or just the repackaging of existing constructs? How can it be measured reliably and validly? What does the existence of an emotional intelligence mean in everyday life? In what ways does emotional intelligence affect mental health, relationships, daily decisions, and academic and workplace performance? In this article, we provide an overview of the theory of emotional intelligence, including a brief discussion about how and why the concept has been used in both educational and workplace settings. Because the field is now replete with articles, books, and training manuals on the topic – and because the definitions, claims, and measures of emotional intelligence have become extremely diverse – we also clarify definitional and measurement issues. A final goal is to provide an up-to-date review of the research describing what the lives of emotionally intelligent people ‘look like’ personally, socially, academically, and in the workplace.
580 citations
TL;DR: The findings suggest that increased feelings of control and emotional competence assist nursing students to adopt active and effective coping strategies when dealing with stress, which in turn enhances their subjective well-being.
371 citations
TL;DR: A moderation analysis revealed that expressive suppression was associated with adverse psychological functioning for European Americans, but not for Chinese participants, highlighting the importance of context in understanding the suppression-health relationship.
Abstract: The habitual use of expressive suppression as an emotion regulation strategy has been consistently linked to adverse outcomes in a number of domains, including psychological functioning. The present study aimed to uncover whether the suppression-health relationship is dependent on cultural context, given differing cultural norms surrounding the value of suppressing emotional displays. We hypothesized that the negative associations between suppression and psychological functioning seen in European Americans would not be seen among members of East Asian cultures, in which emotional restraint is relatively encouraged over emotional expression. To test this hypothesis, we asked 71 European American students and 100 Chinese students from Hong Kong to report on their use of expressive suppression, life satisfaction, and depressed mood. A moderation analysis revealed that expressive suppression was associated with adverse psychological functioning for European Americans, but not for Chinese participants. These findings highlight the importance of context in understanding the suppression-health relationship.
365 citations
TL;DR: The authors found that administration of testosterone in 16 young women led to a significant impairment in their cognitive empathic ability, and that this effect is powerfully predicted by a proxy of fetal testosterone: the right-hand second digit-to-fourth digit ratio.
Abstract: During social interactions we automatically infer motives, intentions, and feelings from bodily cues of others, especially from the eye region of their faces. This cognitive empathic ability is one of the most important components of social intelligence, and is essential for effective social interaction. Females on average outperform males in this cognitive empathy, and the male sex hormone testosterone is thought to be involved. Testosterone may not only down-regulate social intelligence organizationally, by affecting fetal brain development, but also activationally, by its current effects on the brain. Here, we show that administration of testosterone in 16 young women led to a significant impairment in their cognitive empathy, and that this effect is powerfully predicted by a proxy of fetal testosterone: the right-hand second digit-to-fourth digit ratio. Our data thus not only demonstrate down-regulatory effects of current testosterone on cognitive empathy, but also suggest these are preprogrammed by the very same hormone prenatally. These findings have importance for our understanding of the psychobiology of human social intelligence.
312 citations
TL;DR: In this paper, the authors examined whether emotional intelligence mediates the relationship between mindfulness and subjective well-being and found that higher levels of emotional intelligence were associated with higher positive affect, lower negative affect, and greater life satisfaction.
310 citations
TL;DR: A review of research on emotion in organizational behavior has developed into a major field over the past 15 years, and is now seen to be part of an affective revolution in the organization sciences as discussed by the authors.
Abstract: Despite a long period of neglect, research on emotion in organizational behavior has developed into a major field over the past 15 years, and is now seen to be part of an affective revolution in the organization sciences. In this article, we review current research on emotion in the organizational behavior field based on five levels of analysis: within person, between persons, dyadic interactions, leadership and teams, and organization-wide. Specific topics we cover include affective events theory, state and trait affect and mood, emotional intelligence, emotional labor, emotional contagion, emotions and leadership, and building a healthy emotional climate. We conclude with suggestions for future research.
298 citations
TL;DR: In this article, the authors proposed that cultural intelligence is a critical leadership competency for those with cross-border responsibilities and tested this hypothesis with multisource data, including multiple intelligences, in a sample of 126 Swiss military officers.
Abstract: Emphasizing the importance of cross-border effectiveness in the contemporary globalized world, we propose that cultural intelligence—the leadership capability to manage effectively in culturally diverse settings—is a critical leadership competency for those with cross-border responsibilities. We tested this hypothesis with multisource data, including multiple intelligences, in a sample of 126 Swiss military officers with both domestic and cross-border leadership responsibilities. Results supported our predictions: (1) general intelligence predicted both domestic and cross-border leadership effectiveness; (2) emotional intelligence was a stronger predictor of domestic leadership effectiveness, and (3) cultural intelligence was a stronger predictor of cross-border leadership effectiveness. Overall, results show the value of cultural intelligence as a critical leadership competency in today's globalized world.
289 citations
TL;DR: In this paper, the authors examined the relationship between performance measures of emotional intelligence (EI), coping styles, and academic achievement and found that problem-focused coping was the only single significant mediator, mediating between emotion management and GPA.
TL;DR: In this paper, the authors examined several emotional and social competencies (i.e. emotional intelligence, reflective ability,empathy and social competence) as predictors of resilience in 240 trainees.
Abstract: The high levels of stress and burnout endemic to social work have been found to con-tribute to the current retention problems in the UK. It has been argued that resilienceis a protective factor that enhances the ability to manage stress, and promotes well-being in the social care context. Little is known, however, about the individualdifference factors that promote resilience in this context, or whether this protects thewell-being of staff. In order to inform the development of interventions to enhancethe work-related well-being of early career social workers, this study examined severalemotional and social competencies (i.e. emotional intelligence, reflective ability,empathy and social competence) as predictors of resilience in 240 trainees. Whetherresilience predicted psychological distress was also investigated, together with theroleplayedbyresilienceintherelationshipbetweenemotionalintelligenceanddistress.The emotional and social competencies explained 47 per cent of variance in resilience. Asignificant negative relationship was found between resilience and psychologicaldistress. Resilience fully mediated the negative association between emotional inte-lligence and psychological distress, highlighting the importance of inter- and intra-individual emotional competencies in promoting resilience and enhancing well-being.How these findings might inform the curriculum to help trainees enhance resistanceto workplace stress is considered.Keywords: Resilience, work-related stress, well-being
TL;DR: This article investigated the relative importance of six emotional intelligence (EI) dimensions in the prediction of psychological resilience to multiple negative life events, including self-awareness, self-expression, emotional control, emotional self-management, and self-control.
TL;DR: In this paper, the authors examined the unique contribution of leader cultural intelligence to leadership performance outcomes beyond the effects of competing leadership competencies and found that leader CQ predicted follower perceptions of leader performance and team performance in contexts where work teams were characterized by significant ethnic and nationality diversity.
Abstract: Despite clear calls from industry to better understand cross-cultural leadership competencies, academic research on leader cultural intelligence (CQ) is remarkably sparse. To date, very few empirical studies have examined the unique contribution of leader CQ to leadership performance outcomes beyond the effects of competing leadership competencies. Data from 99 culturally diverse organizational leaders and 321 of their followers demonstrated that leader CQ predicted follower perceptions of leader performance and team performance in contexts where work teams were characterized by significant ethnic and nationality diversity. Furthermore, leader CQ predicted follower perceptions of leader performance and team performance on culturally diverse work teams beyond the effects of leader emotional intelligence and other leadership competencies. Implications for cultural intelligence theory, future research directions, and management practice are discussed.
TL;DR: Results reveal that the level of emotional competencies increased significantly in the intervention group in contrast with the control group, which resulted in lower cortisol secretion, enhanced subjective and physical well-being, as well as improved quality of social and marital relationships.
Abstract: This study aimed to investigate (a) whether it is possible to increase emotional competence (EC) in adulthood; (b) whether this improvement results in better mental, physical, and social adjustment; (c) whether this improvement can be maintained 1 year later; and (d) whether these benefits are accompanied by a reduction in stress-hormone secretion (i.e., cortisol). One hundred and thirty-two participants were randomly assigned to an EC-enhancing intervention (in group format) or to a control group. Participants in the intervention group underwent a specifically designed 15-hr intervention targeting the 5 core emotional competencies, complemented with a 4-week e-mail follow-up. Results reveal that the level of emotional competencies increased significantly in the intervention group in contrast with the control group. This increase resulted in lower cortisol secretion, enhanced subjective and physical well-being, as well as improved quality of social and marital relationships in the intervention group. No significant change occurred in the control group. Peer reports on EC and quality of relationships confirmed these results. These data suggest that emotional competencies can be improved, with effective benefits on personal and interpersonal functioning lasting for at least 1 year. The theoretical implications of these results as well as their practical implications for the construction and the development of effective emotional competencies interventions are discussed.
TL;DR: There were cultural differences in actual emotion change over time, which was partly explained by dialectical beliefs about positive emotions, which highlighted the active role cultural scripts play in shaping emotion regulation and emotional experiences.
Abstract: Four studies examined the hypothesis that, although people may generally want to savor, rather than to dampen, their positive emotions (i.e., hedonic emotion regulation), such a hedonic emotion regulation tendency should be less pronounced for Easterners than for Westerners. Using retrospective memory procedures, Study 1 found that Easterners recalled engaging in hedonic emotion regulation less than Westerners did, even after controlling for their initial emotional reactions. Studies 2-3 showed that cultural differences in emotion regulation were mediated by dialectical beliefs about positive emotions. Study 4 replicated the findings by examining online reports of emotion regulation strategies on the day students received a good grade. Furthermore, there were cultural differences in actual emotion change over time, which was partly explained by dialectical beliefs about positive emotions. These findings highlight the active role cultural scripts play in shaping emotion regulation and emotional experiences.
TL;DR: This paper examined the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children and found that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income and children's age, sex, and receptive vocabulary skills.
TL;DR: The present findings broaden the understanding of the mechanisms underlying resilience by demonstrating that resilient people are able to flexibly change their affective and physiological responses to match the demands of frequently changing environmental circumstances.
Abstract: Field studies and laboratory experiments have documented that a key component of resilience is emotional flexibility--the ability to respond flexibly to changing emotional circumstances. In the present study we tested the hypotheses that resilient people exhibit emotional flexibility: (a) in response to frequently changing emotional stimuli and (b) across multiple modalities of emotional responding. As participants viewed a series of emotional pictures, we assessed their self-reported affect, facial muscle activity, and startle reflexes. Higher trait resilience predicted more divergent affective and facial responses (corrugator and zygomatic) to positive versus negative pictures. Thus, compared with their low-resilient counterparts, resilient people appear to be able to more flexibly match their emotional responses to the frequently changing emotional stimuli. Moreover, whereas high-trait-resilient participants exhibited divergent startle responses to positive versus negative pictures regardless of the valence of the preceding trial, low-trait-resilient participants did not exhibit divergent startle responses when the preceding picture was negative. High-trait-resilient individuals, therefore, appear to be better able than are their low-resilient counterparts to either switch or maintain their emotional responses depending on whether the emotional context changes. The present findings broaden our understanding of the mechanisms underlying resilience by demonstrating that resilient people are able to flexibly change their affective and physiological responses to match the demands of frequently changing environmental circumstances.
TL;DR: As predicted by trait EI theory, associations between traits EI and academic achievement were modest and limited to Year 3 children.
Abstract: BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.
TL;DR: In this paper, the authors examine how sales professionals use emotions in marketing exchanges to facilitate positive outcomes for their firms, themselves, and their customers, and demonstrate that EI interacts with key marketing exchange variables (customer orientation and manifest influence) to heighten performance such that high-EI salespeople more effectively employ customer-oriented selling and influence customer decisions.
Abstract: This research examines how sales professionals use emotions in marketing exchanges to facilitate positive outcomes for their firms, themselves, and their customers. The authors conduct three field studies to examine the impact of emotional intelligence (EI) in marketing exchanges on sales performance and customer relationships. They find that EI is positively related to performance of real estate and insurance agents, even when controlling for the effects of domain-general EI, self-report EI, cognitive ability, and several control variables. Sales professionals with higher EI are not only superior revenue generators but also better at retaining customers. In addition, the authors demonstrate that EI interacts with key marketing exchange variables—customer orientation and manifest influence—to heighten performance such that high-EI salespeople more effectively employ customer-oriented selling and influence customer decisions. Finally, the results indicate a complementary relationship between EI an...
TL;DR: This article reviewed the empirical economic literature on the relative importance of non cognitive skills for school and labour market outcomes, with a focus on Europe, and found that high cognitive test scores are likely to result not only from high cognitive skills but also from high motivation and adequate personality traits.
Abstract: This paper reviews the empirical economic literature on the relative importance of non cognitive skills for school and labour market outcomes, with a focus on Europe. There is evidence that high cognitive test scores are likely to result not only from high cognitive skills but also from high motivation and adequate personality traits. This suggests that part of the contribution of cognitive skills to economic growth could be due to personality traits. Across large parts of the literature, there is consensus that non cognitive skills have important effects both on school attainment and on labour market outcomes. These effects might be as important as the effects of cognitive skills. Less consensus exists on the malleability of non cognitive skills, with some arguing that these skills can be altered until the end of teenage years and others claiming that emotional intelligence can be changed at any age. Most of what economists know about the technology of non cognitive skill formation concerns early educational levels, such as preschools and schools. While it is difficult to argue that all relevant skill formation ends before labour market entry, there is scant evidence on the role of the workplace in the maintenance and development of existing skills. Clearly, more research in this area is needed.
TL;DR: Four of the six nursing performance subscale scores were significantly correlated with the total emotional intelligence scores, indicating that emotional intelligence was related to nursing performance.
TL;DR: A systematic review of measures of social and emotional skills for children and young people is presented in this article, where the review process resulted in the retention of 12 measures, which are presented and discussed in relation to key issues in this area, including difficulties with the underlying theory and frameworks for social-and emotional skills, inconsistent terminology, the scope and distinctiveness of available measures, and more practical issues such as the type of respondent, location, and purpose of measurement.
Abstract: This study presents the findings of a systematic review of measures of social and emotional skills for children and young people. The growing attention to this area in recent years has resulted in the development of a large number of measures to aid in the assessment of children and young people. These measures vary on a number of variables relating to implementation characteristics and psychometric properties. The methodology of the review followed the general principles of systematic reviewing, such as systematic search of databases, the adoption of predetermined set of inclusion and exclusion criteria, and a multistage filtering process. The review process resulted in the retention of 12 measures, which are presented and discussed in relation to key issues in this area, including difficulties with the underlying theory and frameworks for social and emotional skills, inconsistent terminology, the scope and distinctiveness of available measures, and more practical issues such as the type of respondent, location, and purpose of measurement.
TL;DR: This study presents the first behavioral genetic investigation of the relationships between trait emotional intelligence (trait EI or trait emotional self-efficacy) and the Dark Triad traits of narcissism, Machiavellianism, and psychopathy.
Abstract: This study presents the first behavioral genetic investigation of the relationships between trait emotional intelligence (trait EI or trait emotional self-efficacy) and the Dark Triad traits of narcissism, Machiavellianism, and psychopathy. In line with trait EI theory, the construct correlated positively with narcissism, but negatively with the other two traits. Generally, the correlations were consistent across the 4 factors and 15 facets of the construct. Cholesky decomposition analysis revealed that the phenotypic associations were primarily due to correlated genetic factors and secondarily due to correlated nonshared environmental factors, with shared environmental factors being nonsignificant in all cases. Results are discussed from the perspective of trait EI theory with particular reference to the issue of adaptive value.
TL;DR: In this article, the authors examined whether transformational leadership mediates the link between the emotional intelligence of team leaders and three outcomes as perceived by followers: leader effectiveness, team effectiveness, and service climate.
Abstract: Using leadership theory we examined whether transformational leadership mediates the link between the emotional intelligence of team leaders and three outcomes as perceived by followers: leader effectiveness, team effectiveness, and service climate. Data were collected from 859 employees, working in 55 teams in a South Korean public-sector organization and results were analyzed at the group level. All variables were modeled in a path diagram and tested using hierarchical regression analysis and structural equation modeling. Same-source bias in the findings was controlled for by randomly splitting the sample into three separate groups. The results show that transformational leadership mediates the relationships between emotional intelligence and leader effectiveness, as well as between emotional intelligence and service climate, although not between emotional intelligence and team effectiveness. Practical implications of the findings are discussed, together with limitations and ideas for future research.
TL;DR: In this article, the authors unify and integrate research conducted in the past decade that links emotionality with leadership style, behavior, and effectiveness, and observe four running themes: emotional competencies of leaders (e.g. emotional expressiveness and emotional intelligence), stress in leadership, contagion of positive and negative affect, and the effects of leaders' emotions on outcomes like burnout and performance.
Abstract: As scholars continue in their quest to find factors that are related to leadership style, leadership behavior, and leadership effectiveness, we observe a revival in interest with regards to emotionality. As recent research suggests the rising importance of emotional reasoning over intelligence in leadership, the complex phenomena surrounding emotions in the workplace spur studies with contradictory, albeit important, results. The purpose of this review is to unify and integrate research conducted in the past decade that links emotionality with leadership style, behavior, and effectiveness. In conducting this review, we observed four running themes: emotional competencies of leaders (e.g. emotional expressiveness and emotional intelligence), stress in leadership, contagion of positive and negative affect, and the effects of leaders' emotions on outcomes like burnout and performance. On top of taking stock of studies that theoretically and empirically test these relationships, we also summarize literature on potential mechanisms that link emotionality with leadership and highlight directions for future research.
TL;DR: In this paper, the authors examined whether trait EI predicts entrepreneurship and whether any effects of EI on entrepreneurship are independent of the personality trait of Core Self-Evaluations, demographic variables, and individual differences in entrepreneurial personality.
TL;DR: It is predicted that emotion-regulation knowledge would strengthen the effects of other-oriented and self-oriented personality traits on prosocial behavior and interpersonal deviance, respectively, and two studies supported these predictions.
Abstract: Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence—emotion-regulation knowledge—can promote both prosocial and interpersonally deviant behavior. Drawing from research on how the effective regulation of emotion promotes goal achievement, we predicted that emotion-regulation knowledge would strengthen the effects of other-oriented and self-oriented personality traits on prosocial behavior and interpersonal deviance, respectively. Two studies supported our predictions. Among individuals with higher emotion-regulation knowledge, moral identity exhibited a stronger positive association with prosocial behavior in a social dilemma (Study 1), and Machiavellianism exhibited a stronger positive association with interpersonal deviance in the workplace (Study 2). Thus, emotion-regulation knowledge has a positive side and a dark side.
01 Jan 2011
TL;DR: A recent hypothesis is that a general factor of personality (GFP) occupies the apex of the hierarchy of personality and personality disorders in the same way in which g, the general factor is the apex in the organization of cognitive abilities as mentioned in this paper.
Abstract: A recent hypothesis is that a general factor of personality (GFP) occupies the apex of the hierarchy of personality as well as the apex of the personality disorders in the same way in which g , the general factor of mental ability, occupies the apex in the organization of cognitive abilities (Rushton, Bons, & Hur, 2008 ). High scores on the GFP indicate what is meant by someone having a “ good ” personality; low scores indicate what is meant by a “ diffi cult ” personality, in other words someone who is hard to get along with. Individuals high on the GFP are altruistic, agreeable, relaxed, conscientious, sociable, and open, with high levels of well being and self esteem. Because the GFP defi nes clear positive and negative poles, it provides potential for understanding the socially “ advantaged ” (those with high levels of emotional intelligence) as well as the socially “ challenged ” (those more likely to suffer a personality disorder). The GFP can be viewed as a dimension of social effectiveness. The explanation we favor for the GFP is that it arose through evolutionary selection for socially desirable traits that facilitate performance across a wide range of contexts (Rushton et al., 2008 ). This follows a proposal by Darwin (1871) that natural selection acted directionally, to endow people with more cooperative and less contentious personalities than their archaic ancestors or nearest living relatives, the chimpanzees. Rushton et al. (2008) conjectured that individuals high on the GFP left more progeny, since people prefer as mates, fellow workers, and leaders those who are altruistic, conscientious, and emotionally stable. People able to cooperate in groups were also more likely to win competitions and wars. The alternative to the GFP being substantive is that it results from artifacts of scale construction and from evaluative bias such as responding in a socially desirable manner. The main empirical impetus for identifying a GFP comes from the observation that the Big Five factors typically intercorrelate, despite claims that they are
TL;DR: In this article, the authors examined the relationship between perceived emotional intelligence, selfesteem and life satisfaction in a sample of 316 Spanish adolescents (179 females and 137 males), ranging in age from 14 to 18.