Showing papers on "Emotional intelligence published in 2013"
TL;DR: It is argued that, where observed, emotional impairments are due to alexithymia—a condition that frequently co-occurs with autism—rather than a feature of autism per se, and has wide-reaching implications for the study of autism.
Abstract: It is widely accepted that autism is associated with disordered emotion processing and, in particular, with deficits of emotional reciprocity such as impaired emotion recognition and reduced empathy. However, a close examination of the literature reveals wide heterogeneity within the autistic population with respect to emotional competence. Here we argue that, where observed, emotional impairments are due to alexithymia-a condition that frequently co-occurs with autism-rather than a feature of autism per se. Alexithymia is a condition characterized by a reduced ability to identify and describe one's own emotion, but which results in reduced empathy and an impaired ability to recognize the emotions of others. We briefly review studies of emotion processing in alexithymia, and in autism, before describing a recent series of studies directly testing this 'alexithymia hypothesis'. If found to be correct, the alexithymia hypothesis has wide-reaching implications for the study of autism, and how we might best support subgroups of autistic individuals with, and without, accompanying alexithymia. Finally, we note the presence of elevated rates of alexithymia, and inconsistent reports of emotional impairments, in eating disorders, schizophrenia, substance abuse, Parkinson's Disease, multiple sclerosis and anxiety disorders. We speculate that examining the contribution of alexithymia to the emotional symptoms of these disorders may bear fruit in the same way that it is starting to do in autism.
429 citations
12 Mar 2013
TL;DR: The distal roots of emotional intelligence can be traced back to the concept of social intelligence, coined by E. L. Thorndike (1920) to refer to the ability to understand and manage people and to act wisely in human relations as discussed by the authors.
Abstract: The distal roots of emotional intelligence (EI) can be traced back to the concept of “ social intelligence, ” coined by E. L. Thorndike (1920) to refer to the ability to understand and manage people and to act wisely in human relations. Its proximal roots lie in Gardner ’ s work on multiple intelligences and, more specifi cally, in his concepts of intra personal and interpersonal intelligence. According to Gardner (1999) , “ interpersonal intelligence denotes a person ’ s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others ” (p. 43). By contrast, “ intrapersonal intelligence involves the capacity to understand oneself, to have an effective working model of oneself — including one ’ s own desires, fears, and capacities — and to use such information effectively in regulating one ’ s own life ” (p. 43). As a phrase, EI has been present in the literature for a relatively long time (Leuner, 1966 ), although it was not until later that the construct was introduced in a form that resembles one of its current manifestations (Payne, 1985 ; Salovey & Mayer, 1990 ). EI was propelled into prominence by Goleman ’ s (1995) best selling book and by a subsequent lead article in Time magazine (Gibbs, 1995 ). Theoretical accounts were soon followed by attempts to devise measures to assess the new construct (Bar On, 1997 ; Mayer, Caruso, & Salovey, 1999 ; Schutte et al., 1998 ). The process of test construction, however, did not consider the fundamental psychometric distinction between measures of typical and maximum performance (Cronbach, 1949 ; Hofstee, 2001 ). Consequently, some measures were based on self report (e.g. Schutte et al., 1998 ), whereas others attempted to develop items that can be responded to correctly or incorrectly (Mayer et al., 1999 ). Petrides and Furnham (2000, 2001) noted this was problematic because different measurement approaches would almost certainly produce different results, even if the
297 citations
TL;DR: This article developed a theoretical model that explains the role of managing emotions in the incidence and outcomes of voice and found that emotion regulation knowledge predicted more frequent voice, mediated by the emotional labor strategies of deep acting and surface acting, and enhanced the contributions of voice to performance evaluations.
Abstract: Intense emotions such as frustration, anger, and dissatisfaction often drive employees to speak up. Yet the very emotions that spur employees to express voice may compromise their ability to do so constructively, preventing managers from reacting favorably. I propose that to speak up frequently and constructively, employees need knowledge about effective strategies for managing emotions. Building on theories of emotion regulation, I develop a theoretical model that explains the role of managing emotions in the incidence and outcomes of voice. In a field study at a health care company, emotion regulation knowledge (1) predicted more frequent voice, (2) mediated by the emotional labor strategies of deep acting and surface acting, and (3) enhanced the contributions of voice to performance evaluations. These results did not generalize to helping behaviors, demonstrating that emotion regulation uniquely affects challenging but not affiliative interpersonal citizenship behaviors. This research introduces emotion regulation as a novel influence on voice and its consequences. [ABSTRACT FROM AUTHOR]
241 citations
TL;DR: Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination, suggesting that emotional skill development may enhance medical students’ academic performance.
Abstract: Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance.
224 citations
TL;DR: This paper developed and validated in four steps a complete (albeit short: 50 items) self-reported measure of EC: the Profile of Emotional Competence, which reveals promising psychometric properties.
Abstract: Emotional Competence (EC), which refers to individual differences in the identification, understanding, expression, regulation and use of one’s own emotions and those of others, has been found to be an important predictor of individuals’ adaptation to their environment. Higher EC is associated with greater happiness, better mental and physical health, more satisfying social and marital relationships and greater occupational success. While it is well-known that EC (as a whole) predicts a number of important outcomes, it is unclear so far which specific competency(ies) participate(s) in a given outcome. This is because no measure of EC distinctly measures each of the five core emotional competences, separately for one’s own and others’ emotions. This lack of information is problematic both theoretically (we do not understand the processes at stake) and practically (we cannot develop customized interventions). This paper aims to address this issue. We developed and validated in four steps a complete (albeit short: 50 items) self-reported measure of EC: the Profile of Emotional Competence. Analyses performed on a representative sample of 5676 subjects revealed promising psychometric properties. The internal consistency of scales and subscales alike was satisfying, factorial structure was as expected, and concurrent/discriminant validity was good.
206 citations
TL;DR: The effects of a two-year intervention grounded in the ability model of emotional intelligence (EI) on aggression and empathy among adolescents are explored and the EI program was particularly effective for males' empathic abilities.
190 citations
TL;DR: In this article, the authors identify and map competencies required by frontline employees to enhance guest experience in the hospitality industry, in the context of an emerging experience economy, and propose a new construct of Hospitality Intelligence (HI) encompassing mainly Emotional Intelligence (comprising Interpersonal Intelligence and Intrapersonal Intelligence), Cultural Intelligence and Hospitality Experiential Intelligence dimensions.
Abstract: Purpose – The purpose of this paper is to identify and map competencies required by frontline employees to enhance guest experience in the hospitality industry, in the context of an emerging experience economy.Design/methodology/approach – Secondary research through extensive review of relevant literature in the area of experience economy and hospitality management.Findings – This study proposes a new construct of “Hospitality Intelligence” (HI) encompassing mainly Emotional Intelligence (comprising Interpersonal Intelligence and Intrapersonal Intelligence), Cultural Intelligence and Hospitality Experiential Intelligence dimensions.Practical implications – Practitioners and HR professionals in the field of hospitality would find the Hospitality Intelligence construct useful in recruiting and training frontline employees, while educationists could use the findings of this study in designing curricula and pedagogical interventions for developing the right skill set for the hospitality industry.Originality/v...
188 citations
TL;DR: A model of prediction of caring behaviour among nurses that includes spiritual intelligence, emotional intelligence, psychological ownership and burnout is proposed that plays a significant role in effecting caring behaviour of nurses.
Abstract: Aims and objectives. To propose a model of prediction of caring behaviour among nurses that includes spiritual intelligence,
emotional intelligence, psychological ownership and burnout.
Background. Caring behaviour of nurses contributes to the patients’ satisfaction, well-being and subsequently to the performance
of the healthcare organisations. This behaviour is influenced by physiological, psychological, sociocultural, developmental
and spiritual factors.
Design. A cross-sectional survey was used, and data were analysed using descriptive statistics and structural equation modelling.
Methods. Data were collected between July–August 2011. A sample of 550 nurses in practice from seven public hospitals in
and around Kuala Lumpur (Malaysia) completed the questionnaire that captured five constructs. Besides nurses, 348 patients
from seven hospitals participated in the study and recorded their overall satisfaction with the hospital and the services
provided by the nurses. Data were analysed using structural equation modelling (SEM).
Results. The key findings are: (1) spiritual intelligence influences emotional intelligence and psychological ownership, (2)
emotional intelligence influences psychological ownership, burnout and caring behaviour of nurses, (3) psychological ownership
influences burnout and caring behaviour of nurses, (4) burnout influences caring behaviour of nurses, (5) psychological
ownership mediates the relationship between spiritual intelligence and caring behaviour and between emotional intelligence
and caring behaviour of nurses and (6) burnout mediates the relationship between spiritual intelligence and caring behaviour
and between psychological ownership and caring behaviour of nurses.
Conclusions. Identifying the factors that affect caring behaviour of nurses is critical to improving the quality of patient care.
Spiritual intelligence, emotional intelligence, psychological ownership and burnout of nurses play a significant role in effecting
caring behaviour of nurses.
Relevance to clinical practice. Healthcare providers must consider the relationships between these factors in their continuing
care and incorporation of these in the nursing curricula and training.
173 citations
01 Apr 2013
TL;DR: In this paper, the authors investigated the impact of training in emotional intelligence skills and found that it is possible to increase emotional intelligence and that such training has the potential to lead to other po sitive outcomes.
Abstract: Emotional intelligence consists of adaptive emotion al functioning involving inter-related competencies relating to perception, understanding, utilising and managing emotions in the self and others. Researchers in diverse fields have studied emotional intelligence and found the construct to be associated with a variety of intrapersonal and interpersonal factors such as mental health, relationship satisfa ction, and work performance. This article reviews research investigating the impact o f training in emotional-intelligence skills. The results indicate that it is possible to increase emotional intelligence and that such training has the potential to lead to other po sitive outcomes. The paper offers suggestions about how future research, from diverse disciplines, can uncover what types of training most effectively increase emotional int elligence and produce related beneficial outcomes.
172 citations
TL;DR: Compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students' interests and motivations.
Abstract: The RULER Approach (“RULER”) is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that teachers and students develop their emotional literacy. In a clustered randomized control trial, we tested the hypothesis that RULER improves the social and emotional climate of classrooms. Depending upon condition assignment, 62 schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Multi-level modeling analyses showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students’ interests and motivations. These findings suggest that RULER enhances classrooms in ways that can promote positive youth development.
164 citations
TL;DR: In this article, the authors examined the relationship between emotional intelligence (EI) and the stress process and found that higher EI would facilitate stress responses in the direction of challenge, rather than threat.
TL;DR: In this paper, the importance of trait emotional intelligence in life satisfaction was analyzed and the potential mediating effects of resilience and affect balance in this relationship were investigated, and the mediational model was not moderated by gender.
TL;DR: The authors found that teachers' emotional intelligence has a significant impact on teaching satisfaction and their use of two emotional labor strategies, i.e., deep acting and expression of naturally felt emotions, but it is not a significant predictor of surface acting.
TL;DR: In this paper, a meta-analysis with random-effects weights yielded a modest-to-moderate, favorable validity coefficient for trait EI (r = ǫ −1.20, 95% CI −2.16−1.24), indicating that within-study error alone could not sufficiently explain the variability in effect size estimates.
TL;DR: In this paper, the influence of cultural exposure on emotional intelligence and cultural intelligence was examined in a variety of ways, such as a binary measure, breadth measure, and depth measure, as well as the interaction between breadth and depth.
Abstract: This study examines the influence of cultural exposure on emotional intelligence and cultural intelligence. Because of the importance of international experience in organizations, and the ease of travel, understanding the impact of exposure to other cultures is critical. In this study, cultural exposure is examined in a variety of ways, such as a binary measure, breadth measure, and depth measure, as well as the interaction between breadth and depth. The sample included 485 participants from a large university in the northeast part of the United States. Regression analysis was conducted and findings indicated that cultural exposure in all forms had an impact on cultural intelligence, while it did not have an impact on emotional intelligence.
Journal Article•
TL;DR: In a recent survey, the authors of as discussed by the authors found that teachers experience high levels of stress, negative perceptions of their school environments, and problems in the social, emotional, and behavioral areas, such as bullying, conflicts with peers, and externalizing and internalizing mental health problems.
Abstract: "I yelled at my students too much today." "I thought I was going to lose it when Nick acted up in class again." "I'm so stressed out that I don't want to teach tomorrow." Statements like these are all too familiar to educators. What teacher or administrator hasn't felt stresses that make it difficult to focus on teaching and learning? Who hasn't needed to call on a deep well of social and emotional resources to overcome those challenges? In the current national focus on teacher quality, the essential role of teachers' social and emotional competencies is often overlooked. But ask educators when they need those competencies and they'll likely respond "every day." And ask students to describe the teachers who most influenced them and why, and their answers will likely include qualities in the social and emotional area -- the ability to listen and empathize, pick up on a subtle social cue, find a student's hidden strength, or model calm under stress. These educators and students know intuitively what research has shown: Social and emotional competencies influence everything from teacher-student relationships to classroom management to effective instruction to teacher burnout. There is good reason to believe that social and emotional competencies like managing emotions and stress are needed more to-day than ever before. The latest MetLife Survey of the American Teacher found unprecedented levels of stress and dissatisfaction among teachers and principals, with just over half of teachers reporting "great stress at least several days a week." Students, too, report high levels of stress, negative perceptions of their school environments, and problems in the social, emotional, and behavioral areas, such as bullying, conflicts with peers, and externalizing and internalizing mental health problems (O'Connell, Boat, & Warner, 2009). And student and teacher stress can fuel each other in many ways. Practices and policies to support and foster educators' social and emotional competencies are fundamental to addressing these challenges. Schools must overcome the false assumption that all educators naturally possess these abilities in equal measure. As with other competencies, they can be built through coaching and other forms of support. At the core of these approaches is a clear understanding of social and emotional learning (SEL), recognition of SEL's effect on teaching and learning, and openness to innovation and shifts in school culture. Getting concrete about SEL Social and emotional learning has often been an umbrella term for a wide range of competencies from emotional intelligence to social competence to self-regulation. SEL competencies encompass three areas: Emotional processes include understanding and labeling feelings accurately; regulating emotions and behaviors for the situation (e.g., calmly sorting through a disagreement rather than storming out of a faculty meeting when angry); taking another's perspective, and displaying empathy. Social/interpersonal skills include understanding social cues (such as body language and tone of voice); correctly attributing the intent of others' behaviors (e.g., understanding a student's defiance as a desire for independence rather than a personal insult); interacting positively with students and other adults, and acting in prosocial ways (e.g., offering help and kind words). Cognitive regulation includes maintaining attention and focus; engaging working memory, inhibiting impulses that are not appropriate to the situation (e.g., not yelling at a student or using sarcasm out of frustration), and flexibly shifting gears when needed (e.g., trying a new approach when an instructional strategy is not working). For all adults, some of these skills come naturally, while others require ongoing effort. SEL competencies develop in a complicated set of interactions and settings from birth into adulthood. …
TL;DR: In this paper, the authors investigate the distinctions between career indecision and indecisiveness, and investigate the different patterns of the associations between career decisions and personality traits, career decision-making self-efficacy, perceived social support, and emotional intelligence.
Abstract: The goal of the present study was to investigate the distinctions between career indecision and indecisiveness. The different patterns of the associations between career indecision and indecisiveness, on one hand, and personality traits, career decision-making self-efficacy, perceived social support, and emotional intelligence, on the other, were studied in a sample of 361 university students. The results showed that career indecision, as measured by the Career Decision-making Difficulties Questionnaire, is most highly associated with emotional intelligence, whereas career indecisiveness, as measured by the Indecisiveness scale, is most highly associated with personality traits, and in particular with emotional stability. This pattern of results was obtained for both women and men; however, the prediction was stronger for indecision (R2 = .76 and .55, for women and men, respectively) than indecisiveness (R2 = .35 and .28, for women than for men, respectively). Possible explanations of these differences ar...
TL;DR: Social and emotional competencies are not secondary to the mission of education, but are concrete factors in the success of teachers, students, and schools as mentioned in this paper. But they are not universal competencies.
Abstract: Social and emotional competencies aren't secondary to the mission of education, but are concrete factors in the success of teachers, students, and schools.
TL;DR: In this paper, it is argued that core factors describing teacher efficacy can be subsumed under the competencies comprising EI. This overlap in skill sets suggests that EI training may also increase teachers' efficacy in the classroom and decrease their stress and job dissatisfaction.
Abstract: The study of emotional intelligence (EI) shows promise in predicting educational competencies and positive life outcomes. Considering the many demands placed on teachers and the link to occupational stress, burnout, and decreased job satisfaction, EI may be foundational to developing competencies that lead to improved psychological health and teaching success and, in turn, positive student outcomes. It is argued that core factors describing teacher efficacy can be subsumed under the competencies comprising EI. This overlap in skill sets suggests that EI training may also increase teachers’ efficacy in the classroom and decrease their stress and job dissatisfaction.
TL;DR: Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery.
Abstract: The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.
TL;DR: In this paper, the authors examined the affective mediators of the relationship between trait emotional intelligence and life satisfaction in young adults and the widespread or limited affectives mediators between the different groups in demographic factors, e.g., gender, students and non-students, family conditions.
TL;DR: In this paper, a comparison of self-report and performance-based measures of emotional intelligence was conducted by examining three competing EI measures (Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotion Quotient Inventory, EQ-i; and Self-Rated Emotional intelligence Scale, SREIS) and their relationship with cognitive functioning.
TL;DR: Wang et al. as discussed by the authors examined Chinese students' emotional intelligence (EI) and English classroom learning anxiety at three universities in Hangzhou, China, and found moderate to relatively strong associations were found among students' EI, foreign language anxiety (FLA), English achievement, and self-rated English proficiency.
Abstract: This study examined 510 Chinese students' emotional intelligence (EI) and English classroom learning anxiety at three universities in Hangzhou, People's Republic of China. Results obtained from the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and the Foreign Language Classroom Anxiety Scale (FLCAS) showed the following results: (a) More than half of the Chinese college students possessed a middle to high level of EI and at least one third experienced language anxiety in English class; (b) Moderate to relatively strong associations were found among students' EI, foreign language anxiety (FLA), English achievement, and self-rated English proficiency; (c) FLA had a significant and partial mediating effect on EI in predicting students' English achievement; and (d) FLA also significantly and partially mediated the relationship between EI and self-rated English proficiency. Results and implications are discussed in the context of the importance of emotional factors affecting the learning of English. [ABSTRACT FROM AUTHOR]
TL;DR: Major findings indicate that both self-report “trait” emotional intelligence and ability-based emotion management are inversely associated with compassion fatigue; adaptive coping is inversely related to compassion fatigue'; and differences exist between mental and medical professions in emotional intelligence, coping strategies, and negative affect.
Abstract: This study examines the role of some personal and professional factors in compassion fatigue among health-care professionals. Research participants included 182 (89 mental and 93 medical) health-care professionals who completed an assessment battery measuring compassion fatigue, emotion management, trait emotional intelligence, situation-specific coping strategies, and negative affect. Major findings indicate that both self-report "trait" emotional intelligence and ability-based emotion management are inversely associated with compassion fatigue; adaptive coping is inversely related to compassion fatigue; and differences exist between mental and medical professions in emotional intelligence, coping strategies, and negative affect. Furthermore, problem-focused coping appears to mediate the association between trait emotional intelligence and compassion fatigue. These findings shed light on the role of emotional factors in compassion fatigue among health-care professionals. Beyond enhancing our knowledge of practitioners' professional quality of life, the current study serves as a basis for the early identification of groups of practitioners at risk for compassion fatigue.
TL;DR: In this article, the authors report the findings of a meta-analysis investigating the relationship between emotional intelligence (EI) and constructive conflict management, and the moderational role of leadership position and age.
Abstract: In this paper, we report the findings of a meta-analysis investigating the relationship between emotional intelligence (EI) and constructive conflict management, and the moderational role of leadership position and age. A total of 20 studies yielding 280 effect sizes and involving 5,175 participants were examined. The results supported the hypothesis that EI is positively associated with constructive conflict management, and this relationship was stronger for subordinates than leaders. Contrary to our predictions, age was not a significant moderator. The limitations and implications are discussed in terms of psychometric issues, use of EI in leadership development and facilitation of problem solving, and for the further development of a constructive organizational culture.
TL;DR: This finding reveals that emotion-understanding ability guards against the biasing effects of incidental anxiety by helping individuals determine that such anxiety is irrelevant to current decisions.
Abstract: In two experiments, we examined how a core dimension of emotional intelligence, emotion-understanding ability, facilitates decision making. Individuals with higher levels of emotion-understanding ability can correctly identify which events caused their emotions and, in particular, whether their emotions stem from events that are unrelated to current decisions. We predicted that incidental feelings of anxiety, which are unrelated to current decisions, would reduce risk taking more strongly among individuals with lower rather than higher levels of emotion-understanding ability. The results of Experiment 1 confirmed this prediction. In Experiment 2, the effect of incidental anxiety on risk taking among participants with lower emotion-understanding ability, relative to participants with higher emotion-understanding ability, was eliminated when we informed participants about the source of their anxiety. This finding reveals that emotion-understanding ability guards against the biasing effects of incidental anxiety by helping individuals determine that such anxiety is irrelevant to current decisions.
TL;DR: In this article, the authors investigated the relationship between academic performance and cognitive ability, personality traits, and trait emotional intelligence (trait EI or trait emotional self-efficacy) in a sample of 323 (113 female) university students in Cyprus.
TL;DR: In this paper, the authors assessed cross-cultural differences in the extent to which general emotional intelligence is linked to life satisfaction and analyzed mediators of this relationship and found that Indian students reported less subjective well-being and emotional intelligence than German students.
Abstract: In this study, we assessed cross-cultural differences in the extent to which general emotional intelligence is linked to life satisfaction and analyzed mediators of this relationship. We used data from an individualistic culture (Germany) and a collectivistic culture (India) and had university students respond to self-report measures of life satisfaction, positive and negative affect, emotional intelligence, perceived social support, and independent and interdependent self-construals. In line with our hypotheses, we found that Indian students reported less subjective well-being and emotional intelligence than German students. Emotional intelligence was associated with life satisfaction to a higher degree in Germany than in India. In Germany, independent but not interdependent self-construal was related to emotional intelligence; in India, both independent and interdependent self-construals were significantly associated with emotional intelligence. Results of structural equation modeling provided support for our hypotheses regarding mediational models in that the effect of emotional intelligence on life satisfaction was fully mediated by affect balance in Germany and by perceived social support in India.
TL;DR: This paper examined emotion management ability (EMA) as a theoretically relevant predictor of job performance and found that EMA predicts task performance, organizational citizenship behavior (OCB), and workplace deviance behavior.