Emotional intelligence 1

Emotional intelligence
Emotional intelligence (EI) is the ability, capacity, skill; or, in the case of the trait EI model, a self-perceived ability
to identify, assess, and control the emotions of oneself, of others, and of groups. Different models have been
proposed for the definition of EI and there is disagreement about how the term should be used.[1] Despite these
disagreements, which are often highly technical, the ability-EI and trait-EI models (but not the mixed models) enjoy
support in the literature and have successful applications in various domains.

History
The earliest roots of emotional intelligence can be traced to Darwin's work on the importance of emotional
expression for survival and second adaptation.[2] In the 1900s, even though traditional definitions of intelligence
emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the
intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early
as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other
people.[3]
Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and
further argued that our models of intelligence would not be complete until we can adequately describe these
factors.[2] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[4] introduced the idea of
multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions,
motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to
appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail
to fully explain cognitive ability.[5] Thus, even though the names given to the concept varied, there was a common
belief that traditional definitions of intelligence are lacking in ability to fully explain performance outcomes.
The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of
Emotion: Developing Emotional Intelligence from 1985.[6] However, prior to this, the term "emotional intelligence"
had appeared in Leuner (1966).[7] Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer
(1990), and Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence
was introduced in 2000.[8]

Definitions
Substantial disagreement exists regarding the definition of EI, with respect to both terminology and
operationalizations. There has been much confusion about the exact meaning of this construct. The definitions are so
varied, and the field is growing so rapidly, that researchers are constantly re-evaluating even their own definitions of
the construct. Currently, there are three main models of EI:
• Ability EI model
• Mixed models of EI (usually subsumed under trait EI)[9] [10]
• Trait EI model
Different models of EI have led to the development of various instruments for the assessment of the construct. While
some of these measures may overlap, most researchers agree that they tap different constructs.
Emotional intelligence 2

Ability model
Salovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new
intelligence. Following their continuing research, their initial definition of EI was revised to "The ability to perceive
emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal
growth."
The ability-based model views emotions as useful sources of information that help one to make sense of and
navigate the social environment.[11] The model proposes that individuals vary in their ability to process information
of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to
manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:
1. Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural
artifacts—including the ability to identify one's own emotions. Perceiving emotions represents a basic aspect of
emotional intelligence, as it makes all other processing of emotional information possible.
2. Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and
problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order
to best fit the task at hand.
3. Understanding emotions – the ability to comprehend emotion language and to appreciate complicated
relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to
slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.
4. Managing emotions – the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally
intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.
The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.[12]

Measurement of the ability model

The current measure of Mayer and Salovey's model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT) is based on a series of emotion-based problem-solving items.[11] Consistent with the model's claim of EI
as a type of intelligence, the test is modeled on ability-based IQ tests. By testing a person's abilities on each of the
four branches of emotional intelligence, it generates scores for each of the branches as well as a total score.
Central to the four-branch model is the idea that EI requires attunement to social norms. Therefore, the MSCEIT is
scored in a consensus fashion, with higher scores indicating higher overlap between an individual's answers and
those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of
overlap is calculated between an individual's answers and those provided by a group of 21 emotion researchers.[11]
Although promoted as an ability test, the MSCEIT is most unlike standard IQ tests in that its items do not have
objectively correct responses. Among other problems, the consensus scoring criterion means that it is impossible to
create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed
emotionally "intelligent" only if the majority of the sample has endorsed them. This and other similar problems have
led cognitive ability experts to question the definition of EI as a genuine intelligence.
In a study by Føllesdal,[13] the MSCEIT test results of 111 business leaders were compared with how their
employees described their leader. It was found that there were no correlations between a leader's test results and how
he or she was rated by the employees, with regard to empathy, ability to motivate, and leader effectiveness. Føllesdal
also criticized the Canadian company Multi-Health Systems, which administers the MSCEIT test. The test contains
141 questions but it was found after publishing the test that 19 of these did not give the expected answers. This has
led Multi-Health Systems to remove answers to these 19 questions before scoring, but without stating this officially.
Emotional intelligence 3

Mixed models
The model introduced by Daniel Goleman[14] focuses on EI as a wide array of competencies and skills that drive
leadership performance. Goleman's model outlines four main EI constructs:
1. Self-awareness – the ability to read one's emotions and recognize their impact while using gut feelings to guide
decisions.
2. Self-management – involves controlling one's emotions and impulses and adapting to changing circumstances.
3. Social awareness – the ability to sense, understand, and react to others' emotions while comprehending social
networks.
4. Relationship management – the ability to inspire, influence, and develop others while managing conflict.
Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not
innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding
performance. Goleman posits that individuals are born with a general emotional intelligence that determines their
potential for learning emotional competencies.[15] Goleman's model of EI has been criticized in the research
literature as mere "pop psychology" (Mayer, Roberts, & Barsade, 2008).

Measurement of the Emotional Competencies (Goleman) model

Two measurement tools are based on the Goleman model:
1. The Emotional Competency Inventory (ECI), which was created in 1999, and the Emotional and Social
Competency Inventory (ESCI), which was created in 2007.
2. The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as a self-report or
360-degree assessment.[16]

Bar-On model of emotional-social intelligence (ESI)

Bar-On[2] defines emotional intelligence as being concerned with effectively understanding oneself and others,
relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing
with environmental demands.[17] Bar-On posits that EI develops over time and that it can be improved through
training, programming, and therapy.[2] Bar-On hypothesizes that those individuals with higher than average EQs are
in general more successful in meeting environmental demands and pressures. He also notes that a deficiency in EI
can mean a lack of success and the existence of emotional problems. Problems in coping with one's environment are
thought, by Bar-On, to be especially common among those individuals lacking in the subscales of reality testing,
problem solving, stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and
cognitive intelligence to contribute equally to a person's general intelligence, which then offers an indication of one's
potential to succeed in life.[2] However, doubts have been expressed about this model in the research literature (in
particular about the validity of self-report as an index of emotional intelligence) and in scientific settings it is being
replaced by the trait emotional intelligence (trait EI) model discussed below.[18]

Measurement of the ESI model

The Bar-On Emotional Quotient Inventory (EQ-i), is a self-report measure of EI developed as a measure of
emotionally and socially competent behavior that provides an estimate of one's emotional and social intelligence.
The EQ-i is not meant to measure personality traits or cognitive capacity, but rather the mental ability to be
successful in dealing with environmental demands and pressures.[2] One hundred and thirty three items (questions or
factors) are used to obtain a Total EQ (Total Emotional Quotient) and to produce five composite scale scores,
corresponding to the five main components of the Bar-On model. A limitation of this model is that it claims to
measure some kind of ability through self-report items (for a discussion, see Matthews, Zeidner, & Roberts, 2001).
The EQ-i has been found to be highly susceptible to faking (Day & Carroll, 2008; Grubb & McDaniel, 2007).
Emotional intelligence 4

Trait EI model
Petrides and colleagues[19] (see also Petrides, 2009) proposed a conceptual distinction between the ability based
model and a trait based model of EI.[8] Trait EI is "a constellation of emotional self-perceptions located at the lower
levels of personality". In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This
definition of EI encompasses behavioral dispositions and self perceived abilities and is measured by self report, as
opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific
measurement. Trait EI should be investigated within a personality framework.[20] An alternative label for the same
construct is trait emotional self-efficacy.
The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. The conceptualization
of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an
important distinction in as much as it bears directly on the operationalization of the construct and the theories and
hypotheses that are formulated about it.[8]

Measurement of the trait EI model

There are many self-report measures of EI,[21] including the EQ-i, the Swinburne University Emotional Intelligence
Test (SUEIT), and the Schutte EI model. None of these assess intelligence, abilities, or skills (as their authors often
claim), but rather, they are limited measures of trait emotional intelligence (Petrides, Furnham, & Mavroveli, 2007).
One of the more comprehensive and widely researched measures of this construct is the Trait Emotional Intelligence
Questionnaire (TEIQue), which is an open-access measure that was specifically designed to measure the construct
comprehensively and is currently available in many languages.
The TEIQue provides an operationalization for the model of Petrides and colleagues, that conceptualizes EI in terms
of personality.[22] The test encompasses 15 subscales organized under four factors: Well-Being, Self-Control,
Emotionality, and Sociability. The psychometric properties of the TEIQue were investigated in a study on a
French-speaking population, where it was reported that TEIQue scores were globally normally distributed and
reliable.[23]
The researchers also found TEIQue scores were unrelated to nonverbal reasoning (Raven's matrices), which they
interpreted as support for the personality trait view of EI (as opposed to a form of intelligence). As expected, TEIQue
scores were positively related to some of the Big Five personality traits (extraversion, agreeableness, openness,
conscientiousness) as well as inversely related to others (alexithymia, neuroticism). A number of quantitative genetic
studies have been carried out within the trait EI model, which have revealed significant genetic effects and
heritabilities for all trait EI scores.[24]
Two recent studies (one a meta-analysis) involving direct comparisons of multiple EI tests yielded very favorable
results for the TEIQue [25] [26]

Alexithymia and EI
Alexithymia from the Greek words "λέξις" (lexis) and "θυμός" (thumos) (literally "lack of words for emotions") is a
term coined by Peter Sifneos in 1973[27] [28] to describe people who appeared to have deficiencies in understanding,
processing, or describing their emotions. Viewed as a spectrum between high and low EI, the alexithymia construct
is strongly inversely related to EI, representing its lower range.[29] The individual's level of alexithymia can be
measured with self-scored questionnaires such as the Toronto Alexithymia Scale (TAS-20) or the Bermond-Vorst
Alexithymia Questionnaire (BVAQ)[30] or by observer rated measures such as the Observer Alexithymia Scale
(OAS).
Emotional intelligence 5

Criticisms of the theoretical foundation of EI

EI cannot be recognized as a form of intelligence

Goleman's early work has been criticized for assuming from the beginning that EI is a type of intelligence. Eysenck
(2000)[31] writes that Goleman's description of EI contains assumptions about intelligence in general, and that it even
runs contrary to what researchers have come to expect when studying types of intelligence:
"[Goleman] exemplifies more clearly than most the fundamental absurdity of the tendency to class
almost any type of behaviour as an 'intelligence'... If these five 'abilities' define 'emotional intelligence',
we would expect some evidence that they are highly correlated; Goleman admits that they might be
quite uncorrelated, and in any case if we cannot measure them, how do we know they are related? So the
whole theory is built on quicksand: there is no sound scientific basis."
Similarly, Locke (2005)[32] claims that the concept of EI is in itself a misinterpretation of the intelligence construct,
and he offers an alternative interpretation: it is not another form or type of intelligence, but intelligence—the ability
to grasp abstractions—applied to a particular life domain: emotions. He suggests the concept should be re-labeled
and referred to as a skill.
The essence of this criticism is that scientific inquiry depends on valid and consistent construct utilization, and that
before the introduction of the term EI, psychologists had established theoretical distinctions between factors such as
abilities and achievements, skills and habits, attitudes and values, and personality traits and emotional states.[33]
Thus, some scholars believe that the term EI merges and conflates such accepted concepts and definitions.

EI has little predictive value

Landy (2005)[34] claimed that the few incremental validity studies conducted on EI have shown that it adds little or
nothing to the explanation or prediction of some common outcomes (most notably academic and work success).
Landy suggested that the reason why some studies have found a small increase in predictive validity is a
methodological fallacy, namely, that alternative explanations have not been completely considered:
"EI is compared and contrasted with a measure of abstract intelligence but not with a personality
measure, or with a personality measure but not with a measure of academic intelligence." Landy (2005)
Similarly, other researchers have raised concerns about the extent to which self-report EI measures correlate with
established personality dimensions. Generally, self-report EI measures and personality measures have been said to
converge because they both purport to measure personality traits.[19] Specifically, there appear to be two dimensions
of the Big Five that stand out as most related to self-report EI – neuroticism and extroversion. In particular,
neuroticism has been said to relate to negative emotionality and anxiety. Intuitively, individuals scoring high on
neuroticism are likely to score low on self-report EI measures.
The interpretations of the correlations between EI questionnaires and personality have been varied. The prominent
view in the scientific literature is the Trait EI view, which re-interprets EI as a collection of personality traits.[35] [36]
[37]
Emotional intelligence 6

Criticisms of measurement issues

Ability EI measures measure conformity, not ability

One criticism of the works of Mayer and Salovey comes from a study by Roberts et al. (2001),[38] which suggests
that the EI, as measured by the MSCEIT, may only be measuring conformity. This argument is rooted in the
MSCEIT's use of consensus-based assessment, and in the fact that scores on the MSCEIT are negatively distributed
(meaning that its scores differentiate between people with low EI better than people with high EI).

Ability EI measures measure knowledge (not actual ability)

Further criticism has been offered by Brody (2004),[39] who claimed that unlike tests of cognitive ability, the
MSCEIT "tests knowledge of emotions but not necessarily the ability to perform tasks that are related to the
knowledge that is assessed". The main argument is that even though someone knows how he should behave in an
emotionally laden situation, it doesn't necessarily follow that he could actually carry out the reported behavior.

Self-report measures are susceptible to faking

More formally termed socially desirable responding (SDR), faking good is defined as a response pattern in which
test-takers systematically represent themselves with an excessive positive bias (Paulhus, 2002). This bias has long
been known to contaminate responses on personality inventories (Holtgraves, 2004; McFarland & Ryan, 2000;
Peebles & Moore, 1998; Nichols & Greene, 1997; Zerbe & Paulhus, 1987), acting as a mediator of the relationships
between self-report measures (Nichols & Greene, 1997; Gangster et al., 1983).
It has been suggested that responding in a desirable way is a response set, which is a situational and temporary
response pattern (Pauls & Crost, 2004; Paulhus, 1991). This is contrasted with a response style, which is a more
long-term trait-like quality. Considering the contexts some self-report EI inventories are used in (e.g., employment
settings), the problems of response sets in high-stakes scenarios become clear (Paulhus & Reid, 2001).
There are a few methods to prevent socially desirable responding on behavior inventories. Some researchers believe
it is necessary to warn test-takers not to fake good before taking a personality test (e.g., McFarland, 2003). Some
inventories use validity scales in order to determine the likelihood or consistency of the responses across all items.

Claims for the predictive power of EI are too extreme

Landy[34] distinguishes between the "commercial wing" and "the academic wing" of the EI movement, basing this
distinction on the alleged predictive power of EI as seen by the two currents. According to Landy, the former makes
expansive claims on the applied value of EI, while the latter is trying to warn users against these claims. As an
example, Goleman (1998) asserts that "the most effective leaders are alike in one crucial way: they all have a high
degree of what has come to be known as emotional intelligence. ...emotional intelligence is the sine qua non of
leadership". In contrast, Mayer (1999) cautions "the popular literature's implication—that highly emotionally
intelligent people possess an unqualified advantage in life—appears overly enthusiastic at present and
unsubstantiated by reasonable scientific standards." Landy further reinforces this argument by noting that the data
upon which these claims are based are held in "proprietary databases", which means they are unavailable to
independent researchers for reanalysis, replication, or verification.[34] Thus, the credibility of the findings cannot be
substantiated in a scientific way, unless those datasets are made public and available for independent analysis.
In an academic exchange, Antonakis and Ashkanasy/Dasborough mostly agreed that researchers testing whether EI
matters for leadership have not done so using robust research designs; therefore, currently there is no strong evidence
showing that EI predicts leadership outcomes when accounting for personality and IQ.[40] Antonakis argued that EI
might not be needed for leadership effectiveness (he referred to this as the "curse of emotion" phenomenon, because
leaders who are too sensitive to their and others' emotional states might have difficult to take decisions that would
result in emotional labor for the leader or followers). A recently-published meta-analysis seems to support the
Emotional intelligence 7

Antonakis position: In fact, Harms and Credé found that overall (and using data free from problems of common
source and common methods), EI measures correlated only r = .11 with measures of transformational leadership.[41]
Interestingly, ability-measures of EI fared worst (i.e., r = .04); the WLEIS (Wong-Law measure) did a bit better (r =
.08), and the Bar-On measure better still (r = .18). However, the validity of these estimates does not include the
effects of IQ or the big five personality, which correlate both with EI measures and leadership.[42] In a subsequent
paper analyzing the impact of EI on both job performance and leadership, Harms and Credé[43] found that the
meta-analytic validity estimates for EI dropped to zero when Big Five traits and IQ were controlled for.

EI, IQ and job performance

Research of EI and job performance show mixed results: a positive relation has been found in some of the studies, in
others there was no relation or an inconsistent one. This led researchers Cote and Miners (2006)[44] to offer a
compensatory model between EI and IQ, that posits that the association between EI and job performance becomes
more positive as cognitive intelligence decreases, an idea first proposed in the context of academic performance
(Petrides, Frederickson, & Furnham, 2004). The results of the former study supported the compensatory model:
employees with low IQ get higher task performance and organizational citizenship behavior directed at the
organization, the higher their EI.

See also
• Dispositional affect
• Emotional literacy
• Intelligence quotient
• Motivation
• People skills
• Positive psychology
• Theory of multiple intelligences
• Social emotional learning

Notes and references

[1] Mayer, J.D., Salovey, P. & Caruso, D.R. (2008). Emotional Intelligence: New ability or eclectic traits, American Psychologist, 63, 6,
503-517.
[2] Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18 , supl., 13-25.
[3] Thorndike, R.K. (1920). "Intelligence and Its Uses", Harper's Magazine 140, 227-335.
[4] Gardner, H. (1983). Frames of mind. New York: Basic Books.
[5] Smith, M.K. (2002) "Howard Gardner and multiple intelligences", The Encyclopedia of Informal Education, downloaded from http:/ / www.
infed. org/ thinkers/ gardner. htm on October 31, 2005.
[6] Payne, W.L. (1983/1986). A study of emotion: developing emotional intelligence; self integration; relating to fear, pain and desire.
Dissertation Abstracts International, 47, p. 203A (University microfilms No. AAC 8605928)
[7] Leuner, B. (1966). Emotional intelligence and emancipation. Praxis der Kinderpsychologie und Kinderpsychiatrie, 15, 193-203.
[8] Petrides, K.V. & Furnham, A. (2000a). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29,
313-320
[9] Kluemper, D.H. (2008) Trait emotional intelligence: The impact of core-self evaluations and social desirability. Personality and Individual
Differences, 44(6), 1402-1412.
[10] Martins, A.; Ramalho, N.; Morin, E. (2010). "A comprehensive meta-analysis of the relationship between emotional intelligence and
health". Journal of Personality and Individual Differences 49: 554–564. doi:10.1016/j.paid.2010.05.029.
[11] Salovey P and Grewal D (2005) The Science of Emotional Intelligence. Current directions in psychological science, Volume 14 -6
[12] Bradberry, T. and Su, L. (2003). Ability-versus skill-based assessment of emotional intelligence, Psicothema, Vol. 18, supl., pp. 59-66.
(http:/ / www. psicothema. com/ pdf/ 3277. pdf)
[13] http:/ / www. psykologi. uio. no/ studier/ drpsych/ disputaser/ follesdal_summary. html Hallvard Føllesdal - 'Emotional Intelligence as
Ability: Assessing the Construct Validity of Scores from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)' PhD Thesis and
accompanying papers, University of Oslo 2008
[14] Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books
Emotional intelligence 8

[15] Boyatzis, R., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional intelligence: insights from the emotional competence
inventory (ECI). In R. Bar-On & J.D.A. Parker (eds.): Handbook of emotional intelligence (pp. 343-362). San Francisco: Jossey-Bass.
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[17] Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): a test of emotional intelligence. Toronto: Multi-Health Systems.
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[20] Petrides, K.V. & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait
taxonomies. European Journal of Personality, 15, 425-448
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International Handbook of Emotional Intelligence (pp.181-201). Cambridge, MA: Hogrefe & Huber.
[22] Petrides, K.V., & Furnham, A. (2003). Trait emotional intelligence: behavioral validation in two studies of emotion recognition and
reactivity to mood induction. European Journal of Personality, 17, 39–75
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Reliability, Construct, and Incremental Validity in a French-Speaking Population. Journal of Personality Assessment, 88(3), 338–353
[24] Vernon, P.A.; Petrides, K.V.; Bratko, D.; Schermer, J.A. (2008). "A behavioral genetic study of trait emotional intelligence". Emotion 8 (5):
635–642. doi:10.1037/a0013439. PMID 18837613.
[25] Gardner, J. K.; Qualter, P. (2010). "Concurrent and incremental validity of three trait emotional intelligence measures". Australian Journal
of Psychology 62: 5–12. doi:10.1080/00049530903312857.
[26] Martins, A.; Ramalho, N.; Morin, E. (2010). "A comprehensive meta-analysis of the relationship between emotional intelligence and
health". Journal of Personality and Individual Differences 49: 554–564. doi:10.1016/j.paid.2010.05.029.
[27] Bar-On, Reuven; Parker, James DA (2000). The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application
at Home, School, and in the Workplace. San Francisco, California: Jossey-Bass. ISBN 0787949841. pp. 40-59
[28] Taylor, Graeme J; Bagby, R. Michael and Parker, James DA (1997). Disorders of Affect Regulation: Alexithymia in Medical and
Psychiatric Illness. Cambridge: Cambridge University Pres. ISBN 052145610X. pp. 28-31
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[31] Eysenck, H.J. (2000). Intelligence: A New Look. ISBN 0765807076
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[33] Mattiuzzi, P.G. Emotional Intelligence? I'm not feeling it. (http:/ / everydaypsychology. com/ 2008/ 12/
emotional-intelligence-im-not-feeling. html) everydaypsychology.com
[34] Landy, F.J. (2005). Some historical and scientific issues related to research on emotional intelligence. Journal of Organizational Behavior,
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[35] Mikolajczak, M., Luminet, O., Leroy, C., & Roy, E. (2007). Psychometric properties of the Trait Emotional Intelligence Questionnaire.
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patterns, and relationship satisfaction: A one-year longitudinal study. Personality and Individual Differences, 45, 738-743.
[37] Austin, E.J. (2008). A reaction time study of responses to trait and ability emotional intelligence test items. Personality and Individual
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[38] Roberts, R.D., Zeidner, M., & Matthews, G. (2001). Does emotional intelligence meet traditional standards for an intelligence? Some new
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[40] Antonakis, J.; Ashkanasy, N. M.; Dasborough, M. (2009). "Does leadership need emotional intelligence?". The Leadership Quarterly 20:
247–261. doi:10.1016/j.leaqua.2009.01.006.
[41] Harms, P. D.; Credé, M. (2010). "Emotional Intelligence and Transformational and Transactional Leadership: A Meta-Analysis" (http:/ /
digitalcommons. unl. edu/ cgi/ viewcontent. cgi?article=1013& context=leadershipfacpub). Journal of Leadership & Organizational Studies
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[42] Antonakis, J. (2009). “Emotional intelligence”: What does it measure and does it matter for leadership?. In G. B. Graen (Ed). LMX
leadership--Game-Changing Designs: Research-Based Tools (Vol. VII) (pp. 163-192). Greenwich, CT: Information Age Publishing.
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book: http:/ / www. infoagepub. com/ products/ Predators-Game-Changing-Designs
[43] Harms, P. D.; Credé, M. (2010). "Remaining Issues in Emotional Intelligence Research: Construct Overlap, Method Artifacts, and Lack of
Incremental Validity" (http:/ / onlinelibrary. wiley. com/ doi/ 10. 1111/ j. 1754-9434. 2010. 01217. x/ full). Industrial and Organizational
Psychology: Perspectives on Science and Practice 3 (2): 154–158. doi:10.1111/j.1754-9434.2010.01217.x. .
Emotional intelligence 9

[44] Cote, S. and Miners, C.T.H. (2006). "Emotional intelligence, cognitive intelligence and job performance", Administrative Science Quarterly,
51(1), pp1-28.

External links
• Emotional Intelligence Consortium (http://www.eiconsortium.org)
• Trait emotional intelligence (http://www.psychometriclab.com) University College London, academic research
program.
• Overview on Social-Emotional Learning (http://www.edutopia.org/social-emotional-learning), Edutopia
• The EQ Factor (http://www.time.com/time/classroom/psych/unit5_article1.html), Time Magazine. October
2, 1995
Article Sources and Contributors 10

Article Sources and Contributors

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