Ability-based Emotional Intelligence Research Articles

부하 상사 간 관계 갈등에 대한 업무 갈등과 감성지능의 상호작용 연구

This study investigates the moderating role of emotional intelligence (EI) in the spillover of task conflict into relationship conflict in subordinate-supervisor relationships. Grounded in the ability-based EI model, the research focuses on the emotion management ability of subordinates. Data were collected from 113 employees through an online survey, followed by hierarchical regression analysis. Findings revealed a significant negative relationship between EI and relationship conflict. Additionally, a significant positive link was observed between task conflict and relationship conflict. Emotional intelligence significantly moderates this relationship, with higher EI attenuating the spillover effect of task conflict on relationship conflict. In summary, employees with higher EI effectively manage interpersonal conflicts with their supervisors, fostering constructive interactions. Furthermore, subordinates’ EI acts as a buffering moderator, preventing task conflict from transforming into relationship conflict. This research offers practical implications and suggests avenues for future inquiry.

Emotional intelligence matters in hospitality education: contributions of emotional intelligence, fluid ability, and personality to hospitality grades.

According to recent meta-analyses, emotional intelligence can significantly predict academic performance. In this research, we wanted to investigate a particular group of students for which emotional intelligence should be crucial. Namely, we examined whether emotional intelligence, conceptualized as an ability, uniquely contributes to academic performance in hospitality management education beyond fluid intelligence and personality. Using a battery of tests and questionnaires in an online survey, we analyzed if fluid ability, the Big-Five personality dimensions, and ability-based emotional intelligence predict six module grades in a sample of N = 330 first-semester students at a Swiss-based hospitality school. We found that the ability to manage other people's emotions is more predictive of module grades than fluid ability if the courses involve substantial parts of interactive work. Complementarily, the more a module focuses on theoretical knowledge or abstract subject material, the more fluid ability predicted performance. Other abilities and factors - emotion understanding, emotion regulation, the students' age, conscientiousness, and openness - predicted performance only in specific modules, hinting that the didactic methods and grading procedures are complex and involve various skills and dispositions of the students. Given that the hospitality education and industry are buzzing with interactions with peers and guests alike, we provide evidence that interpersonal and emotional competencies are vital to hospitality curricula.

Emotional Intelligence and Transformational Leadership: Meta-Analysis and Explanatory Model of Female Leadership Advantage.

Emotional intelligence is a second-stratum factor of general intelligence (MacCann et al. 2014) that: (a) has been popularly touted as an essential individual difference for effective leadership (Goleman 1998), but also (b) exhibits large gender group differences favoring women (Joseph and Newman 2010). Combining these insights, we propose that emotional intelligence is a key mechanism in the so-called female leadership advantage (Eagly and Carli 2003-which emphasizes the finding that women are rated slightly higher in transformational leadership compared to men). The current study seeks to explain this gender leadership gap by specifying three personality-based theoretical mechanisms that enhance transformational leadership: (a) emotional intelligence (favoring women), (b) communion (stereotypical femininity; favoring women; Hsu et al. 2021), as well as an offsetting effect of (c) agency (stereotypical masculinity; favoring men). Meta-analytic data (including original meta-analyses among the leader's ability-based emotional intelligence, transformational leadership, communion, and agency) are used to test our theorized model. Results confirm the full mediation model of female leadership advantage. Because the three unique mechanisms operate in different directions, their individual indirect effects are notable, but their cumulative indirect effect is small and near-zero. In conclusion, we emphasize incorporating emotional intelligence with other personality-based explanations of gender effects in leadership perceptions.

Working with emotions: emotional intelligence, performance and creativity in the knowledge-intensive workforce

PurposeThis paper aims to examine whether work-related emotional intelligence (W-EI) benefits job performance among knowledge-intensive workers.Design/methodology/approachPostdoctoral researchers (Study 1) and industry researchers (Study 2) were recruited (total N = 304). These knowledge workers completed an ability-based emotional intelligence (EI) test and characterized their work-related performance. Potential moderators were also assessed.FindingsThere were positive relations between W-EI scores and both task performance and creative performance. In addition, these relationships were stronger in the context of higher levels of job negative affect and/or role overload.Originality/valueTo the best of the authors’ knowledge, these findings are among the first to demonstrate the value of the EI construct within a knowledge-intensive workforce.

Review of Individual Differences through Ability-based Emotional Intelligence: An Examination of Resistance to Change

This study investigates the sequential mediating effects of individual conflict on change and emotional intelligence between age and work outcomes, explained through the ability-based model of expressive intellect. In light of the increasingly diverse workforce, it is interestingly important to investigate individual differences in the context of organisational change. Thus, the study also aims to measure the association between age and individual conflict to alteration, considering the length of service as the moderating variable. The study collected data from 413 respondents working in the telecom sector in Punjab, Pakistan. SmartPLS (v 3.2.7) was employed to investigate the measurement model and the structural model. The findings revealed that individual resistance to change and emotional intelligence sequentially mediate the association between age and work results. Work also generates the moderating effect of service length with age and individual resistance to change. The study's limitations included a cross-sectional design, which prevents us from concluding causality. The study makes significant theoretical and practical contributions to organisational change management.

Coping with workplace ostracism through ability-based emotional intelligence

PurposeWith a basis in the conservation of resource (COR) theory, this study examines the relationship between workplace ostracism and job performance while also investigating the mediating role of defensive silence and the moderating role of emotional intelligence.Design/methodology/approachThe study uses a multisource, three-wave data collection technique to gather data from employees and their peers working in Pakistan's service sector organizations. Data are analyzed using partial least squares structural equation modeling (PLS-SEM) (v 3.2.7) to assess the measurement model and the structural model.FindingsThe findings reveal that the perception of workplace ostracism provokes self-avoidance strategy, defensive silence, which attenuates job performance. However, defensive silence's mediating role is mitigated if employees can draw from their emotional intelligence ability, which induces a self-regulation mechanism that curbs workplace ostracism's negative consequences.Practical implicationsThe study demonstrates how employees in collectivist, high-power distance cultural settings may strategically choose silence by exercising emotional intelligence to enhance job performance.Originality/valueThis study is one of the few efforts that examined defensive silence in non-Western cultural settings. This is also the first study that examined emotional intelligence's role in the proposed moderated mediation framework.

Development and validation of a new ability-based measure of emotional intelligence: Cluj Emotional Intelligence Scale CEIS

Theoretical models of ability-based emotional intelligence (EI) present the ability to regulate other’s emotion as part of the emotion regulation facet, but in existing ability-based self-report EI measures, this ability is often not evaluated (e.g., Wong and Law Emotional Intelligence Scale, WLEIS, 2004) or is evaluated as a separate facet, in the work context (e.g., Workgroup Emotional Intelligence Profile WEIP-3, 2002). This consideration led to the development of a new self-report EI measure to assess EI abilities (Cluj Emotional Intelligence Scale, CEIS); the process of development and validation is presented in the current paper, across four different studies. Study 1 (n = 218) used item- analysis and exploratory factor analysis to select relevant items. Study 2 (n = 215) tested the factorial structure, convergent and discriminant validity and test-retest reliability (in sub-sample n = 75). Study 3 (n = 164) cross-validates the factorial structure and assesses concurrent validity of new instrument with well-being. Study 4 (n= 136) presents the translation of the new instrument from its original Romanian language into English and the evaluation of its psychometric properties.

A Meta-Analytic Investigation of the Relationship Between Emotional Intelligence and Emotional Manipulation

This study examines a possible dark side of emotional intelligence (EI). Specifically, a meta-analytic investigation of 5,687 participants was conducted to examine the relationship between EI and emotional manipulation. The findings revealed that self-reported ability-based EI was positively correlated to non-prosocial emotional manipulation (as measured by the Emotional Manipulation Scale), with a 0.10 effect size. Whereas, a negative relationship emerged between self-reported trait EI and non-prosocial emotional manipulation (as measured by the Worsen factor of the Managing Emotions of Others Scale [MEOS]), with a −0.16 effect size. Moreover, self-reported trait-based EI was positively correlated with prosocial emotional manipulation (as measured by the Enhance and Divert factors of the MEOS), with effect sizes of 0.40 and 0.34, respectively. Furthermore, gender had a moderating effect on the relationship between self-reported ability-based EI and non-prosocial emotional manipulation; this relationship was stronger among males than females. We discuss the implications of these findings across academic and practice settings.

Ability-based emotional intelligence and career adaptability: role in job-search success of university students

PurposeThis study aims to investigate the specific role of the components of ability-based emotional intelligence (their relative importance) in building different aspects of career adaptabilities and job-search success of university students.Design/methodology/approachThis study employed survey data from 729 full-time students enrolled in an Indian university. Hierarchical regression analyses were conducted to test the hypotheses, and the size of indirect effect was tested using SPSS PROCESS macro.FindingsThe ability-based emotional intelligence, along with the use and regulation of emotion in job-search success, plays a significant role in shaping career adaptabilities and job-search success. The ability to use and regulate emotions does have its impact on job-search success through a self-regulatory psychological resource of control and confidence over one's career. Self-emotional appraisal is necessary for an individual to be concerned for a career which forms the initiation of any job-search.Research limitations/implicationsAbility-based approach of enhancing emotional intelligence allows the university students to take a developmental approach in employment. This approach benefits the more “targeted approach to training interventions” provided by various stakeholders in the university, associated with career and employment.Originality/valueFurther, the study focuses on the psychological difficulties (over operational) faced by students in their employment endeavour. Both emotions and psychological resources are believed to play an important role in the career intervention. For instance, past researches have studied trait-based emotional intelligence as a personality construct. However, this study considers emotional intelligence as an ability-based aspect of intelligence, which “readily lends itself to interventions that can be enhanced through targeted training, coaching or counselling”.

The Influence of Stereotype Threat and Implicit Theories of Emotion on Gender Differences in Emotional Intelligence

The current study investigated the effects of stereotype threat on emotional intelligence (EI) performance and the utility of implicit theories of emotion (ITE; fixed/growth mind-set) to reduce stereotype threat effects. In Experiment 1, 186 adults received one of four EI stereotype conditions (threat, boost, nullified threat, and control) and then completed measures of ability-based EI and ITE. The results revealed that women outperform men in the “threat to men” and control conditions and that ITE moderated this gender difference. In the nullified threat condition, men with a growth mind-set outperformed men with a fixed mind-set. In Experiment 2, EI stereotypes and ITE were manipulated. The results from 452 adults indicated that the ITE manipulation affected men’s EI performance but not women’s. Overall, men adopting a growth mind-set demonstrated trends in which they outperformed men adopting a fixed mind-set. Implications related to the reduction of gender disparities in EI performance are discussed.

0316 Emotion Regulation During Sleep Deprivation and Repeated Physiological Stress: Implications for Motor Skill Learning and Production

Abstract Introduction The ability to perform learned motor procedures under stress is a critical skill for many high-risk occupations. Explicit motor skills require top-down cognitive control, which both sleep loss and stress have been found to produce significant degradations, whereas implicit skills rely less on cognitive control and are more resilient to physiological stress. We investigated whether differences in emotion regulation attenuated the effects of sleep deprivation (SD) and acute stress on discrete motor learning. Methods 45 adults (21 F; 22 ± 3.4 years) participated in 28-hours of in-lab SD. Participants completed repeated batteries that included the Maastricht Acute Stress Test (MAST) Karolinska Sleepiness Scale (KSS), Psychomotor Vigilance Test (PVT), and Discrete Sequence Production Task (DSP). Stress response was quantified by salivary cortisol. We quantified DSP motor performance by total accurate sequences, and average movement time on accurate trials. Ability emotional intelligence (EI) was measured with the MSCEIT, while trait EI was measured with the Bar-On EQI. The CD-RISC was included as a measure of resilience. Results Using linear mixed effects models of motor performance indices, we found subjective, trait-based emotional intelligence (EQI) to be associated with worse motor performance over time, and objective, ability-based emotional intelligence (MSCEIT) to be associated with greater movement speed. We further found that greater psychological resilience (CD-RISC) but not emotional intelligence was predictive of stronger and less variable chunking structures during SD. Conclusion Emotional intelligence can influence motor learning under stressful SD, whereas psychological resilience can safeguard learning. Future work should further investigate how trait and ability metrics of EI have opposing effects on responses to stress under SD. Work in this direction could serve to identify difference factors that bolster motor skill production in operational environments where stress and SD are unavoidable. Support US Army Medical Research and Development Command: W81XWH-17-C-0088

The influence of ability-based emotional intelligence on discretionary workplace behaviors

ABSTRACTThe present study focuses on the relationship between ability-based emotional intelligence and discretionary workplace behaviors, that is organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Specifically, this study examines the relationship of four emotional abilities (self-emotion appraisal, other’s emotion appraisal, use of emotion and regulation of emotion), comprising ability-based emotional intelligence, with interpersonal and organizational forms of OCB and CWB. This study was conducted with 645 academic staff, from 50 public universities in Turkey. The data were collected through online survey questionnaires and analyzed using confirmatory factor analysis, correlation analysis, and multiple regression analyses. The findings indicate that the ability to appraise other’s emotion is a strong positive predictor of interpersonal OCB, while the regulation of emotion ability was negative predictor of interpersonal CWB. Furthermore, the ability to use emotion was a significant predictor of both organizational OCB and organizational CWB. Moreover, the ability to appraise self-emotion positively predicted both interpersonal and organizational OCB and negatively predicted both interpersonal and organizational CWB. These findings suggest that ability-based emotional intelligence assumes an important role in increasing organizational citizenship behaviors and reducing counterproductive workplace behaviors in the workplace. This study also offers practical advices for organizations to increase OCB and decrease CWB by improving employees’ emotional intelligence abilities. Results, implications and limitations were discussed and directions for future research were proposed.

Ability-Based Emotional Intelligence Is Associated With Greater Cardiac Vagal Control and Reactivity.

Several distinct models of emotional intelligence (EI) have been developed over the past two decades. The ability model conceptualizes EI as a narrow set of interconnected, objectively measured, cognitive-emotional abilities, including the ability to perceive, manage, facilitate, and understand the emotions of the self and others. By contrast, trait or mixed models focus on subjective ratings of emotional/social competencies. Theoretically, EI is associated with neurobiological processes involved in emotional regulation and reactivity. The neurovisceral integration (NVI) model proposes a positive relationship between cardiac vagal control (CVC) and cognitive-emotional abilities similar to those encompassed by EI. The current study examined the association between CVC and EI. Because ability EI is directly tied to actual performance on emotional tasks, we hypothesized that individuals with higher ability-based EI scores would show greater levels of CVC at rest, and in response to a stressful task. Because mixed-models of EI are not linked directly to observable emotional behavior, we predicted no association with CVC. Consistent with expectations, individuals with higher levels of ability EI, but not mixed EI, had higher levels of CVC. We also found that individuals with greater levels of CVC who demonstrated reactivity to a stress induction had significantly higher EI compared to individuals that did not respond to the stress induction. Our findings support the theoretically expected overlap between constructs within the NVI model and ability EI model, however, the observed effect size was small, and the associations between EI and CVC should not be taken to indicate a causal connection. Results suggest that variance in the ability to understand emotional processes in oneself and to reason about one’s visceral experience may facilitate better CVC. Future work manipulating either CVC or EI may prove informative in teasing apart the causal role driving their observed relationship.

Relationship between Ability-Based Emotional Intelligence, Cognitive Intelligence, and Job Performance

Based on previous findings, which found that the three facets of ability-based emotional intelligence (EI) have varying effects on job performance, this study investigates the relationship between emotional intelligence, cognitive intelligence (CI), and job performance. The use of a cascade model suggests a progressive pattern, starting from emotion perception, followed by emotional understanding and emotion regulation, with downstream effects on job performance. Considering the advantages and disadvantages of both measurements, we employed the performance-based ability measurement, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and the self-reporting ability EI measurement, Wong Law Emotional Intelligence Scale (WLEIS). Our findings supported the cascade model, but in the case of WLEIS measures, both self-emotion appraisal and others’ emotion appraisal precede emotion regulation, leading to a positive effect on job performance. Moreover, CI moderated the relationship between EI and job performance, such that a decline in CI rendered the relationship more positive. The MSCEIT and WLEIS showed similar results, thus supporting the cascading model and moderating effects.

Emotional Intelligence in Incarcerated Female Offenders With Psychopathic Traits.

Emotional impairment is a core feature of psychopathy, and the disorder has been linked to an inability to recognize and regulate emotion, leading to deficiencies in empathy and difficulties in social functioning. This study investigated associations among psychopathic traits and ability-based emotional intelligence (EI) in female offenders and integrated data with previously published male offender data (Ermer, Kahn, Salovey, & Kiehl, 2012) to examine gender differences in relationships. Results showed that female offenders were impaired in the understanding and management of emotion relative to the general population, and that female offenders scored higher than male offenders in EI. Affective psychopathic traits (e.g., callousness) yielded a small relationship with difficulties in managing emotion in female offenders, and few gender differences in relationships between psychopathy and EI were found. Findings contribute to literature on emotional functioning in females with psychopathic traits and further understanding of gender differences in emotional abilities among offenders.

Development of a psychological test to measure ability-based emotional intelligence in the Indonesian workplace using an item response theory.

This study aimed to develop an emotional intelligence (EI) test that is suitable to the Indonesian workplace context. Airlangga Emotional Intelligence Test (Tes Kecerdasan Emosi Airlangga [TKEA]) was designed to measure three EI domains: 1) emotional appraisal, 2) emotional recognition, and 3) emotional regulation. TKEA consisted of 120 items with 40 items for each subset. TKEA was developed based on the Situational Judgment Test (SJT) approach. To ensure its psychometric qualities, categorical confirmatory factor analysis (CCFA) and item response theory (IRT) were applied to test its validity and reliability. The study was conducted on 752 participants, and the results showed that test information function (TIF) was 3.414 (ability level = 0) for subset 1, 12.183 for subset 2 (ability level = −2), and 2.398 for subset 3 (level of ability = −2). It is concluded that TKEA performs very well to measure individuals with a low level of EI ability. It is worth to note that TKEA is currently at the development stage; therefore, in this study, we investigated TKEA’s item analysis and dimensionality test of each TKEA subset.

Ability-based emotional intelligence and knowledge sharing

PurposeThe purpose of this paper is to test the direct effects of emotional intelligence and trust in co-workers on knowledge sharing. Further, it aims to examine the moderating effect of trust in co-workers on the emotional intelligence-knowledge sharing relationship.Design/methodology/approachData were collected from 121 employees working with 13 different service sector organizations in the northern region of India. The data were tested for validity and reliability. Hierarchical regression analysis was performed to test the proposed hypotheses.FindingsThe results indicated that both emotional intelligence and trust in co-workers had significant direct effects on knowledge sharing of organizational members. However, trust in co-workers did not moderate emotional intelligence-knowledge sharing relationship.Research limitations/implicationsThe limitations include the sample and cross-sectional design. Hence, future studies can be conducted using a longitudinal design covering other regions of India to increase the generalizability of findings.Practical implicationsThe findings suggest that management should develop appropriate strategies for meliorating emotional intelligence level of employees because people with higher emotional intelligence are more likely to engage themselves in knowledge sharing. Additionally, organizations should adopt a culture that promotes trust among its members, thereby fostering knowledge sharing in organizations.Originality/valueThere is limited literature on the role of emotions in knowledge sharing. The study adds to the extant literature on emotional intelligence and knowledge sharing in the context of India. Besides, the study attempted to investigate the interaction effect of trust in co-workers on emotional intelligence-knowledge sharing relationship that has not been studied so far.

Ability-based emotional intelligence in schizophrenia

As one part of social cognition, emotional intelligence is a controversially discussed construct. Although well founded critique on the conceptualization of emotional intelligence has emerged over the last years, studies about emotional intelligence - especially the ability-based approach by Mayer and Salovey - can persistently be found in schizophrenia research. Studies published between October 2015 and October 2016 were included in this review. The majority of the studies addressed the associations between ability-based emotional intelligence and other clinical or neuropsychological features, for example symptom severity or executive functioning. One study investigated the effect of oxytocin on emotional intelligence and another dealt with the question, whether emotional intelligence could be an endophenotype for schizophrenia. The reviewed literature reveals that patients with schizophrenia exhibit impairments in ability-based emotional intelligence. In this context, non-social cognition, positive symptoms, and anomalous-self experiences seem to be of major relevance. The potential endophenotypic role of ability-based emotional intelligence in schizophrenia remains to be clarified.

Is ability-based emotional intelligence impervious to the Flynn effect? A cross-temporal meta-analysis (2001–2015)

Generational IQ test score changes (i.e., the Flynn effect) have been shown to affect most measures of cognitive ability, although certain domains appear to be impervious. Because IQ test score changes have been found to differ between domains, evidence for specific domains is warranted to explain the nature, meaning, and causes of the Flynn effect. In the present cross-temporal meta-analysis, we investigated potential test score changes over time for ability emotional intelligence as assessed with a widely-used measure (i.e., the MSCEIT V2.0) based on data from 160 samples (N=16,738) from English-speaking countries over a time-span of 15years (2001–2015). We found no evidence for substantial generational test score changes in overall or branch (i.e., subscale) ability emotional IQ scores. Consistent with our expectations, test performance was substantially higher for women in most measures. Contrary to our expectations though, average performance of our participants was considerably lower than the performance of normative samples on all scales, thus raising concerns about the appropriateness of the current norms. In all, we argue that ability emotional IQ as measured with the MSCEIT V2.0 is largely unaffected by typical causes that have been proposed as responsible for the Flynn effect. This may be due to the close association of this construct with psychometric g (associations of MSCEIT V2.0 scores with cognitive task performance were modest in our data) on one hand and personality traits on the other hand, both of which have been shown not to be associated with test score gains.

Tentative guidelines for the development of an ability-based emotional intelligence intervention program for gifted students

This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine school activities; providing provisions for practice and feedback; careful monitoring of program activities; systematic program impact evaluation; and assuring professional development of program personnel. EI training for the gifted is critically discussed.