A critical evaluation of the emotional intelligence construct

Ciarrochi, Joseph; Chan, Amy; Caputi, Peter

doi:10.1016/s0191-8869(99)00119-1

Cited by 755 publications

(632 citation statements)

References 21 publications

Supporting

Mentioning

464

Contrasting

Unclassified

Order By: Relevance

“…In some of those studies specific aspects of AEI were associated with specific social outcomes: Emotion regulation was related to reported satisfaction with social support from others (Ciarrochi et al, 2000), self-reported social support from parents (Lopes et al, 2003), quality of interaction with friends (Lopes et al, 2014), quality of interaction with people of the opposite sex (Lopes et al, 2014), and teacher ratings of negative interactions with peers (Mestre, et al, 2006); Emotion perception was associated with the amount of, and satisfaction with, social support (Ciarrochi et al, 2000), and loneliness (Zysberg, 2012). In the Lopes et al (2004) and Márquez et al, (2006) studies, all aspects of AEI were negatively associated with self-reported negative interaction with close friends and a host of self-reported social strategies.…”

Section: Loneliness and Emotional Skillsmentioning

confidence: 99%

Prospective associations between loneliness and emotional intelligence

Wols

Qualter

2015

Journal of Adolescence

View full text Add to dashboard Cite

Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional functioning in young adolescents in England. One hundred and ninety-six adolescents aged 11-13 years (90 females) took part in the study and completed the youth version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-YV) and the peer-related subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) at two time points, which were 10 months apart. Prospective associations were obtained for male and female adolescents separately using cross-lagged statistical techniques. Our results showed prospective links between understanding and managing emotions and loneliness for both females and males. Perceiving and using emotions were prospectively linked to loneliness in males only. Possible explanations and directions for future research are discussed.

show abstract

Section: Loneliness and Emotional Skillsmentioning

confidence: 99%

Prospective associations between loneliness and emotional intelligence

Wols

Qualter

2015

Journal of Adolescence

View full text Add to dashboard Cite

show abstract

“…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

View full text Add to dashboard Cite

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, ...

show abstract

“…Foram conduzidas pesquisas que investigaram as relações entre satisfação de vida e IE (por meio de medidas de auto-relato e de desempenho), tendo sido reportadas correlações positivas de baixas a moderadas, na ordem de r = 0,11 a r = 0,61 (Ciarrochi, Chan, & Caputi, 2000;Gannon & Ranzijn, 2005;Palmer, Donaldson, & Stough, 2002;Saklofske et al, 2003;Schutte, Lopes, & Malouff, 2000). Além disso, foram encontradas evidências de que a habilidade de Gerenciamento Emocional prediz satisfação em relacionamentos, de forma mais significativa do que as dimensões de personalidade (Lopes et al, 2003).…”

Section: Satisfação De Vidaunclassified

“…Elas seriam mais hábeis para se engajar em grupos e promover cooperação. Também tenderiam a ser empáticas (Ciarrochi et al, 2000) e, portanto, segundo Abraham (1999), mais inclinadas a adotar a visão da organização e agir de forma benéfica para a empresa. Giles (2001, citado por Mayer, Salovey, et al, 2000 encontrou correlações positivas entre aspectos do envolvimento organizacional de subordinados e a IE de supervisores.…”

Section: Contexto Organizacionalunclassified

Inteligência emocional: teoria, pesquisa, medida, aplicações e controvérsias

Woyciekoski¹,

Hutz²

2009

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

ResumoA Inteligência Emocional (IE) constitui um construto psicológico recente, e um dos aspectos da inteligência mais discutidos na atualidade. Ela reflete, sobretudo, o estudo das interações entre emoção e inteligência, o que nos permite inferir a complexidade do campo conceitual, bem como as dificuldades metodológicas daí decorrentes. Este artigo visa informar ao leitor o corrente status da IE do ponto de vista científico, apresentando-se os modelos teóricos correntes desta forma de inteligência, bem como suas principais características, qualidades, falhas, críticas à teoria, aplicações e correlações com outros construtos psicológicos. Além disso, apresenta-se uma discussão acerca dos tipos de instrumentos de medida da IE que têm sido utilizados, incluindo aspectos e pesquisas relacionadas à capacidade destas escalas de predizer comportamentos, de forma independente das medidas psicométricas existentes. Embora sejam notáveis a ampliação do campo e os progressos no desenvolvimento da teoria da IE, bem como dos testes que se propõem medi-la, ainda há problemas a serem sanados e melhor investigados (como os referentes à validade de construto e aos tipos de escalas de IE existentes). Estes e outros aspectos serão relatados e problematizados ao longo do artigo. Palavras-chave: Inteligência Emocional; inteligência; emoção; personalidade; testes de Inteligência Emocional. AbstractEmotional Intelligence (EI) is a recent psychological construct, and also one of the most discussed aspects regarding intelligence. Moreover, it reflects the study of the interrelations between emotion and intelligence, which allows us to infer the complexity of its conceptual field, as well as its methodological difficulties. This article aims to inform the reader of the current status of EI from a scientific point of view. Therefore, it comprises the current EI theoretical models, as well as its main characteristics, qualities, pitfalls, critics, applications and correlations with other psychological constructs. Additionally, it will be discussed the types of instruments that have been used to assess EI, including aspects and researches related to the capacity of these scales to predict behavior, independently of the existing psychometric measures. Although the progress in the development of the EI theory is noticeable, as well as the tests that are devised to measure it, there are still problems remaining unsolved which ought to be better investigated like those related to construct validity and the types of existent scales. These and other aspects will be reported and discussed throughout the article.

show abstract

A critical evaluation of the emotional intelligence construct

Cited by 755 publications

References 21 publications

Prospective associations between loneliness and emotional intelligence

Prospective associations between loneliness and emotional intelligence

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

Inteligência emocional: teoria, pesquisa, medida, aplicações e controvérsias

Contact Info

Product

Resources

About