The Emotionally Intelligent Decision Maker

Yip, Jeremy A.; Côté, Stéphane

doi:10.1177/0956797612450031

Cited by 85 publications

(30 citation statements)

References 34 publications

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“…Additionally, future work can enrich our understanding via an examination of individual-difference variables that may play a role. For example, emotional intelligence (Mayer & Salovey, 1997;Yip & Côté, 2013) might moderate the effect of incidental This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Anxious, threatened, and also unethical: How anxiety makes individuals feel threatened and commit unethical acts.

Kouchaki

Desai

2015

Journal of Applied Psychology

238

195

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People often experience anxiety in the workplace. Across 6 studies, we show that anxiety, both induced and measured, can lead to self-interested unethical behavior. In Studies 1 and 2, we find that compared with individuals in a neutral state, anxious individuals are more willing (a) to participate in unethical actions in hypothetical scenarios and (b) to engage in more cheating to make money in situations that require truthful self-reports. In Studies 3 and 4, we explore the psychological mechanism underlying unethical behaviors when experiencing anxiety. We suggest and find that anxiety increases threat perception, which, in turn, results in self-interested unethical behaviors. Study 5 shows that, relative to participants in the neutral condition, anxious individuals find their own unethical actions to be less problematic than similar actions of others. In Study 6, data from subordinate-supervisor dyads demonstrate that experienced anxiety at work is positively related with experienced threat and unethical behavior. We discuss the theoretical and practical implications of our findings.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Anxious, threatened, and also unethical: How anxiety makes individuals feel threatened and commit unethical acts.

Kouchaki

Desai

2015

Journal of Applied Psychology

238

195

View full text Add to dashboard Cite

show abstract

“…On this view, anxiety increases the motivation to reduce uncertainty, and people often do so by selecting more certain options. Supporting this idea, studies have found that, when faced with two options that differ in terms of their risk and reward (e.g., a job with high pay but low job security vs. one with average pay but high job security), people experiencing anxiety tend to prefer the uncertainty-reducing, safer option (Raghunathan & Pham, 1999;Yip & Côté, 2013). Extending this logic to the domain of perspective taking, we suggest that people are usually more certain about their own cognitions than the cognitions of others.…”

Section: Mental-state Reasoningmentioning

confidence: 99%

Anxious and egocentric: How specific emotions influence perspective taking.

Todd

Forstmann

Burgmer

et al. 2015

Journal of Experimental Psychology: General

132

108

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People frequently feel anxious. Although prior research has extensively studied how feeling anxious shapes intrapsychic aspects of cognition, much less is known about how anxiety affects interpersonal aspects of cognition. Here, we examine the influence of incidental experiences of anxiety on perceptual and conceptual forms of perspective taking. Compared with participants experiencing other negative, high-arousal emotions (i.e., anger or disgust) or neutral feelings, anxious participants displayed greater egocentrism in their mental-state reasoning: They were more likely to describe an object using their own spatial perspective, had more difficulty resisting egocentric interference when identifying an object from others' spatial perspectives, and relied more heavily on privileged knowledge when inferring others' beliefs. Using both experimental-causal-chain and measurement-of-mediation approaches, we found that these effects were explained, in part, by uncertainty appraisal tendencies. Further supporting the role of uncertainty, a positive emotion associated with uncertainty (i.e., surprise) produced increases in egocentrism that were similar to anxiety. Collectively, the results suggest that incidentally experiencing emotions associated with uncertainty increase reliance on one's own egocentric perspective when reasoning about the mental states of others.

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“…In this way, it is important to say that the acquisition of knowledge is mediated by emotions (Khosla et al, 2009; Miller, 2010; Yip and Côté, 2013). If a positive climate is offered in the university environment for the mastery of optimized emotional management, the experiences of multiple teachings are strengthened and reach completeness in their internalization and implementation by individuals (Woods, 2010, 2012; Erkutlu and Chafra, 2014; Goggin et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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The Emotionally Intelligent Decision Maker

Cited by 85 publications

References 34 publications

Anxious, threatened, and also unethical: How anxiety makes individuals feel threatened and commit unethical acts.

Anxious, threatened, and also unethical: How anxiety makes individuals feel threatened and commit unethical acts.

Anxious and egocentric: How specific emotions influence perspective taking.

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

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