The differential effects of general mental ability and emotional intelligence on academic performance and social interactions

Song, Lynda Jiwen; Huang, Guang-Xin; Peng, Kelly Z.; Law, Kenneth S.; Wong, Chi Sum; Chen, Zhijun

doi:10.1016/j.intell.2009.09.003

Cited by 122 publications

(108 citation statements)

References 26 publications

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“…WLEIS scores have also shown validity for predicting life satisfaction, academic performance, job performance, and job satisfaction (Law et al, 2008;Song et al, 2010;Sy, Tram, & O'Hara, 2006;Wong & Law, 2002). In summary, the WLEIS represents one of the most stringently developed and validated self-report measures on EI available to date.…”

Section: Wong and Law Emotional Intelligence Scalementioning

confidence: 97%

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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Section: Wong and Law Emotional Intelligence Scalementioning

confidence: 97%

Applicant Versus Employee Scores on Self-Report Emotional Intelligence Measures

Lievens

Klehe

Libbrecht

2011

Journal of Personnel Psychology

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“…According to this line of theorizing, it has been found that emotion understanding correlates with several social competencies: problem solving strategies in conflict within close relationships and friendships (Lopes et al, 2004;Song et al, 2010;Stolarski, Postek & Śmieja, 2011), coping strategies in school environment (MacCann, Fogarty, Zeidner & Roberts, 2011), empathy (Ciarrochi, Chan & Caputi, 2001), providing social support (Lopes, Brackett, Nezlek, Schütz, Sellin & Salovey, 2004;Song et al, 2010), impression management (Lopes et al, 2004), perspective taking (Schröder-Abé & Schütz, 2011), social intelligence (namely social awareness, social information processing and social skills; Grieve & Mahar, 2013), shyness, cooperation, self-confidence and leadership (Gil-Olarte, Palomera & Brackett, 2006). Much of this research has also shown that the above-mentioned social competencies (empathy, coping strategies, conflict resolution strategies, social support) mediate the relations between emotional abilities (e.g.…”

Section: Emotion Understanding and Interpersonal Competenciesmentioning

confidence: 99%

Emotion understanding, interpersonal competencies and loneliness among students

Moroń¹

2014

Polish Psychological Bulletin

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The study examines the associations of emotion understanding, interpersonal competencies, loneliness and correlated variables (perceived social support, quality of social networks). Two conceptual models of relations were tested. In the first model it was hypothesized that interpersonal competencies mediate relations between emotion understanding and loneliness, perceived social support and quality of social networks. In the second model emotion understanding was tested as a moderator of relationships between interpersonal competencies and loneliness, perceived social support and quality of social networks. Study 1 (n = 221) provided only a weak confirmation of the mediatory model, restricted to men. Study 2 (n = 206), employing different measures of emotion understanding and loneliness, confirmed weakly both the mediatory and moderatory models. In both studies a direct negative correlation between emotion understanding and loneliness was not confirmed.

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“…But, high EQ cannot be the only requirement for good performance on the job. (Song et al, 2010) Studied about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. They found support for the notion that EI has a unique power to predict academic performance, and also revealed that EI is related to the quality of social interactions with peers.…”

Section: Emotional Intelligence and Job Performance In The Executivesmentioning

confidence: 99%

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives

Ahangar¹

2012

Emotional Intelligence - New Perspectives and Applications

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The differential effects of general mental ability and emotional intelligence on academic performance and social interactions

Cited by 122 publications

References 26 publications

Applicant Versus Employee Scores on Self-Report Emotional Intelligence Measures

Applicant Versus Employee Scores on Self-Report Emotional Intelligence Measures

Emotion understanding, interpersonal competencies and loneliness among students

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives

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