The influence of emotional intelligence on performance

Lyons, Joseph B.; Schneider, Tamera R.

doi:10.1016/j.paid.2005.02.018

Cited by 141 publications

(91 citation statements)

References 24 publications

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“…In the examination of the relationship between emotional intelligence and progress (development and success), the results showed that there was a linear significant relationship between emotional and intelligence and progress or development (P<0.05) and percentage21.16 of the changes of the dependent variable can be explained by emotional intelligence. The results are the same as the results of the studies of Golparvar and et [18] and Lyons [19], but they were different from the results of the studies by Asqarnejad Farid and etc [20] which showed there was no correlation between emotional intelligence and development or success. About the investigation of the relationship or success.…”

Section: Discussionsupporting

confidence: 64%

Emotional Intelligence and Job Motivation of Member Faculties in Medical Sciences Universities

2016

IJAAEE

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Abstract-One of the important issues of the organizations ishow to motivate their staff to work and get more exploitation. Concerning motivation and promoting via training emotional intelligence is associated with higher efficiency and exploitation in an organization, so the researchers aimed to study the relationship between emotional intelligence and professional motivation among faculty members of Mazandaran University of medical sciences. This is a descriptive study, which included 120 of the faculty members of MUMS via stratified randomized sampling. The participants measured by standard emotional intelligence and professional motivation questionnaires. Data analyzed via software SPSS 16 using Pierson correlation method. The findings of this study showed the average total score of motivation in the faculty members was 173.76 and the average total score of emotional intelligence was 116.52. There was a significant correlation between total score of emotional intelligence with professional motivation. In addition, there is a significant correlation between the total score of emotional intelligence and each variables of the professional motivation questionnaire. Enhancement of emotional intelligence results to higher professional motivation, so promotion of emotional intelligence skills effects motivation level, professional progress, functional progress and finally exploitation and more profit. Companies and organizations can identify the reducing factors of the motivation in the faculty members and determine the ways to get rid of them.

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Section: Discussionsupporting

confidence: 64%

Emotional Intelligence and Job Motivation of Member Faculties in Medical Sciences Universities

2016

IJAAEE

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“…AEI predicts academic success, even after personality and academic intelligence are statistically controlled (Lyons & Schneider, 2005). The AEI facet of emotion management is particularly important in determining whether students cope with adaptation to specific and general university stressors (MacCann et al, 2011;Tariq et al, 2013).…”

Section: Adjustment To University: the Importance Of Emotional Intellmentioning

confidence: 99%

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Nightingale

Roberts

Tariq

et al. 2013

Learning and Individual Differences

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Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention.

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“…Results indicated that positive and negative affect at work substantially mediate the relationship between EI and job satisfaction with positive affect exerting a stronger influence. Lyons & schneider (2005), examined the relationship of abilitybased EI facets with performance under stress. They expected high levels of EI would promote challenge appraisals and better performance, whereas they found low EI levels would foster threat appraisals and worse performance.…”

Section: Job Performance and Role Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives

Ahangar¹

2012

Emotional Intelligence - New Perspectives and Applications

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The influence of emotional intelligence on performance

Cited by 141 publications

References 24 publications

Emotional Intelligence and Job Motivation of Member Faculties in Medical Sciences Universities

Emotional Intelligence and Job Motivation of Member Faculties in Medical Sciences Universities

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives

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