Developments in Trait Emotional Intelligence Research

By K. V. Petrides, M. Mikolajczak, S. Mavroveli, M. Sanchez-Ruiz, Adrian Furnham, J. Pérez‐González. 2016

518 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/381fda68944985cfe619964deda07b270c881a51

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A meta-analysis of emotional intelligence effects on job satisfaction mediated by job resources, and a test of moderators (2017, unknown): “…Boyatzis et al., 2011; Goleman, 1995; Mayer & Salovey, 1997; Miao, Humphrey, & Qian, 2016a, 2016b; O'Boyle, Humphrey, Pollack, Hawver, & Story, 2011; Petrides & Furnham, 2000, 2001, 2003, 2006; Petrides, 2009a, 2009b; Petrides et al., 2016; Salovey & Mayer, 1990; Walter, Cole, & Humphrey, 2011).”
Why are people high in emotional intelligence happier? They make the most of their positive emotions (2017, background): “An increasing number of studies demonstrate that trait EI is essential for various aspects of healthy adaptation, ranging from affective functioning to social relations (Petrides, 2011; Petrides et al., 2016).”
The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance (2017, methodology): “While these constructs differ in their operationalization, both have shown strong predictive utility in regards to numerous academic, career, and life outcomes (Petrides et al., 2016; Amdurer, Boyatzis, Saatcioglu, Smith, & Taylor, 2014).”
The relationship of emotional intelligence with task and contextual performance: More than it meets the linear eye (2017, background): “Similarly, low emotional and impulse control and low assertiveness, which find themselves in the low pole of EI (Petrides & Furnham, 2001; Petrides et al., 2016), could increase the probability of spontaneous engagement in helping behaviours (Halbesleben et al., 2013).”
Preventing Stress Among Undergraduate Learners: The Importance of Emotional Intelligence, Resilience, and Emotion Regulation (2020, background): “…instance, a review of the literature highlights that learners with higher levels of emotional intelligence often experience increased psychological well-being (Salami, 2011), persistence and retention (Qualter et al., 2009), and academic achievement (MacCann et al., 2011; Fernandez et al., 2012).”