Comparing the Construct and Criterion-Related Validity of Ability-Based and Mixed-Model Measures of Emotional Intelligence

By Holly A. Livingstone, A. Day. 2005

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/18da3cce45062d036c1c0a60f8b40de309dde310

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Gender differences in emotional intelligence: The mediating effect of age. (2012, background): “…aspects of EI such as perception and emotional facilitation (e.g., Castro-Schilo & Kee, 2010; Farrelly & Austin, 2007, Study 1; Kafetsios, 2004; Livingstone & Day, 2005), others have found gender differences in strategic aspects of EI such as understanding and emotional managing (Farrelly &…”
Emotional Intelligence: Review of Research and Educational Implications (2007, background): “Conversely, high EI has been theoretically linked to increased satisfaction with life (Palmer, Donaldson and Stough, 2002; Bastian, Burns and Nettelbeck, 2005; Livingstone and Day, 2005; Gignac, 2006).”
Ability EI as an intelligence? Associations of the MSCEIT with performance on emotion processing and social tasks and with cognitive ability (2007, result): “There is evidence for associations between these two measures, with 24 of the 35 correlations being significant, with magnitudes consistent with previous findings on associations between the MSCEIT and self-report EI (Livingstone & Day, 2005; Zeidner et al., 2005) and with the Study 1 results.”
The impact of emotional intelligence on accuracy of self‐awareness and leadership performance (2011, unknown): “Past research has shown ability-based measures to have more construct validity than mixed-models, which can lead to more accurate empirical findings (Livingstone and Day, 2005).”
Educational Leaders and Emotions (2015, background): “…criticized as offering insufficient conceptual clarity because they describe a broad array of constructs (some of them overlapping with personality traits) whose only common denominator is that they are noncognitive (Daus & Ashkanasy, 2005; Joseph & Newman, 2010; Livingstone & Day, 2005).”