Showing papers on "Emotional intelligence published in 2015"
TL;DR: Findings help to establish the construct validity of mixed EI measures and further support an intuitive theoretical explanation for the uncommonly high association between mixed Ei and job performance--mixed EI instruments assess a combination of ability EI and self-perceptions, in addition to personality and cognitive ability.
Abstract: Recent empirical reviews have claimed a surprisingly strong relationship between job performance and self-reported emotional intelligence (also commonly called trait EI or mixed EI), suggesting self-reported/mixed EI is one of the best known predictors of job performance (e.g., ρ = .47; Joseph & Newman, 2010b). Results further suggest mixed EI can robustly predict job performance beyond cognitive ability and Big Five personality traits (Joseph & Newman, 2010b; O'Boyle, Humphrey, Pollack, Hawver, & Story, 2011). These criterion-related validity results are problematic, given the paucity of evidence and the questionable construct validity of mixed EI measures themselves. In the current research, we update and reevaluate existing evidence for mixed EI, in light of prior work regarding the content of mixed EI measures. Results of the current meta-analysis demonstrate that (a) the content of mixed EI measures strongly overlaps with a set of well-known psychological constructs (i.e., ability EI, self-efficacy, and self-rated performance, in addition to Conscientiousness, Emotional Stability, Extraversion, and general mental ability; multiple R = .79), (b) an updated estimate of the meta-analytic correlation between mixed EI and supervisor-rated job performance is ρ = .29, and (c) the mixed EI-job performance relationship becomes nil (β = -.02) after controlling for the set of covariates listed above. Findings help to establish the construct validity of mixed EI measures and further support an intuitive theoretical explanation for the uncommonly high association between mixed EI and job performance--mixed EI instruments assess a combination of ability EI and self-perceptions, in addition to personality and cognitive ability.
316 citations
TL;DR: An integrated view of how an individual's personality and network position combine to influence job performance and career success is provided.
Abstract: Using data from 138 independent samples, we meta-analytically examined three research questions concerning the roles of personality and network position in organizations. First, how do different personality characteristics-self-monitoring and the Big Five personality traits-relate to indegree centrality and brokerage, the two most studied structurally advantageous positions in organizational networks? Second, how do indegree centrality and brokerage compare in explaining job performance and career success? Third, how do these personality variables and network positions relate to work outcomes? Our results show that self-monitoring predicted indegree centrality across expressive and instrumental networks and brokerage in expressive networks after controlling for the Big Five traits. Self-monitoring, therefore, was especially relevant for understanding why people differ in their acquisition of advantageous positions in social networks. But the total variance explained by personality ranged between 3% and 5%. Surprisingly, we found that indegree centrality was more strongly related to job performance and career success than brokerage. We also found that personality predicted job performance and career success above and beyond network position and that network position partially mediated the effects of certain personality variables on work outcomes. This paper provides an integrated view of how an individual's personality and network position combine to influence job performance and career success.
289 citations
TL;DR: It is argued that ER and EI traditions stand to benefit substantially from greater integration and should be integrated more fully.
Abstract: Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses – among other things - on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.
269 citations
TL;DR: In this article, a theory-based, short form measure of cultural intelligence (SFCQ) is proposed to capture the original theoretical intent of a multifaceted culture general form of intelligence that is related to effective intercultural interactions.
Abstract: This article reports the development and validation of a theory-based, short form measure of cultural intelligence (SFCQ). The SFCQ captures the original theoretical intent of a multifaceted culture general form of intelligence that is related to effective intercultural interactions. The validity of the scale is established with 3526 participants in five language groups from around the world. Results provide evidence for construct and criterion-related validity of the measure, and indicate that cultural intelligence is a single latent factor reflected in three intermediate facets. In support of construct validity the measure is modestly related to but distinct from emotional intelligence and personality and correlates positively with several indicators of multicultural experience. With regard to criterion-related validity, it relates as predicted to several dimensions of intercultural effectiveness. Implications for the measurement and understanding of culture and the influence of culture on management practice are discussed.
180 citations
DOI•
28 Jan 2015
TL;DR: Earley and Ang as mentioned in this paper defined cultural intelligence (CQ) as the capability to function effectively in culturally diverse settings, which is a theoretical extension of contemporary approaches to understand intelligence.
Abstract: Cultural intelligence (CQ) is a theoretical extension of contemporary approaches to understanding intelligence (Earley & Ang, 2003). CQ is defined as the capability to function
effectively in culturally diverse settings. Traditionally, the study of intelligence focused
mainly on “g,” the academic or cognitive factor of intelligence. More recently, multiple
intelligence theory (Sternberg, 1986, 1988) proposed nonacademic intelligences (Hedlund
& Sternberg, 2000) that emphasize the capability to adapt to others. These newly recognized forms of intelligence include interpersonal intelligence (Gardner, 1993), emotional
intelligence (Goleman, 1995; Salovey & Mayer, 1990), and social intelligence (Cantor
& Kihlstrom, 1985). Each of these formulations of intelligence, however, assumes that
familiarity with culture and context guides individual thoughts and social behaviors. As
elaborated in Earley and Ang (2003), these relatively general capabilities may not apply
when individuals have different cultural backgrounds.
177 citations
12 Jan 2015
TL;DR: The ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls and self-perceived emotional intelligence was unrelated to these criteria.
Abstract: In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.
168 citations
TL;DR: The number of articles on teachers and emotions has increased radically over the past decade in Teaching and Teacher Education (TATE). as discussed by the authors found 70 articles published in TATE from 1985 to 2014, and classified them into seven main themes: emotions in teacher identity and professional learning, emotional exhaustion among teachers, teachers, emotions and relationships, teachers' emotions in historical, political and societal contexts and educational reforms, teachers impact on students' emotions, 6) teachers' emotional intelligence, skills and knowledge, and 7) teachers's emotions and regulation of emotions.
140 citations
TL;DR: The authors explored the relationship between emotional intelligence (EI) and support from friends and teachers with indices of adaptive career development, and found that dimensions of EI and teacher support were positively associated with resilience and self-perceived employability.
Abstract: Drawing from career construction and positive youth development perspectives, this study explores, among 254 Italian high school students, the relationship between emotional intelligence (EI) and support from friends and teachers with indices of adaptive career development. Results from the full canonical correlational model revealed that dimensions of EI and teacher support were positively associated with resilience and self-perceived employability. These results suggest that EI and teacher support warrant further investigation as factors that may contribute to adaptive career progress among youth.
136 citations
TL;DR: This paper reviewed the international evidence about emotional aspects related to educational leaders and identified three central themes: factors influencing the leaders' emotions, leaders' behaviors and their effects on followers' emotions and leaders' emotional abilities.
Abstract: The aim of the present article is to review the international evidence about emotional aspects related to educational leaders. The review focuses on empirical studies published in peer-refereed educational journals between 1992 and 2012. First, we address the importance of researching emotions for understanding educational leaders. Next, we present the method used in the production of this narrative review. The bulk of the article presents empirical evidence from 49 studies organized along themes. Three central themes have emerged in the review: (a) the factors influencing the leaders’ emotions, (b) leaders’ behaviors and their effects on followers’ emotions, and (c) leaders’ emotional abilities. Within each theme, we present subthemes that include summaries of the relevant key findings. The article concludes with several methodological recommendations and an outline of possible directions for future research.
132 citations
TL;DR: Establishing individualized, flexible but realistic, pre- and post-discharge plans with parents is needed to start their healthy transition to home and community.
Abstract: Parents will interact with a multitude of teams from various disciplines during their child's admission to the neonatal intensive care unit. Recognition of the emotional stressors experienced by these parents is a first step in working to provide the crucial support and parenting skills needed for bonding and caring for their infant from admission through discharge and beyond. Family-centered care involves time-sensitive two-way communication between parents and the multidisciplinary team members who coordinate care transition by providing emotional, educational, medical and home visitor support for these families. To do this well, a thoughtful exchange of information between team members and parents is essential to identify psychosocial stress and ameliorate family concerns. Parents will need emotional and educational support and follow-up resources. Establishing individualized, flexible but realistic, pre- and post-discharge plans with parents is needed to start their healthy transition to home and community.
129 citations
TL;DR: It is proposed that emotion regulation ability enabling employees to maintain higher positive affect when faced with unique knowledge processing requirements, while emotion facilitation ability enables employees to use their PA to enhance their creativity.
Abstract: Although past research has identified the effects of emotional intelligence on numerous employee outcomes, the relationship between emotional intelligence and creativity has not been well established. We draw upon affective information processing theory to explain how two facets of emotional intelligence—emotion regulation and emotion facilitation—shape employee creativity. Specifically, we propose that emotion regulation ability enables employees to maintain higher positive affect (PA) when faced with unique knowledge processing requirements, while emotion facilitation ability enables employees to use their PA to enhance their creativity. We find support for our hypotheses using a multimethod (ability test, experience sampling, survey) and multisource (archival, self-reported, supervisor-reported) research design of early career managers across a wide range of jobs. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
TL;DR: In this article, the authors examined the relationship between dispositional mindfulness, emotional intelligence and perceived stress using self-report measures, and found that mindfulness was positively associated with four components of WLEIS, and negatively associated with perceived stress.
TL;DR: In this article, the authors analyzed the influence of two emotional skills (i.e. emotional intelligence and resilience) on salesperson propensity to leave their organization, both directly and indirectly, through their impact on work and emotional exhaustion.
TL;DR: The accumulating evidence from social-cognitive, neuropsychological, cross-cultural, and neuroimaging studies that emotion words go beyond communication to help constitute emotional perceptions, and perhaps even emotional experiences is discussed.
Abstract: Language can certainly communicate emotions, but growing research suggests that language also helps constitute emotion by cohering sensations into specific perceptions of “anger,” “disgust,” “fear,” and other emotion categories. The powerful role of language in emotion is predicted by a constructionist approach, which suggests that emotions occur when sensations are categorized using emotion category knowledge supported by language. We discuss the accumulating evidence from social-cognitive, neuropsychological, cross-cultural, and neuroimaging studies that emotion words go beyond communication to help constitute emotional perceptions, and perhaps even emotional experiences. We look ahead to current directions in research on emotional intelligence, emotion regulation, and psychotherapy.
TL;DR: This article investigated the mediating effect of workplace social support on the relationship between trait emotional intelligence and teacher burnout among 307 Chinese middle school teachers and found that the mediator effect partially mediated the relationship.
TL;DR: The authors used hierarchical regression analysis to examine teachers' perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence.
Abstract: Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence. The results of a survey of 1281 Chinese teachers reveal that teachers’ perceptions of emotional job demands and emotional intelligence significantly predict the three emotional labour strategies. Emotional intelligence significantly moderates the impact of emotional job demands on surface acting and expression of naturally felt emotion but not deep acting. Even after controlling for emotional job demands and emotional intelligence, deep acting and expression of...
TL;DR: Results show that EC is a significant predictor of health that has incremental predictive power over and above other predictors and that high EC significantly attenuates (and sometimes compensates for) the impact of other risk factors.
Abstract: Emotional competence (EC; also called "emotional intelligence"), which refers to individual differences in the identification, understanding, expression, regulation, and use of one's 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 health, more satisfying social and marital relationships, and greater occupational success. Whereas a considerable amount of research has documented the significance of EC, 1 domain has been crucially under investigated: the relationship between EC and physical health. We examined the relationship between EC and objective health indicators in 2 studies (N1 = 1,310; N2 = 9,616) conducted in collaboration with the largest Mutual Benefit Society in Belgium. These studies allowed us (a) to compare the predictive power of EC with other well-known predictors of health such as age, sex, Body Mass Index, education level, health behaviors (diet, physical activity, smoking and drinking habits), positive and negative affect, and social support; (b) to clarify the relative weight of the various EC dimensions in predicting health; and (c) to determine to what extent EC moderates the effect of already known predictors on health. Results show that EC is a significant predictor of health that has incremental predictive power over and above other predictors. Findings also show that high EC significantly attenuates (and sometimes compensates for) the impact of other risk factors. Therefore, we argue that EC deserves greater interest and attention from health professionals and governments.
TL;DR: A randomized controlled trial investigating the impact of the 4th Edition Second Step® on social-behavioral outcomes over a 1-year period when combined with a brief training on proactive classroom management finds that the program had few main effects from teacher-reported social and behavioral indices, with small effect sizes.
TL;DR: Prospectively measuring EI can identify those who are most likely to thrive in surgical residency and can be effective at optimizing the wellness of residents.
Abstract: Background There is increasing recognition that physician wellness is critical; it not only benefits the provider, but also influences quality and patient care outcomes. Despite this, resident physicians suffer from a high rate of burnout and personal distress. Individuals with higher emotional intelligence (EI) are thought to perceive, process, and regulate emotions more effectively, which can lead to enhanced well-being and less emotional disturbance. This study sought to understand the relationship between EI and wellness among surgical residents. Study Design Residents in a single general surgery residency program were surveyed on a voluntary basis. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form. Resident wellness was assessed with the Dupuy Psychological General Well-Being Index, Maslach Burnout Inventory, and Beck Depression Inventory-Short Form. Emotional intelligence and wellness parameters were correlated using Pearson coefficients. Multivariate analysis was performed to identify factors predictive of well-being. Results Seventy-three residents participated in the survey (response rate 63%). Emotional intelligence scores correlated positively with psychological well-being ( r = 0.74; p r = −0.69, p r = −0.69; p r = −0.59; p Conclusions Emotional intelligence is a strong predictor of resident well-being. Prospectively measuring EI can identify those who are most likely to thrive in surgical residency. Interventions to increase EI can be effective at optimizing the wellness of residents.
TL;DR: In this paper, the authors examined the predictive validity of emotional intelligence (EI) assessed by a self-report and a performance ability-based measure over students' academic achievement in Portuguese secondary school.
TL;DR: The TEIQue–SF showed consistent incremental effects beyond the Big Five or the Big five and coping strategies, predicting all 7 criteria examined across the 2 samples, providing good support for the validity and utility of the TEI Que–SF.
Abstract: This study examined the incremental validity of the adult short form of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) in predicting 7 construct-relevant criteria beyond the variance explained by the Five-factor model and coping strategies. Additionally, the relative contributions of the questionnaire's 4 subscales were assessed. Two samples of Canadian university students completed the TEIQue-SF, along with measures of the Big Five, coping strategies (Sample 1 only), and emotion-laden criteria. The TEIQue-SF showed consistent incremental effects beyond the Big Five or the Big Five and coping strategies, predicting all 7 criteria examined across the 2 samples. Furthermore, 2 of the 4 TEIQue-SF subscales accounted for the measure's incremental validity. Although the findings provide good support for the validity and utility of the TEIQue-SF, directions for further research are emphasized.
TL;DR: The results show that the EI dimensions analyzed are better predictors of mental health than of physical health, and various categories of health-related behaviors.
Abstract: In this paper the relationship between Emotional Intelligence and health is examined. The current work investigated the dimensions of EI are sufficient to explain various components of physical and mental health, and various categories of health-related behaviors. A sample of 855 participants completed two measures of EI, the Trait Meta-Mood Scale (TMMS) and Trait Emotional Intelligence Questionnaire (TEIQue), a measure of health, the Health Survey SF-36 Questionnaire (SF-36); and a measure of health-related behaviors, the Health Behavior Checklist (HBC). The results show that the EI dimensions analyzed are better predictors of mental health than of physical health. The EI dimensions that positively explain the Mental Health Component are Well-Being, Self-Control and Sociability, and negatively, Attention. Well-Being, Self-Control and Sociability positively explain the Physical Health Component. EI dimensions predict a lower percentage of health-related behaviors than they do health components. Emotionality and Repair predict the Preventive Health Behavior category, and only one dimension, Self-Control, predicts the Risk Taking Behavior category. Older people carry out more preventive behaviors for health.
TL;DR: This study supports the idea that enhancing organisational justice can increase the impact of emotional intelligence and suggests managers should take into account the importance of emotional Intelligence and perceptions of organisationalJustice in human resources management and apply targeted interventions to foster work engagement.
Abstract: Aims and objectives
To explore the impact of emotional intelligence and organisational justice on work engagement in Chinese nurses and to examine the mediating role of organisational justice to provide implications for promoting clinical nurses’ work engagement.
Background
The importance of work engagement on nurses’ well-being and quality of care has been well documented. Work engagement is significantly predicted by job resources. However, little research has concentrated simultaneously on the influence of both personal and organisational resources on nurses’ work engagement.
Design
A descriptive, cross-sectional design was employed.
Methods
A total of 511 nurses from four public hospitals were enrolled by multistage sampling. Data collection was undertaken using the Wong and Law Emotional Intelligence Scale, the Organizational Justice questionnaire and the Utrecht Work Engagement Scale-9. We analysed the data using structural equation modelling.
Results
Emotional intelligence and organisational justice were significant predictors and they accounted for 44% of the variance in nurses’ work engagement. Bootstrap estimation confirmed an indirect effect of emotional intelligence on work engagement via organisational justice.
Conclusions
Emotional intelligence and organisational justice positively predict work engagement and organisational justice partially mediates the relationship between emotional intelligence and work engagement.
Relevance to clinical practice
Our study supports the idea that enhancing organisational justice can increase the impact of emotional intelligence. Managers should take into account the importance of emotional intelligence and perceptions of organisational justice in human resources management and apply targeted interventions to foster work engagement.
TL;DR: Preliminary data suggesting a curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the sample of nursing students is provided, implying that moderate resilience and emotional intelligence can help nursing students cope with adversity in their future clinical work.
Abstract: Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used Survey data were collected from 202 Chinese vocational school nursing students during 2011 Post-traumatic growth was associated with emotional intelligence and psychological resilience Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth The results imply that moderate resilience and emotional intelligence can help nursing students cope with adversity in their future clinical work This study first provided preliminary data suggesting the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the sample of nursing students
TL;DR: The results support the idea that PEI, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact, and explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular.
Abstract: The negative effects of traditional bullying and, recently, cyberbullying on victims are well documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence and the emotional impact of cybervictimization. We hypothesize that emotional intelligence, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying. The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the “European Cyberbullying Intervention Project Questionnaire”, the “Cyberbullying Emotional Impact Scale”; and “Trait Meta-Mood Scale-24”. Structural Equation Models were used to test the relationships between the analyzed variables. The results support the idea that perceived emotional intelligence, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and perceived emotional intelligence explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.
TL;DR: The importance of EI in the field of health care is analyzed and various ways that this important skill can be built into medical programs are recommended.
Abstract: The primary focus of this review was to discover what is already known about Emotional Intelligence (EI) and the role it plays within social relationships, as well as its importance in the fields of health care and health care education. This article analyzes the importance of EI in the field of health care and recommends various ways that this important skill can be built into medical programs.
TL;DR: In this article, the authors examined how emotional intelligence mediates emotional labor in the performance of work duties by using job satisfaction and burnout as criterion variables and found that the ability to regulate one's own emotions decreases burnout.
Abstract: Most public service jobs involve emotionally intense work demands. For this reason, the terms emotional intelligence and emotional labor have entered the lexicon of public service. The former refers to the ability to sense and regulate one’s own emotions as well as to sense others’ emotional state, while the latter refers to the exercise of emotive skills to get the job done. This study examines how emotional intelligence mediates emotional labor in the performance of work duties by using job satisfaction and burnout as criterion variables. Although findings are mixed with regard to job satisfaction, a statistically significant relationship exists in the mediation between emotional labor and burnout. Specifically, the ability to regulate one’s own emotions decreases burnout. Implications for training and development are discussed.
TL;DR: Emotional intelligence increased with age and previous caring experience was not associated with higher emotional intelligence, but mindfulness training was associated with high 'ability' emotional intelligence.
TL;DR: Older women were less accurate in perceiving the protagonists' emotions, but they reported similar levels of emotional congruence and greater sympathy, and age deficits in empathic accuracy were moderated by the age relevance of the task.
Abstract: This study investigated age differences in empathy, focusing on empathic accuracy (the ability to perceive another's emotions accurately), emotional congruence (the capacity to share another's emotions), and sympathy. Participants, 101 younger (Mage = 24 years) and 101 older (Mage = 69 years) women, viewed 6 film clips, each portraying a younger or an older woman reliving and thinking aloud about an autobiographical memory. The emotional quality (anger, sadness, happiness) and the age relevance (young, old) of the memorized events were systematically varied. In comparison to their younger counterparts, older women were less accurate in perceiving the protagonists' emotions, but they reported similar levels of emotional congruence and greater sympathy. In addition, age deficits in empathic accuracy were moderated by the age relevance of the task, that is, younger and older women's empathic accuracy did not differ if the protagonists' memorized personal experience was of high relevance to older adults. These findings speak for multidirectional and context-dependent age differences in empathy.
TL;DR: In this article, the authors examined the relationship between emotional intelligence (EI), self-efficacy and two outcome variables: in-role performance and organizational citizenship behavior (OCB), and examined whether burnout mediates this relationship.
Abstract: Purpose – This study aims to examined the relationship between emotional intelligence (EI), self-efficacy and two outcome variables: in-role performance and organizational citizenship behavior (OCB). The study also examined whether burnout mediates this relationship. The target population included Arab teachers in Israel. Design/methodology/approach – A survey was performed. Usable questionnaires were returned by 221 teachers; therefore, the response rate was 88 per cent. Findings – Hierarchical linear models and mediation analyses showed that EI and self-efficacy are related to OCB, and in-role performance and burnout have a strong and negative relationship with the outcome variables. Mediation analysis using Preacher and Hayes’s (2004, 2008) approach showed that burnout mediates the relationship of EI and self-efficacy with the three outcome variables. Practical implications – The findings emphasize the role of the two personal variables examined here as important determinants of job performance and OCB...