Emotional intelligence: In search of an elusive construct.

Davies, Michaela; Stankov, Lazar; Roberts, Richard D.

doi:10.1037/0022-3514.75.4.989

Cited by 759 publications

(697 citation statements)

References 56 publications

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“…One criticism of many of the self-report tests of EI is that they overlap too much with personality tests to provide any new information of note (Davies, Stankov, & Roberts, 1998). The EQ-i has been criticized for …”

Section: Measurement Of Emotional Intelligencementioning

confidence: 99%

“…Emotional intelligence has been strongly found to relate to personality dimensions, particularly emotional stability and agreeableness. Studies that administer self-report measures of emotional intelligence and personality inventories (e.g., Davies et al, 1998;Murensky, 2000) have found so much overlap with EI and personality dimensions as to argue that EI as measured by self-report inventories does not have sufficient divergent validity to distinguish itself from personality measures (see Matthews et al, 2003, for a fuller discussion of the relationship between personality and emotional intelligence).…”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

“…The Emotion Perception Tests and other performance tests have been criticized for low reliability (Davies et al, 1998); the MEIS was produced after this study was conducted.…”

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

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

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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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, ...

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Section: Measurement Of Emotional Intelligencementioning

confidence: 99%

Section: Performance Tests the Most Recent And Most Researched Perfomentioning

confidence: 99%

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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

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“…6 Based on factor analytic procedures, this instrument provides scores for Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness to Experience, and a number of facets subsumed by each of the five dimensions (Christal, 1994). In more recent studies, this instrument yielded dimension and/or facet scores having meaningful relationships with other variables (Davies, Stankov, & Roberts, 1998;Roberts, Zeidner, & Matthews, 2001).…”

Section: Five-factor Model Measuresmentioning

confidence: 99%

Multiple Personality Domains in Relation to Occupational Choice and Performance Among Established Teachers

Emmerich

Rock

Trapani

2004

ETS Research Report Series

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Does personality impact differently on occupational choice and occupational performance? In a study of established teachers, interests, the Five-Factor Model, and attributions were examined in relation to occupational choice and performance. Attributions were assessed using a new instrument designed for teachers. Choice of teaching specialty was found to be most strongly associated with interest in the arts and sciences, openness to experience, and internal attributions in response to a positive classroom event. On the other hand, quality of teaching assessed by the National Board of Professional Teaching Standards (NBPTS) was associated (negatively) with business interests and with a tendency to externalize blame in response to a problematic teaching situation. Study findings suggested the hypothesis that broad traits located relatively high in a personality hierarchy influence trait matching in selecting an occupation, whereas more specific motivational/dynamic factors located lower in the personality hierarchy influence performance

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“…The first one is a poor definition of the construct. Many self-report EI measures show considerable conceptual and empirical overlap with traditional personality measures (Davies, Stankov, & Roberts, 1998;Dawda & Hart, 2000;Newsome, Day, & Catano, 2000;Schutte et al, 1998). Second, unlike ability-based measures (Day & Carroll, 2008), use of self-report measures for assessing EI among applicants might lead to considerably higher scores than current norm scores typically indicate in the manual of the EI measures.…”

mentioning

confidence: 99%

Applicant Versus Employee Scores on Self-Report Emotional Intelligence Measures

Lievens

Klehe

Libbrecht

2011

Journal of Personnel Psychology

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Abstract. There exists growing interest to assess applicants' emotional intelligence (EI) via self-report trait-based measures of EI as part of the selection process. However, some studies that experimentally manipulated applicant conditions have cautioned that in these conditions use of self-report measures for assessing EI might lead to considerably higher scores than current norm scores suggest. So far, no studies have scrutinized self-reported EI scores among a sample of actual job applicants. Therefore, this study compares the scores of actual applicants at a large ICT organization (n = 109) on a well-known self-report measure of EI to the scores of employees already working in the organization (n = 239). The current study is the first to show that applicants' scores on a self-report measure of EI during the selection process are indeed higher (d = 1.12) and have less variance (SD ratio = 0.86/1) than incumbents' scores. Finally, a meta-analytic combination of our results with those of earlier research showed that a score increase of about 1 SD in applicant conditions seems to be the rule, regardless of the type of setting, selfreport EI measure, and within-versus between-subjects design employed.

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Emotional intelligence: In search of an elusive construct.

Cited by 759 publications

References 56 publications

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

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

Multiple Personality Domains in Relation to Occupational Choice and Performance Among Established Teachers

Applicant Versus Employee Scores on Self-Report Emotional Intelligence Measures

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