Taking the “Intelligence” in Emotional Intelligence Seriously

Côté, Stéphane

doi:10.1017/s1754942600002133

Cited by 12 publications

(11 citation statements)

References 17 publications

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“…Originally, the concept of EC stemmed from the framework of emotional intelligence (Mayer & Salovey, 1997; Salovey & Mayer, 1990). However, the term intelligence has been criticized for being inadequate (Côté, 2010; Zeidner, Roberts, & Matthews, 2008), since ECs may develop throughout the lifespan and through training (e.g., Doerwald et al, 2016; Nelis et al, 2011). Alternatively, the label “competence” has been proposed (e.g., Mayer & Salovey, 1993, p. 433; Nelis et al, 2011, p. 354), and it will be used in this review to highlight the plasticity of EC (cf.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Interpersonal conflict at work: Age and emotional competence differences in conflict management

Beitler

Scherer

Zapf

2018

Organizational Psychology Review

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Previous research has illustrated that older workers have high emotional competence (EC) that could enable them to effectively manage interpersonal conflict. However, it is still unclear whether age, potentially via EC, also influences a variety of conflict management behaviors. To address this question, we present a systematic review of the literature on the direct relationships between age, EC, and conflict management, and on EC as a potential mediator. We classify conflict management behaviors using the dual concern model (e.g., De Dreu, Evers, Beersma, Kluwer, & Nauta, 2001), and identified 15 studies on age-related conflict management, and 14 studies on EC and conflict management. Unfortunately, we found that none of the previous studies examined EC as a mediator between age and conflict behaviors. Overall, our review does reveal a positive age trend for EC, avoiding, compromising, and problem-solving, and a negative age trend for forcing. Additionally, EC seems to be positively related to problem-solving, compromising, and yielding. We discuss potential moderators and the role of EC as a potential mediator.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Interpersonal conflict at work: Age and emotional competence differences in conflict management

Beitler

Scherer

Zapf

2018

Organizational Psychology Review

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“…Based on these psychometric principles, Mayer et al () proposed three “correlational criteria” that EI must meet to be considered an intelligence: (a) EI's narrow abilities should correlate positively with each other (i.e., converge to form a broad EI ability); (b) each narrow ability underlying EI should correlate positively with other forms of intelligence, demonstrating that EI is in fact an intelligence; and (c) each narrow ability of EI should correlate more strongly with other EI abilities than with other types of intelligence (i.e., form an EI factor that is clearly distinct from broad factors of intelligence such as comprehension/knowledge or fluid reasoning). That is, the convergence of these narrow abilities of EI lies at the core of whether the label emotional intelligence is warranted (Côté, ). Recent research has addressed these three correlational criteria.…”

Section: Do the Narrow Abilities Of Ei Converge?mentioning

confidence: 99%

“…The concept of emotional intelligence (EI) has captured the attention of scholars, practitioners, educators, and the public alike—with a body of work that is at once captivating and controversial (for reviews, see Côté, ; Mayer, Roberts, & Barsade, ; Matthews, Zeidner, & Roberts, ). At the core of the debate is the question of how to delineate the boundaries of EI—which skills and abilities are can accurately be grouped under the label emotional intelligence .…”

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confidence: 99%

A closer look at ability emotional intelligence (EI): What are its component parts, and how do they relate to each other?

Elfenbein

MacCann

2017

Social & Personality Psych

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In this review, we focus on two key questions about the nature of emotional intelligence (EI). First, we consider what the different parts of EI might be, suggesting a taxonomy that builds on the well‐known hierarchical four‐branch model to include six narrow abilities (emotion perception, emotion expression, emotion attention regulation, emotion understanding, emotion regulation of self, and emotion regulation of others). Second, we review evidence for the interrelations between these six narrow abilities. The interrelationships of the EI narrow abilities are a key criterion for viewing EI as a kind of intelligence, rather than a typical way of behaving. Our review concludes that the six narrow abilities comprising EI are all positively interrelated—the component parts of EI converge to form a whole. In addition, the level of interrelationships shows that emotion expression and emotion perception are clearly separate, with weaker evidence for the separation between emotion regulation of self versus emotion regulation of others. Using the older research tradition of emotion recognition (which predates EI), we present a detailed overview of the relationship between emotion perception and other narrow abilities of EI. We conclude that the narrow facets of EI converge with each other, providing one form of evidence to support the validity of EI as a type of intelligence.

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“…And I suggested that the so‐called “mixed models of EI” or “trait EI” were really ESC models. In suggesting that we distinguish between EI and ESC in this way, I was trying to clarify the “confusion and loss of legitimacy of the field,” as one of the commentaries put it (Côté, 2010), that ensues when we refer to two unrelated concepts (e.g., ability EI and trait EI) by the same name. However, I was also trying to help the field return to the big idea behind EI.…”

Section: Esc: What Exactly Is It?mentioning

confidence: 99%

Emotional Intelligence: New Insights and Further Clarifications

Cherniss

2010

Ind. organ. psychol.

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The commentaries on my target article expand on it in many useful and enlightening ways, and some provide a glimpse at important new research. The commentaries also point to a few issues raised in the original article that require clarification or elaboration. In this response, I begin by recalling the “big idea” that initially led to interest in emotional intelligence (EI) as a concept, which is that success in life and work depends on more than just the basic cognitive abilities measured by IQ tests. I then clarify what I mean by emotional and social competence (ESC): It is not a single, unitary psychological construct but rather a very broad label for a large set of constructs. After considering whether we really need the ESC concept, I discuss whether the single, comprehensive definition of EI that I proposed in the target article is the best one in light of alternatives suggested in some of the commentaries. Next, I return to the issue of measurement and note new ideas and suggestions that emerge in the commentaries. I conclude by considering the question of how much EI or ESC adds conceptually or predictively to IQ or personality.

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Taking the “Intelligence” in Emotional Intelligence Seriously

Cited by 12 publications

References 17 publications

Interpersonal conflict at work: Age and emotional competence differences in conflict management

Interpersonal conflict at work: Age and emotional competence differences in conflict management

A closer look at ability emotional intelligence (EI): What are its component parts, and how do they relate to each other?

Emotional Intelligence: New Insights and Further Clarifications

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