It pays to have an eye for emotions: Emotion recognition ability indirectly predicts annual income

Momm, Tassilo; Blickle, Gerhard; Liu, Yongmei; Wihler, Andreas; Kholin, Mareike; Menges, Jochen I.

doi:10.1002/job.1975

Cited by 69 publications

(66 citation statements)

References 92 publications

(138 reference statements)

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“…Emotion recognition in others can be measured with performance‐based tests, self‐ratings, and informant ratings (Carney & Harrigan, ), and studies in the work context have shown that accurate appraisal of others' emotions predicts one's own positive affect, personal accomplishment, and job satisfaction, as shown in a teacher sample (Kafetsios et al, ). Emotion recognition also predicts career outcomes such as annual income, as demonstrated through its indirect effect on political skill and interpersonal facilitation (Momm et al, ).…”

Section: Introductionmentioning

confidence: 99%

Employees' perceptions of their own and their supervisor's emotion recognition skills moderate emotional demands on psychological strain

2020

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This research builds on prior studies showing the role of employee emotion recognition in the stress process to be mixed and conflicting. As such, it was proposed that the extent to which employees' emotion recognition skills buffer or exacerbate emotional demands depends on the extent to which employees believe their supervisor also is skilled in emotion recognition. Two samples of Australian employees completed cross‐sectional questionnaires. Sample 1 consisted of 149 employees in a medical research institution, and Sample 2 consisted of 161 government employees in an equipment supplies and logistics service. A three‐way interaction among emotional demands, employee emotion recognition, and perceived supervisor emotion recognition was found on psychological strain in both samples and on job dissatisfaction in Sample 1. As predicted, when employee emotion recognition was high, those who perceived their supervisor to be high in emotion recognition were buffered from emotional demands. In contrast, stress‐exacerbating effects were found when employees were high in emotion recognition, but supervisors were perceived to be low in emotion recognition. Overall, these results highlight the importance of emotion recognition in the stress process, and that the same skill set needs to be perceived in one's supervisor, an interpersonal resource, for this intrapersonal resource to be adaptive for employees.

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Section: Introductionmentioning

confidence: 99%

Employees' perceptions of their own and their supervisor's emotion recognition skills moderate emotional demands on psychological strain

2020

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“…The construct validity of the Social Skill scale was tested and supported in a study by Wolf, Spinath, Riemann, and Angleitner (2009). In an additional multisource, multimethod validation study, we tested the relationship of the Social Skill scale with an objective test of 203 targets' emotion recognition ability from faces and voices (Momm et al, 2015) and with two peer ratings for each target of targets' social astuteness and interpersonal influence (Wihler, Blickle, Ellen, Hochwarter, & Ferris, 2014). Emotion recognition ability from faces, r(202) D .19, p < .01, and voices, r(202) D .21, p < .01; peer ratings of social astuteness, r(202) D .20, p < .01; and peer ratings of interpersonal influence, r(202) D .18, p < .05, were positively associated with the social skill facet of self-monitoring, additionally supporting its validity.…”

Section: Social Skillmentioning

confidence: 99%

Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings

Kholin

Meurs

Blickle

et al. 2015

Journal of Personality Assessment

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Scholars have raised concerns that openness to experience has ambiguous relationships with performance. In this study, we examine both openness and one of its more narrow dimensions, learning approach. In addition, the research context was made narrow (i.e., higher education academic performance in science), and social skill was interactively combined with peer- and self-rated personality in the prediction of academic performance (i.e., grades). We found that those high on learning approach, but not openness, 1 year later performed better academically than those lower on learning approach. Furthermore, for those high and average on social skill, increased peer-rated learning approach was associated with higher performance. Finally, the combination of self- and other-ratings of learning approach was a better predictor of academic performance than the combination of self- and other-ratings of openness. The relationship of openness with academic performance benefits from narrowing predictors and criteria, framing the study within a relevant context, accounting for social skill, and combining self- and other trait ratings.

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“…De este modo, supone la adaptación de las emociones por parte del sujeto con el fin de solucionar conflictos (Doucet, Wang y Oldham, 2016). Las personas con una alta IE son flexibles al cambio, organizan su memoria y son creativos, respondiendo ante una situación concreta de la forma más eficaz posible (Momm, Blickle, Liu, Wihler, Kholin y Menges, 2015). La importancia de la IE radica en aprender a administrar las emociones para que éstas trabajen en favor de la persona.…”

Section: La Inteligencia Emocional Como Conceptounclassified

“…El interés por el entrenamiento de la inteligencia emocional (en adelante IE) ha crecido considerablemente en los últimos años (Fernández, Extremera y Ramos, 2004;Gallego y Gallego, 2004;Iriarte, Alonso y Sobrino, 2006;Ruiz, Fernández, Cabello y Salguero, 2008;Sánchez, Fernández, Montañés y Latorre, 2008;Vallés, 2008;Momm, Blickle, Liu, Wihler, Kholin y Menges, 2015). Sin embargo, su desarrollo no ha sido trasladado al ámbito universitario con la misma intensidad que a otros niveles educativos.…”

Section: Introductionunclassified

Entrenamiento de la inteligencia emocional en el contexto de la formación en ventas = Training of emotional intelligence in the context of sales education

Guillén

Monferrer

Tena³

2016

REOP

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RESUMENEl nuevo enfoque docente planteado por el Espacio Europeo de Educación Superior pone el énfasis en la necesidad de formar a los estudiantes no sólo en la asunción de las competencias específicas (propias de cada asignatura) sino también en las competencias transversales (cuyo principal objetivo es la formación integral de la persona y su crecimiento personal). En este sentido, la formación integral del individuo supone el desarrollo de sujetos competentes emocionalmente y no sólo cognitivamente. Este trabajo describe una iniciativa docente llevada a cabo en la asignatura Técnicas de Ventas del grado de Administración de Empresas. El objetivo, en última instancia, es formar alumnos competentes técnica y emocionalmente, capaces de enfrentarse a los desafíos que la venta actual supone. Simultáneamente al desarrollo de las clases teórico-prácticas se desarrollan cinco fases para el entrenamiento de la inteligencia emocional del alumnado. Con el fin de evaluar la evolución experimentada por los estudiantes respecto a su inteligencia emocional se suministra al alumnado el cuestionario TMMS-24 al principio y al final del curso. A partir del análisis de los datos a través de la prueba de los rangos con signo de Wilcoxon los resultados obtenidos muestran la efectividad de las acciones y actividades emprendidas en torno a esta experiencia docente. Este trabajo se enmarca en línea de aquellas corrientes educativas que sostienen la necesidad de introducir metodologías formativas que potencien el desarrollo de las habilidades emocionales con el fin de formar a profesionales emocionalmente competentes.Palabras clave: inteligencia emocional, venta, universidad, innovación docente, rendimiento académico.

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It pays to have an eye for emotions: Emotion recognition ability indirectly predicts annual income

Cited by 69 publications

References 92 publications

Employees' perceptions of their own and their supervisor's emotion recognition skills moderate emotional demands on psychological strain

Employees' perceptions of their own and their supervisor's emotion recognition skills moderate emotional demands on psychological strain

Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings

Entrenamiento de la inteligencia emocional en el contexto de la formación en ventas = Training of emotional intelligence in the context of sales education

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