The relation between emotional intelligence and job performance: A meta‐analysis

Abstract

This meta-analysis builds upon a previous meta-analysis by (1) including 65 per cent more studies that have over twice the sample size to estimate the relationships between emotional intelligence (EI) and job performance; (2) using more current meta-analytical studies for estimates of relationships among personality variables and for cognitive ability and job performance; (3) using the three-stream approach for classifying EI research; (4) performing tests for differences among streams of EI research and their relationships with personality and cognitive intelligence; (5) using latest statistical procedures such as dominance analysis; and (6) testing for publication bias. We classified EI studies into three streams: (1) ability-based models that use objective test items; (2) self-report or peer-report measures based on the fourbranch model of EI; and (3) ''mixed models'' of emotional competencies. The three streams have corrected correlations ranging from 0.24 to 0.30 with job performance. The three streams correlated differently with cognitive ability and with neuroticism, extraversion, openness, agreeableness, and conscientiousness. Streams 2 and 3 have the largest incremental validity beyond cognitive ability and the Five Factor Model (FFM). Dominance analysis demonstrated that all three streams of EI exhibited substantial relative importance in the presence of FFM and intelligence when predicting job performance. Publication bias had negligible influence on observed effect sizes. The results support the overall validity of EI.

Emotional Intelligence and job performance: Evidence from railroad industry

“…The results of our study are consistent with similar studies such as the one accomplished on call centers (Shamsuddin & Abdul Rahman, 2014), Lindebaum (2013), Tabatabaei et al (2013), Jordan & Troth (2011), O'Boyle et al (2011), Jordan et al (2002, Feyerherm and Rice (2002) and Mandell and Pherwani (2003).…”

Emotional Intelligence and Job Performance among School Teachers

“…Teaching involving a whirlpool of ever changing emotions (Erb, 2000) and these emotions can be effective for different reasoning tasks. Teachers that know how to use emotions to aid cognitive processing will have a better performance (O'Boyle et al, 2011). Finally, the ability to regulate emotions associated with emotional self-control.…”

Effectiveness of a Leadership Development Program that Incorporates Social and Emotional Intelligence for Aspiring School Leaders

“…Many studies have looked at the relationship between social and emotional intelligence in the corporate work place and effective performance and job-related outcomes (Boyatzis & Saatcioglu, 2008;Boyatzis & Ratti, 2009;Cherniss & Adler, 2000;Lombardo & Eichinger, 1989;O'Boyle, Humphrey, Pollack, Hawver, & Story, 2011). Research conducted at Case Western Reserve on a training program that prepares corporate leaders (McLelland & Boyatsis, 1982) provides us with an understanding of how social and emotional intelligence affects work performance: they enable a person "to demonstrate intelligent use of their emotions in managing themselves and working with others to be effective at work" (Boyatzis, Goleman, & Rhee, 2000: p. 2).…”