Abstract
Emotional intelligence (EI) was once touted as the panacea for a satisfying and successful life. Consequently, there has been much emphasis on developing interventions to promote this personal resource in applied settings. Despite this, a growing body of research has begun to identify particular contexts when EI does not appear helpful and may even be deleterious to a person, or those they have contact with, suggesting a “dark” side to the construct. This paper provides a review of emergent literature to examine when, why and how trait and ability EI may contribute to negative intrapersonal (psychological ill-health; stress reactivity) and interpersonal outcomes (emotional manipulation; antisocial behavior). Negative effects were found to operate across multiple contexts (health, academic, occupational) however these were often indirect, suggesting that outcomes depend on pre-existing qualities of the person. Literature also points to the possibility of “optimal” levels of EI—both within and across EI constructs. Uneven profiles of self-perceptions (trait facets) or actual emotional skills contribute to poorer outcomes, particularly emotional awareness, and management. Moreover, individuals who possess high levels of skill but have lower self-perceptions of their abilities fare worse that those with more balanced profiles. Future research must now improve methodological and statistical practices to better capture EI in context and the negative corollary associated with high levels.
Highlights
Emotional intelligence (EI) is broadly defined as competency in perceiving, understanding and regulating our own emotions and the emotions of others (Zeidner et al, 2009)
Summary of results Sex offenders scored significantly higher on Perception than non-sex offending prisoners, and overall higher on all branches (Perception, Assimilation, Management) of EI measured than both non-sex offending and control groups
Greater faking on self-report EI measure in participants with higher cognitive ability, more opportunity to fake and on job-relevant traits
Summary
Emotional intelligence (EI) is broadly defined as competency in perceiving, understanding and regulating our own emotions and the emotions of others (Zeidner et al, 2009). Over the past two decades, research has supported a link between EI and adaptive life outcomes, including better mental and physical health (Martins et al, 2010), academic (Perera and DiGiacomo, 2013), and occupational success (Joseph and Newman, 2010). With statistical control for allied performance factors (e.g., personality; IQ), many of these effects are not of the original size and strength predicted by early EI proponents (Matthews et al, 2012). Whilst evaluations of SEL training programmes have revealed benefits for mental health, pro-social behavior and academic achievement, effects are typically moderate in size and of questionable longevity (Durlak et al, 2011). Whilst EI appears to contribute some adaptive value to life outcomes, the original fervor for the construct has been tempered
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