Emotional intelligence

Leadership, affect and emotions: A state of the science review

by Jennifer Griffith

Gooty, J. Connelly, S., Griffith, J., & Gupta, A. (2010). Leadership, affect, and emotions: A state of the science review. Leadership Quarterly, 21(6), 979-1004.

This paper presents a selective, qualitative review of affect, emotions, and emotional competencies in leadership... more This paper presents a selective, qualitative review of affect, emotions, and emotional competencies in leadership theory and research published in ten management and organizational psychology journals, book chapters and special issues of journals from 1990 to 2010. Three distinct themes emerged from this review: (1) leader affect, follower affect and outcomes, (2) discrete emotions and leadership, and (3) emotional competencies and leadership. Within each of these themes, we examine theory (construct definition and theoretical foundation) and methods (design, measurement and context) and summarize key findings. Our findings indicate that the study of affect and emotions in leadership fares well with regard to construct definitions across the first two themes, but not in the last theme above. Design and measurement issues across all three themes are a little less advanced. One serious gap is in a lack of focus on levels-of-analysis theoretically and methodologically. Our review concludes with recommendations for future theoretical and empirical work in this area.

The Excitation Transfer Paradigm and emotional intelligence: Predicting interpersonal attraction

by Simon Boag

Fraser, M. & Boag, S. (2011). The Excitation Transfer Paradigm and emotional intelligence: Predicting interpersonal attraction. In S. Boag & N. Tiliopoulos (Eds.), Personality and Individual Differences: Theory, Assessment and Application (pp. 67-82). New York: Nova.

The Excitation Transfer paradigm emphasises the role of situational variables, whereby externally-caused residual... more The Excitation Transfer paradigm emphasises the role of situational variables, whereby externally-caused residual arousal intensifies later unrelated feelings of attraction. Emotional Intelligence (EI), on the other hand, involves an individual’s capacity to interpret and engage with emotionally-relevant information. This study proposed that EI—(as assessed by the Trait-Meta Mood Scale (TMMS)—may moderate the misattribution of arousal. A sample of 104 female undergraduates were randomly allocated to complete a cognitive task whilst either seated at a table (control) or riding an exercise bike (aroused condition). Participants then viewed a video recording of a male confederate and rated his attractiveness on a 19-item First Impression Scale. Results indicated no main effects for arousal or EI on any factor of attraction. However further analysis demonstrated significant higher-order interactions between EI and arousal upon attractiveness factors. Specifically, individuals with higher EI were less likely to be influenced by irrelevant arousal. Results suggest that evaluative judgements of attractiveness depend upon personality variables interacting with situational variables.

A Contemporary Framework for Emotions in Consumer Decision-Making: Moving Beyond Traditional Models

by Holly A. Bell

Published in 'International Journal of Business and Social Science', 2011

Traditional models of consumer decision-making are largely cognitive and sequential in nature. While there is some... more Traditional models of consumer decision-making are largely cognitive and sequential in nature. While there is some recognition of an emotional component in the decision-making process, traditional models assume emotions should be overcome, cognitive and affective processes and multiple emotions cannot exist simultaneously, and a dichotomy exists between satisfaction and emotion in consumer decision-making. This paper examines contemporary research that challenges traditional assumptions about the role of emotions in consumer decision-making and introduces the role of consumer emotional intelligence into the process. The discussion concludes with a look at the strategic and ethical implications for marketers.

Assessing Emotional Intelligence and its impact in caring professions: the value of a mixed-methods approach in emotional intelligence work with teachers

by Roisin Corcoran

There has been a growing interest in the concept of emotional intelligence (EI) since it was first identified by Mayer... more There has been a growing interest in the concept of emotional intelligence (EI) since it was first identified by Mayer and Salovey (Mayer & Salovey, 1997; Salovey & Mayer, 1990). The concept is one that has attracted many claims including the view that it can be assessed using pen and paper type tests (as with more traditional ‘intelligence’ models) and that it can predict one or another type of success in life, including academic success. One early account of emotional intelligence – now widely critiqued – even claimed that it “can matter more than IQ” (Goleman, 1995). Even if claims of this magnitude are no longer held to be justifiable, they have in many ways contributed to the popular excitement surrounding the concept. Consequently, academic researchers and theorists are thinking about the concept more critically and using more sophisticated methods of test design, interpretation and application.
Considerations stemming from such debate and concern has led to the development of a number of pen and paper type tests that claim to measure emotional intelligence (though in many cases the concept that is being measured is defined differently and the results of these tests are not really comparable in the way in which different tests of traditional intelligence models would claim to be). At the same time, theorists such as Gardner (1983, 1993) have argued that there is a need for more portfolio forms of assessment for non-traditional intelligences, while others (Sternberg, 1988; Sternberg, Castejón, Prieto, Hautamäki, & Grigorenko, 2001; Thoma, 2002) have argued that there is a need for tests to be framed in more domain specific ways if they are to validly assess cognitive operations. Corcoran  (2011) highlights the importance of crossing methodological boundaries when conducting research on emotion and show how being methodologically ecumenical, that is embracing both quantitative and qualitative methods, can help to make sense of what is actually being measured by such psychometric approaches. Indeed numerous researchers (Denzin, 1984; Sutton & Wheatley, 2003; Zembylas & Schutz, 2009) working on emotion have argued that qualitative or mixed-methods research which offers multi-perspectival answers is now needed in order to understand what is being measured by such tests. A considerable body of research into the impact of having emotional intelligence has also attracted attention to the area. The strength of this research, in many ways, lies in the link between scores on emotional intelligence tests and outcome measures such as performance in work or in other aspects of life (Bar-On, 1997b; Goleman, 1995; Mayer, Salovey, & Caruso, 2002b). Much of the focus in this has been in the use of emotional intelligence measures by management consultants, meaning many studies have been conducted in the context of organisational research and managerial practice with comparatively little attention been given to “caring” professions such as teaching where emotional intelligence is argued to be important (Brackett, Palomera, Mojsa-Kaja, Reyes, & Salovey, 2010; Corcoran & Tormey, 2010; Sutton & Wheatley, 2003). This is all the more important since what data exists on emotional intelligence and teachers suggests that, during their preservice stages of teacher education at least, they typically have a level of emotional intelligence significantly below the average for the wider population (Corcoran & Tormey, 2010, in press). What, then, can be meaningfully said about the ways in which emotionally intelligent people would perform differently than less emotionally intelligent people in a profession like teaching?
This chapter will address these two major issues which are at the cutting edge of emotional intelligence research today. Following an introduction the next section will evaluate the literature on the use of quantitative approaches to measuring emotional intelligence and will highlight the view that, in order to better understand and contextualise quantitative data on emotional intelligence, qualitative data is also needed. The subsequent section will give a brief overview of the literature on the impact of having emotional intelligence and identify that this too is an area that remains in need of urgent attention from researchers. The final section will present data from the largest ever research study that addresses both these issues. This study, based on the Mayer and Salovey (1997) model of emotional intelligence, will show how the qualitative data highlights the gaps and limitations of relying solely on quantitative data (as measured by the Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT; Mayer, Salovey, & Caruso, 2002a), particularly in assessing the extent to which people have developed their emotional capacities. Drawing on interviews from student teachers undertaking a practicum, it will highlight the extent to which students who had undertaken a short emotional intelligence skills program were able to bring a more sophisticated set of emotional intelligence understandings and skills to their practice when compared to those who did not receive such training on emotional intelligence. The chapter will conclude by highlighting the areas in which future researchers should be focusing their attention.

How emotionally intelligent are pre-service teachers?

by Roisin Corcoran

published in 'Teaching and Teacher Education'

Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for... more Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for teachers in managing the emotional demands of their work, little is known about the levels of emotional skill of teachers and beginning teachers. Using Mayer and Salovey's emotional intelligence (EI) model and the MSCEIT test of EI, this study investigates how emotionally skilled student teachers are (N = 352). Results show lower than average levels of EI among student teachers, but with important differences between students and across emotional skill areas. The implications of the findings for pre-service teacher education are explored.

Stories and (E)Motions: Travelling in Nicolas Bouvier’s Narratives

by Lénia Marques

Co-authored witth Maria Sofia Pimentel Biscaia.
Chapter published in:
Narratives of Travel and Tourism, ed. Jacqueline Tivers and Tijana Rakic, Ashgate, 2012, pp. 65-76.

[Excerpt from the Introduction of Chapter 7]

"In this chapter we will focus on the work of the Swiss... more [Excerpt from the Introduction of Chapter 7]

"In this chapter we will focus on the work of the Swiss traveller, Nicolas Bouvier (1929-1998), seeking to understand how motivations and, in particular, emotions, feelings, sensations and impressions experienced along the journey are artistically expressed. This study will focus firstly on the interrelationship between travelling/tourism and emotions in the work of one of the landmark writers of travel literature from the second half of the 20th century, and secondly on how this work has encouraged others to travel, write and express themselves by artistic means in the context of an interpretation of this emotional framework."

The strategic ritual of emotionality: A case study of Pulitzer Prize-winning articles

by Karin Wahl-Jorgensen

Accepted for publication in *Journalism*

Taking as its vantage point Gaye Tuchman’s (1972) notion of the strategic ritual of objectivity, this paper argues... more Taking as its vantage point Gaye Tuchman’s (1972) notion of the strategic ritual of objectivity, this paper argues that there is also a strategic ritual of emotionality in journalism -- an institutionalized and systematic practice of journalists infusing their reporting with emotion. To examine the strategic ritual of emotionality, the paper considers Pulitzer Prize-winning articles between 1995 and 2011, taking the prize as a marker of cultural capital in the journalistic field. A coding scheme for a basic content analysis was developed on the basis of scholarly insights into journalistic narratives, as well as discourse analytic approaches associated with appraisal theory.
The analysis indicates that the analyzed stories rely heavily on emotional story-telling. The strategic ritual of emotionality manifests itself in the overwhelming use of anecdotal leads, personalized story-telling and expressions of affect. Journalists ‘outsource’ emotional labor by describing the emotions of others, and drawing on sources to discuss their emotions.

The role of trait emotional intelligence in the diagnostic cancer pathway

by Samuel Smith

S. G. Smith, K. V. Petrides, James S. A. Green and Nick Sevdalis

Purpose
Trait emotional intelligence (trait EI) has been linked with psychological outcomes in a variety of... more Purpose
Trait emotional intelligence (trait EI) has been linked with psychological outcomes in a variety of settings; however, it has received little attention in the healthcare field. We investigated the relationship between trait EI and worry at different stages of the diagnostic cancer pathway.

Methods
We recruited 64 individuals attending an outpatient urology cancer investigation. Patients completed the Hospital Anxiety and Depression Scale, Trait Emotional Intelligence Questionnaire—Short Form and a single-item measure of arousal/pleasantness. Worry was assessed retrospectively for each stage of the pathway and concurrently for the stage of ‘awaiting the specialist’.

Results
Trait EI was negatively associated with worry in the early stages of the diagnostic pathway (‘deciding to see’ and ‘awaiting the general practitioner (GP)’; ps < 0.05) and was negatively linked to patients’ worry while ‘seeing the GP’ (p = 0.051) after controlling for anxiety, depression, arousal and pleasantness.

Conclusion
Low trait EI is predictive of increased worry levels in the early stages of the diagnostic cancer pathway. Individual differences in trait EI should be considered when communicating medical results to patients and in the development of interventions designed to reduce worry levels in patients entering the diagnostic cancer pathway.

An Investigation of Academic Procrastination, Locus of Control, and Emotional Intelligence

by Halil Eksi

M. Engin DENİZ, Zeliha TRAŞ, Didem AYDOĞAN
Educational Sciences: Th eory & Practice
9 (2) • Spring 2009 • 623-632

In this research, the eff ects of emotional intelligence on the academic procrastination and
locus of control... more In this research, the eff ects of emotional intelligence on the academic procrastination and
locus of control tendencies of a group of university students are investigated. Th e sample
of this study consists of 435 university students including 273 female students and 162
male students who were randomly selected from the population of Selçuk University
students. Th e age range of the students varies in between 17-21 years old and the mean
age is 20.19 years old. A personal information form, the Emotional Intelligence Scale, the
Academic Procrastination Scale and the Locus of Control Scale were administered to the
sample. Research findings show that the sub-scales of the Emotional Intelligence Scale,
adaptability and coping with stress, are highly correlated with the students’ academic
procrastination tendency scores (p < .05). Secondly, it was found that the two sub-scales
of the Emotional Intelligence Scale, adaptability and general mood, could significantly
predict the students’ locus of control scores (p < .05). Lastly, a negative correlation was found
between emotional intelligence skills and both academic procrastination (p < .05) and
locus of control (p < .01). Th e results were discussed in the light of the related literature.

Programa Tutor Quirón: La utilidad de la mentoría y la inteligencia emocional // Tutor Quiron Program: Mentoring and Emotional Intelligence

by Andres Romero-Jodar

Co-authored with Laura Martínez Escudero. Published (in Spanish) in "IX Jornadas de Redes de Investigación en Docencia Universitaria," Alicante: Universidad de Alicante, 2011, pp. 2488-2503. ISBN: 978-84-694-9813-2

Recientes estudios en inteligencia emocional (Goleman 1995) han resaltado la importancia de las emociones en la... more Recientes estudios en inteligencia emocional (Goleman 1995) han resaltado la importancia de las emociones en la creación de redes interpersonales dentro del proceso de enseñanza-aprendizaje. Figuras intermedias, como los mentores, pueden ayudar a los estudiantes a desarrollar competencias emocionales necesarias para un mejor rendimiento académico. Inspirado en el proyecto Tutor Quirón de la Universidad Politécnica de Cartagena, el programa Tutor Quirón de la Universidad de Zaragoza se basa en el concepto de mentoría entre iguales. Básicamente, propone una actividad de coordinación, orientación y seguimiento entre los estudiantes del Máster y de Doctorado de Estudios Textuales y Culturales en Lengua Inglesa. La implantación de este sistema responde a un plan de acción estratégica multidisciplinar que permite supervisar con más precisión el proceso de aprendizaje de cada estudiante y, al mismo tiempo potenciar el aprendizaje autónomo y responsable. El propósito de esta comunicación es bidimensional. Por una parte, presentamos el programa concreto que estamos llevando a cabo en la Universidad de Zaragoza y por otra parte, incidimos en el papel fundamental que tiene la inteligencia emocional como elemento subyacente durante el proceso de aprendizaje en el Máster de Estudios Textuales y Culturales en Lengua Inglesa.

The Emotional Intelligence Features of Substance Use Disorders Patients: Pilot Research Results

by IOMC Conference

Velga Sudraba*1, Elmars Rancans2, Inga Millere3
1Doctoral Studies, Riga Stradiņš University; Riga Centre of Psychiatry and Addiction Disorders, Riga, Latvia
2Department of Psychiatry and Addiction Disorders, Riga Stradiņš University, Riga, Latvia
3Academic School of Nursing, Riga Stradiņš University, Riga, Latvia
*Corresponding author’s Email: velgasudraba@gmail.com

Emotional Intelligence in the K-12 Curriculum and its Relationship to American Workplace Needs: A Literature Review.

by Rose Opengart

Emotional intelligence and emotion work: Examining constructs from an interdisciplinary framework

by Rose Opengart

Predictors of psychological impairment in patients undergoing investigation for urological cancers

by Samuel Smith

Smith, S. G, Turner, B., Pati, J., Petrides, K.V., Sevdalis, N., Green, J. (2011). Predictors of psychological impairment in patients undergoing investigation for urological cancers. Supportive Care in Cancer

Purpose
We aimed to assess the influence of trait emotional intelligence (trait EI) and perceived social support... more Purpose
We aimed to assess the influence of trait emotional intelligence (trait EI) and perceived social support on psychological impairment in a sample of patients urgently referred for prostate and bladder cancer investigations.
Methods
Eighty seven patients (mean age = 62.92; SD = 13.23) were recruited prior to undergoing an investigative procedure for either prostate (n = 45) or bladder (n = 42) cancer. Patients completed measures of psychological impairment (state anxiety and worry) and 82 also competed measures of trait EI and perceived social support. Multivariate linear regression was used to predict the direct and moderated effects of trait EI and perceived social support on psychological impairment.
Results
Thirty one percent of patients were considered to be suffering from clinical levels of state anxiety. Trait EI was a significant predictor of state anxiety, worry regarding the appointment, worry regarding the outcome of the appointment and perceived social support. In contrast, perceived social support was not predictive of psychological impairment on any measure and did not moderate the relationship between trait EI and psychological impairment.
Conclusions
Patients urgently referred for urological cancer investigations are a group at risk of psychological impairment and may benefit from healthcare professional support. High trait EI was associated with less state anxiety, less worry and higher perceived social support. There were few consistent effects of perceived social support on psychological impairment. Consideration should be given to the inclusion of trait EI in future models of trauma adaptation.

Attachment Styles as a Predictor of Emotional Intelligence

by Halil Eksi

Erdal HAMARTA, M. Engin DENİZ, Neslihan SALTALI
Educational Sciences: Th eory & Practice
9 (1) • Winter 2009 • 213-229

Th e purpose of this study is to examine if attachment styles predict emotional intelligence
(intrapersonal,... more Th e purpose of this study is to examine if attachment styles predict emotional intelligence
(intrapersonal, interpersonal, adaptability, stress management, and general mood). Participants
of the study consisted of 463 (272 females, 191 males) undergraduate students
selected randomly from diff erent faculties of Selcuk University. Regression and correlation
analyses were used for data analysis. Results indicate that there is a significant positive
correlation between the secure attachment style and all subscales of emotional intelligence
abilities. Results also indicate that attachment styles significantly explain emotional intelligence
and secure attachment style predict all sub-dimensions of emotional intelligence.

The socioemotionally intelligent self-leader: Examining relations between self-leadership and socioemotional intelligence

by John Rauthmann

Emotional Intelligence for Athlete's Life Success (NFL)

by Joshua Freedman

Study of retired players from the US National Football League

Recently some NFL players have been making news, not just for their athletic prowess, but for destructive behavior off... more Recently some NFL players have been making news, not just for their athletic prowess, but for destructive behavior off the field. Emotional intelligence has been highly correlated with health, positive relationships, and pro-social behavior: Is this true for professional athletes? If so, these skills could be a key to help professional athletes overcome a range of challenges. This study assesses 30 retired NFL players with a survey on life success (including good health and relationships, avoiding drug/alcohol use and violence, doing well at work, and creating a high quality of life) and an emotional intelligence assessment. Over 60% in the variation of the life success factors are predicted by emotional intelligence scores. Athletes with greater emotional intelligence are likely to be more successful in life.

Leadership Success and Emotional Intelligence in the Middle East

by Joshua Freedman

The United Arab Emirates is emerging as the business capital of the Middle East. In this complex, demanding... more The United Arab Emirates is emerging as the business capital of the Middle East. In this complex, demanding environment, to what extent do the “soft skills” of emotional intelligence matter? In a study of 418 leaders living in the region, there is a very strong relationship between emotional intelligence skills and performance outcomes. Scores on the SEI (Six Seconds Emotional Intelligence Assessment) predict over 58% of the variation in critical professional and personal success factors (such as effectiveness, influence, relationships, and career status). This means that if you want to get ahead in the Middle East, emotional intelligence is one of the most important capacities to develop.

The Business Case for Emotional Intelligence

by Joshua Freedman

Review of research synthesized into a practical case for business leaders about the benefits of emotional intelligence... more Review of research synthesized into a practical case for business leaders about the benefits of emotional intelligence on leadership, customers, employees, and the bottom line.

Tso, I. F., Mui, M. L., Taylor, S. F., & Deldin, P. J. (in press). Eye-contact perception in schizophrenia: Relationship with symptoms and socio-emotional functioning. Journal of Abnormal Psychology.

by Ivy F. Tso

Please email ivytso@umich.edu for reprints.

Accurately perceiving self-referential social signals, particularly eye contact, is critical to social adaptation.... more Accurately perceiving self-referential social signals, particularly eye contact, is critical to social adaptation. Schizophrenia is often accompanied by deficits in social cognition, but it is unclear whether this includes gaze discrimination deficits. This study investigated whether eye-contact perception is preserved or impaired and if it is related to symptoms and broader socio-emotional functioning in schizophrenia. Twenty-six participants with schizophrenia (SCZ) and 23 healthy controls (HC) made eye-contact judgments for faces in varying gaze direction (from averted to direct in ten 10%-increments), head orientation (forward, 30-degree averted), and emotion (neutral, fearful). Psychophysical analyses for forward faces showed that SCZ began endorsing eye contact with weaker eye-contact signal and their eye-contact perception was less of a dichotomous function compared with HC. SCZ were more likely than HC to endorse eye contact when gaze was ambiguous, and this over-perception of eye contact was modulated by head orientation and emotion. Over-perception of eye contact was associated with more severe negative symptoms. Decreased categorical gaze perception explained variance of socio-emotional deficits in schizophrenia after taking basic neurocognition into consideration, suggesting the relationship was not solely due to a general deficit problem. These results were discussed in relation to the nature of categorical gaze perception and its significance to clinical and functional presentations of schizophrenia.