Emotional intelligence meets traditional standards for an intelligence

Mayer, John D.; Caruso, David R.; Salovey, Peter

doi:10.1016/s0160-2896(99)00016-1

Cited by 1,998 publications

(1,785 citation statements)

References 28 publications

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“…A wide variety of emotional intelligence research has been conducted to assess the relationship between emotional intelligence and other related variables such as emotional intelligence and job performance as well as team performance (Druskat and Wolff 2001;Goleman 1998;Huy 1999;Jordan et al 2002;Jordan and Troth 2004;Mayer et al 2000;Wong and Law 2002); emotional intelligence and transformational leadership (Mandell and Pherwani 2003); emotional intelligence and the "attitude toward organizational change" (Vakola et al 2004: 88). However, only few studies have investigated emotional intelligence in the context of expatriates.…”

Section: Emotional Intelligencementioning

confidence: 99%

Enhancing Cross-Cultural Training Efficacy on Expatriate Adjustment through Emotional Intelligence and Social Capital

Susanto

Rostiani

2012

GADJAH MADA INT. J. BUS.

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Abstract:Cross cultural training is widely believed to make a positive contribution to expatriate adjustment. In practice, however, it is very costly and sometimes ineffective for expatriates. Therefore, there is a growing importance placed on increasing the cost effectiveness or enhancing the efficacy of crosscultural training by functioning individual expatriate's social capital and emotional intelligence as moderating variables towards expatriate's adjustment and performance. To do so we blend ideas drawn from social capital theory and emotional intelligence to develop the structure that underlies the logic of this paper. Thus, this paper uses social capital and emotional intelligence theories to enrich extant literature on expatriate adjustment Abstrak: Pelatihan lintas budaya telah dipercaya memberikan kontribusi positif bagi proses penyesuaian ekspatriat. Meskipun demikian, dalam prakteknya, pelatihan tersebut sangat mahal dan terkadang tidak efektif. Oleh karena itu, penting untuk meningkatkan efektivitas biaya atau pencapaian pelatihan lintas budaya dengan memfungsikan modal sosial dan kepintaran emosi ekspatriat sebagai variabel pemoderasi antara penyesuaian ekspatriat dan kinerjanya. Penulis menggabungkan beberapa ide dari teori modal sosial dan kepintaran emosional untuk membangun sebuah kerangka sebagai dasar tulisan ini. Oleh karena itu, tulisan ini menggunakan teori modal sosial dan teori kepintaran emosional untuk memperkaya literatur mengenai penyesuaian ekspatriat.

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Section: Emotional Intelligencementioning

confidence: 99%

Enhancing Cross-Cultural Training Efficacy on Expatriate Adjustment through Emotional Intelligence and Social Capital

Susanto

Rostiani

2012

GADJAH MADA INT. J. BUS.

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“…Multifactor Emotional Intelligence Scale (MEIS) (Mayer, Caruso, & Salovey, 1999). The MEIS consists of 4 branches of EI that have three measures each: perceiving, facilitating, understanding, and managing emotion.…”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

“…Some studies have used the MEIS and found no relationship with IQ (Ciarrochi, Chan & Caputi, 2000); others have found relationships between scores on the MEIS and intellectual performance (Lam, 1999;Mayer et al, 1999). A study of academically successful and unsuccessful South African students found that successful students had a significantly higher EQ as measured by the EQ-i than the unsuccessful students (Bar-on, 1997).…”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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“…The clearest example of this importance is the development of the relatively new concept of Emotional Intelligence. According to [22], Emotional Intelligence is composed of four abilities: (1) the ability to identify one's own and others' emotions to accurately express own emotions to others; (2) understanding how emotions orient people toward important information and how different emotional states can induce varying approaches to problem solving; (3) understanding the meaning, progressions, and complexity among emotions; and (4) the ability to stay open to feelings, to detach, and to manage one's own and others' emotions promoting emotional and intellectual growth.…”

Section: Emotional Behaviourmentioning

confidence: 99%

Human Attributes in the Modelling of Work Teams

Martı́nez-Miranda

Pavón

2010

Balanced Automation Systems for Future Manufacturing Networks

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Abstract. This paper presents a summary of relevant research findings that have been used as the theoretical background in the design of an agent-based model to simulate the human behaviour within work teams (the TEAKS model). It underlines some of the main trends in the modelling of human behaviour in teams, and the rationale for selecting the attributes to represent real team candidates as software agents in the TEAKS model.

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Emotional intelligence meets traditional standards for an intelligence

Cited by 1,998 publications

References 28 publications

Enhancing Cross-Cultural Training Efficacy on Expatriate Adjustment through Emotional Intelligence and Social Capital

Enhancing Cross-Cultural Training Efficacy on Expatriate Adjustment through Emotional Intelligence and Social Capital

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Human Attributes in the Modelling of Work Teams

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