Intelligence?… Emotions?… or, the Emotional Intelligence: Theories and Evidence in Global Context

Chakrabarti, Gagari; Chatterjea, Tapas

doi:10.1007/978-981-10-5759-5_2

Cited by 6 publications

(5 citation statements)

References 38 publications

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“…The fourth aspect delineates the emotions’ regulation over the time to sustain emotional and intellectual development through the self’s thoughtful ruling of emotions. This model has long enjoyed widespread acceptance in research and education [ 5 , 38 ].…”

Section: Theory Inference Hypotheses Development and Conceptual Frameworkmentioning

confidence: 99%

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

Shafait

Khan²,

Sahibzada

et al. 2021

PLoS ONE

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The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students’ academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares’ structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students’ better academic efficacy.

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Section: Theory Inference Hypotheses Development and Conceptual Frameworkmentioning

confidence: 99%

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

Shafait

Khan²,

Sahibzada

et al. 2021

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Similarly, findings endorse the ability-based theory of EI 3 which reiterates an appropriate management of emotions to face challenges in pursuit of learning and improved personal and OP. 40 Therefore, EI is regarded as a vital enabler for enhancing personal and organizational efficiency and performance. These findings enable and urge HEIs academicians to overhaul the institutional reputation of key stakeholders such as students, society, and competitors.…”

Section: Discussionmentioning

confidence: 99%

“…The ability-based theory of EI, 3 on one hand emphasizes the timely management of emotional endeavors that enable personnel to take advantage of pressure situations through learning and experience. 40 EI, hence, is all about uneven situations that convince personnel to accurately percept, appraise and channelize personal and others’ emotions to come through the situations. 41 Ability-based theory of EI is divided into four crucial emotional aptitudes.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

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Exploring the Nexus of Emotional Intelligence and University Performance: An Investigation Through Perceived Organizational Support and Innovative Work Behavior

Shafait,

Huang

2023

PRBM

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Purpose This study is based on the ability-based theory of emotional intelligence (EI), organizational support theory, and componential theory of creativity. This study intended to investigate organizational performance (OP) against academics’ EI in higher education institutions (HEIs) in China. This study further scrutinized perceived organizational support (POS) and innovative work behavior (IWB) as mediators among these associations. Similarly, the inter-link between POS and IWB was investigated. Design/methodology/Approach Chinese HEIs academicians (327) were examined using quantitative and cross-sectional research methods. Likewise, PLS-SEM, that is, partial least squares structural equation modeling, was used as a data analysis method to examine assumed relationships statistically. Findings The extracted findings established the anticipated relationships, and the results validated that EI had a direct and positive association with OP in HEIs. Similarly, the findings revealed that IWB partially mediated the association between EI and OP; however, full mediation was observed in the case of POS. Practical Implications This study emphasizes the importance of unindustrialised glamorous blend of EI and OP in HEIs. In addition, the findings asserted that HEIs staff evaluate and control high-voltage circumstances that assure an effectual valuation and supervision of the self and others’ emotions. Equally, EI amplifies POS, which flares up the IWB while enriching OP in HEIs. Originality/Value This study examined OP alongside academicians’ EI in HEIs, which is among the initial pieces of research on HEIs. Additionally, the wholesome research nexus that scrutinizes POS and IWB as an inter-link between EI and OP in HEIs is original.

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“…Bar-On (2000) and Goleman (2009) use somewhat broader definitions by including other personality traits in their definitions. It has been found that measures based on all these different definitions are highly correlated with each other and each explains strongly many socio-economic behaviours independent of cognitive skills (see Chakrabarti & Chatterjea [2017] for some of these results in psychology and for a synthesis of various definitions, and Raut [2003] and Heckman & Raut [2013, 2016] for significant positive effects of non-cognitive skills on labour market earnings, independent of the effects of cognitive skills).…”

Section: Introductionmentioning

confidence: 99%

Long-term Effects of Preschool on School Performance, Earnings and Social Mobility

Raut

2018

Studies in Microeconomics

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Children from disadvantaged families perform very poorly in school and labour market because they acquire low level of social, motivational and cognitive skills during their early childhood development. Using the NLSY data set, this paper formulates and then estimates the production processes for cognitive skills and non-cognitive skills such as social and motivational skills during early childhood development and the long-term effects of these skills on learning and lifetime earnings of an individual. Using these estimated relationships, the paper provides a calibrated intergenerational altruistic model of parental investment in children's preschool. This dynamic model is then used to estimate the effects of publicly provided preschool to the children of poor socioeconomic status (SES) as a social contract on lifetime earnings distribution, intergenerational college and social mobility, and to estimate the tax burden of such a social contract.

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Intelligence?… Emotions?… or, the Emotional Intelligence: Theories and Evidence in Global Context

Cited by 6 publications

References 38 publications

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

Exploring the Nexus of Emotional Intelligence and University Performance: An Investigation Through Perceived Organizational Support and Innovative Work Behavior

Long-term Effects of Preschool on School Performance, Earnings and Social Mobility

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