Showing papers on "Emotional intelligence published in 2014"

Emotional Intelligence in Organizations

Abstract: Emotional intelligence (EI) is a set of abilities that pertain to emotions and emotional information. EI has attracted considerable attention among organizational scholars, and research has clarified the definition of EI and illuminated its role in organizations. Here, I define EI and describe the abilities that constitute it. I evaluate two approaches to measuring EI: the performance-based and self-report approaches. I review the findings about how EI is associated with work criteria, organizing the findings according to three overarching models: the validity generalization, situation-specific, and moderator models. The support for the latter two models suggests that the organizational context and employee dispositions should be considered in order to fully explain how EI relates to criteria. I identify controversies in this area, describe how findings address some controversies, and propose future research to address those that remain. I conclude by listing best practices for future research on the role...

Emotional rescue: the role of emotional intelligence and emotional labour on well-being and job-stress among community nurses

Abstract: Aims To investigate the extent to which emotional labour and emotional intelligence are associated with well-being and job-stress among a group of Australian community nurses. The moderating role of emotional intelligence was evaluated as a key factor in the rescue of healthcare workers from job-stress, thus increasing job retention. Background Although emotional labour has been broadly investigated in the literature, the contribution of emotional labour and emotional intelligence to the well-being and experience of job-stress in a community nursing setting requires further exploration. Design This study used a cross-sectional quantitative research design with data collected from Australian community nurses. Methods Australian community nurses (n = 312) reported on their perceived emotional labour, emotional intelligence and their levels of well-being and job-stress using a paper and pencil survey in 2010. Results/Findings Results from structural equation modelling support the hypothesis that both emotional labour and emotional intelligence have significant effects on nurses' well-being and perceived job-stress. Emotional intelligence plays a moderating role in the experience of job-stress. Conclusion These findings provide additional evidence for the important effects that emotional labour and emotional intelligence can have on well-being and job-stress among community nurses. The potential benefits of emotional intelligence in the nurses' emotional work have been explored.

Emotional Intelligence and the Qualitative Researcher

Abstract: In this conceptual article, we explore the idea of refining the role of the researcher. Using emotional intelligence as a framework, we synthesize methodological writing about the role of the researcher and ways to enhance the connection between humans in qualitative research. Emotional intelligence can strengthen the ability to connect with participants, skillfully listen during the interview process, and more clearly understand the lifeworlds participants articulate.

Emotional intelligence is a second-stratum factor of intelligence: evidence from hierarchical and bifactor models.

Abstract: This article examines the status of emotional intelligence (EI) within the structure of human cognitive abilities. To evaluate whether EI is a 2nd-stratum factor of intelligence, data were fit to a series of structural models involving 3 indicators each for fluid intelligence, crystallized intelligence, quantitative reasoning, visual processing, and broad retrieval ability, as well as 2 indicators each for emotion perception, emotion understanding, and emotion management. Unidimensional, multidimensional, hierarchical, and bifactor solutions were estimated in a sample of 688 college and community college students. Results suggest adequate fit for 2 models: (a) an oblique 8-factor model (with 5 traditional cognitive ability factors and 3 EI factors) and (b) a hierarchical solution (with cognitive g at the highest level and EI representing a 2nd-stratum factor that loads onto g at λ = .80). The acceptable relative fit of the hierarchical model confirms the notion that EI is a group factor of cognitive ability, marking the expression of intelligence in the emotion domain. The discussion proposes a possible expansion of Cattell-Horn-Carroll theory to include EI as a 2nd-stratum factor of similar standing to factors such as fluid intelligence and visual processing.

A critique of emotional intelligence : what are the problems and how can they be fixed?

Abstract: Contents: J.N. Cleveland, E.A. Fleishman, Series Foreword. Preface. Part I: The Definition and Measurement of EI. G. Matthews, A.K. Emo, R.D. Roberts, M. Zeidner, What Is This Thing Called Emotional Intelligence? K.R. Murphy, L. Sideman, The Two EIs. J.M. Conte, M.A. Dean, Can Emotional Intelligence Be Measured? Part II: The Relationships Between EI and Other Constructs. F.J. Landy, The Long, Frustrating, and Fruitless Search for Social Intelligence: A Cautionary Tale. J. Allen, J. Cohen, Emotional Intelligence in Classrooms and in Schools: What We See in the Educational Setting. A. Furnham, Explaining the Popularity of Emotional Intelligence. N. Brody, Beyond g. Part III: The Limits of EI. P.J. Jordan, C.E. Ashton-James, N.M. Ashkanasy, Evaluating the Claims: Emotional Intelligence in the Workplace. M.J. Schmit, EI in the Business World. D.L. Van Rooy, S. Dilchert, C. Viswesvaran, D.S. Ones, Multiplying Intelligences: Are General, Emotional, and Practical Intelligences Equal? R. Hogan, L.W. Stokes, Business Susceptibility to Consulting Fads: The Case of Emotional Intelligence. Part IV: Improving EI Research and Applications. K.R. Murphy, L. Sideman, The Fadification of Emotional Intelligence. C.S. Daus, The Case for An Ability-Based Model of Emotional Intelligence. P.E. Spector, H-A.M. Johnson, Improving the Definition, Measurement, and Application of Emotional Intelligence. K.R. Murphy, Four Conclusions About Emotional Intelligence.

Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities

Abstract: Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Reading the Mind in the Eyes or Reading between the Lines? Theory of Mind Predicts Collective Intelligence Equally Well Online and Face-To-Face

Abstract: Recent research with face-to-face groups found that a measure of general group effectiveness (called “collective intelligence”) predicted a group’s performance on a wide range of different tasks. The same research also found that collective intelligence was correlated with the individual group members’ ability to reason about the mental states of others (an ability called “Theory of Mind” or “ToM”). Since ToM was measured in this work by a test that requires participants to “read” the mental states of others from looking at their eyes (the “Reading the Mind in the Eyes” test), it is uncertain whether the same results would emerge in online groups where these visual cues are not available. Here we find that: (1) a collective intelligence factor characterizes group performance approximately as well for online groups as for face-to-face groups; and (2) surprisingly, the ToM measure is equally predictive of collective intelligence in both face-to-face and online groups, even though the online groups communicate only via text and never see each other at all. This provides strong evidence that ToM abilities are just as important to group performance in online environments with limited nonverbal cues as they are face-to-face. It also suggests that the Reading the Mind in the Eyes test measures a deeper, domain-independent aspect of social reasoning, not merely the ability to recognize facial expressions of mental states.

Emotional intelligence, life satisfaction and subjective happiness in female student health professionals: the mediating effect of perceived stress

Abstract: The objective of the present study was to extend previous findings by examining the relationship between emotional intelligence (EI) and well-being indicators (life satisfaction and happiness) in a 12-week follow-up study. In addition, we examined the influence of perceived stress on the relationship between EI and well-being. Female students from the School of Health Sciences (n = 264) completed an ability measure of emotional intelligence. After 12 weeks, participants completed the Perceived Stress Scale, Satisfaction with Life Scale and Subjective Happiness Scale. Participants with higher EI reported less perceived stress and higher levels of life satisfaction and happiness. The results of this study suggest that perceived stress mediates the relationship between EI and well-being indicators, specifically life satisfaction and happiness. These findings suggest an underlying process by which high emotional intelligence may increase well-being in female students in nursing and allied health sciences by reducing the experience of stress. The implications of these findings for future research and for working with health professions to improve well-being outcomes are discussed.

Emotional intelligence in medical education: a critical review.

Abstract: Context Emotional intelligence (EI) is a term used to describe people's awareness of, and ability to respond to, emotions in themselves and other people. There is increasing research evidence that doctors’ EI influences their ability to deliver safe and compassionate health care, a particularly pertinent issue in the current health care climate. Objectives This review set out to examine the value of EI as a theoretical platform on which to base selection for medicine, communication skills education and professionalism. Methods We conducted a critical review with the aim of answering questions that clinical educators wishing to increase the focus on emotions in their curriculum might ask. Results Although EI seems, intuitively, to be a construct that is relevant to educating safe and compassionate doctors, important questions about it remain to be answered. Research to date has not established whether EI is a trait, a learned ability or a combination of the two. Furthermore, there are methodological difficulties associated with measuring EI in a medical arena. If, as has been suggested, EI were to be used to select for medical school, there would be a real risk of including and excluding the wrong people. Conclusions Emotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended.

Emotional intelligence predicts success in medical school.

Abstract: Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of “bedside manners” in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next three years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems.

Trait Emotional Intelligence and Romantic Relationship Satisfaction: A Meta-Analysis

Abstract: This meta-analysis of six studies involving a total of 603 participants found a significant association (r = .32) between trait emotional intelligence and romantic relationship satisfaction. The association between the emotional intelligence of an individual and his or her self-reported romantic relationship satisfaction was significant, as was the relationship between an individual's emotional intelligence and the partner's level of satisfaction with the relationship. The association between trait emotional intelligence and romantic relationship satisfaction provides a foundation for future research, such as intervention studies aimed at increasing emotional intelligence in couples in order to increase romantic relationship satisfaction.

No Pain, No Gain: An Affect-Based Model of Developmental Job Experience and the Buffering Effects of Emotional Intelligence

Abstract: Drawing on an overarching framework of transactional stress theory, this study develops and tests an affect-based model of developmental job experience (DJE) that explicates the affective mechanisms through which DJE is associated with both positive and negative individual outcomes—advancement potential and turnover intention— and the buffering role of emotional intelligence (EI) in the affective processes. In a sample of 214 early-career managers, we found DJE to be related to increased advancement potential by boosting employees’ pleasant feelings, but also that it can fail in this regard by increasing their unpleasant feelings. Moreover, whereas it is not surprising that there was a negative relationship between DJE and turnover intention mediated by pleasant feelings, our results also demonstrated a positive relationship via unpleasant feelings, depending on employees’ levels of EI. Specifically, they suggested that DJE was positively related to turnover intention for only low-EI employees, but not for high-EI employees

A Systematic Review of Physician Leadership and Emotional Intelligence

Abstract: Objective This review evaluates the current understanding of emotional intelligence (EI) and physician leadership, exploring key themes and areas for future research Literature Search We searched the literature using PubMed, Google Scholar, and Business Source Complete for articles published between 1990 and 2012 Search terms included physician and leadership, emotional intelligence, organizational behavior, and organizational development All abstracts were reviewed Full articles were evaluated if they addressed the connection between EI and physician leadership Articles were included if they focused on physicians or physicians-in-training and discussed interventions or recommendations Appraisal and Synthesis We assessed articles for conceptual rigor, study design, and measurement quality A thematic analysis categorized the main themes and findings of the articles Results The search produced 3713 abstracts, of which 437 full articles were read and 144 were included in this review Three t

Perceived organizational politics, emotional intelligence and work outcomes: Empirical exploration of direct and indirect effects

Abstract: Purpose – This study aims to examine the relationship between perceived organizational politics and emotional intelligence, and their interplay in the context of work attitudes/behaviors. Design/methodology/approach – A sample of 368 employees was used to test a mediation effect of perceived organizational politics on the relationship between emotional intelligence on the one hand, and job satisfaction, turnover intentions and negligent behavior on the other. Findings – Perceived organizational politics was found to mediate the relationship between emotional intelligence and all three outcomes. Practical implications – Emotional intelligence training may be a powerful tool that organizations and human resource managers can employ to reduce perceived organizational politics and enhance work attitudes and performance. Originality/value – This research broadens the scope through which the intersection between emotion and organizational politics can be viewed, taking it beyond the role of both felt emotion an...

The Role of Emotional Intelligence in the Impact of Mindfulness on Life Satisfaction and Mental Distress

Abstract: The present study tested the mediating role of emotional intelligence in the impact of mindfulness on life satisfaction and mental distress in a sample of Chinese adults and the widespread or limited mediators between the different groups in demographic factors, e.g., gender, students and non-students. Three hundred and twenty-one participants completed the Mindful Attention Awareness Scale, the Wong Law Emotional Intelligence Scale, the Satisfaction with Life Scale, and the General Health Questionnaire. Path analysis showed that emotional intelligence mediated partially the impact of mindfulness on life satisfaction and mental distress. Moreover, multi-group analyses indicated that no significant path in the final model differed by gender, but non-students with high levels of mindfulness are more likely to perceive greater life satisfaction than students. The findings corroborate an important role for emotional intelligence in mindfulness exerting its beneficial effects.

Emotional resilience in the helping professions and how it can be enhanced

Abstract: This paper provides an overview of research that has examined the benefits of emotional resilience for the wellbeing and employability of helping professionals such as social workers, nurses and midwives. It outlines the competencies that have been associated with emotional resilience (such as emotional literacy, reflective ability, appropriate empathy and social competence) and considers how they have the potential to help people to cope with the emotional demands inherent in the helping professions. Some evidence-based strategies are highlighted to help academic staff develop an ‘emotional curriculum’ to foster emotional resilience in students training for the helping professions.

Emotionally unskilled, unaware, and uninterested in learning more: Reactions to feedback about deficits in emotional intelligence

Abstract: Despite the importance of self-awareness for managerial success, many organizational members hold overly optimistic views of their expertise and performance�a phenomenon particularly prevalent among those least skilled in a given domain We examined whether this same pattern extends to appraisals of emotional intelligence (EI), a critical managerial competency We also examined why this overoptimism tends to survive explicit feedback about performance Across 3 studies involving professional students, we found that the least skilled had limited insight into deficits in their performance Moreover, when given concrete feedback, low performers disparaged either the accuracy or the relevance of that feedback, depending on how expediently they could do so Consequently, they expressed more reluctance than top performers to pursue various paths to self-improvement, including purchasing a book on EI or paying for professional coaching Paradoxically, it was top performers who indicated a stronger desire to improve their EI following feedback (PsycINFO Database Record (c) 2014 APA, all rights reserved)