Development of Emotional Intelligence: Towards a Multi-Level Investment Model

By M. Zeidner, Gerald Matthews, R. Roberts, C. MacCann. Human Development, 2003

238 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/51ed24a34ef103a1fbe1c36b407670b639ea5393

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. R. Roberts
2. M. Zeidner
3. Gerald Matthews
4. J. Mayer
5. Sigal G. Barsade
6. Pam Qualter
7. Inbal Shani-Zinovich
8. K. Gardner

In Education

1. Gerald Matthews
2. M. Zeidner
3. R. Roberts
4. Pam Qualter
5. Sigal G. Barsade
6. Kerri Anne Crowne
7. J. Mayer
8. Helen E. Whiteley

In Social Psychology

1. R. Roberts
2. M. Zeidner
3. Gerald Matthews
4. J. Mayer
5. Sigal G. Barsade
6. Pam Qualter
7. Helen E. Whiteley
8. K. Gardner

Citations in the corpus

• Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure (2005, methodology): “the Zeidner et al. (2003) investment model, which states that verbal ability operates as a constraint on the development of social–emotional skills, but does not necessarily influence skill acquisition directly.”
• TARGET ARTICLES: "Seven Myths About Emotional Intelligence" (2004, background): “It is possible that these different elements of emotion regulation are interrelated; temperament can shape skill acquisition, which in turn shapes self-awareness, as articulated in our investment model of emotional competence (Zeidner et al., 2003).”
• Cultural exposure, emotional intelligence, and cultural intelligence (2013, background): “Additionally, emotional development occurs from learning the connections between feelings and the verbal labels that represent these feelings (Zeidner et al., 2003), both of which can result from experiences with locals.”
• Human abilities: emotional intelligence. (2008, background): “Several theorists have examined EI in the context of positive and negative affect and stress tolerance (Izard 2001; Parrott 2002, pp. 351–355; Zeidner et al. 2003); others have positioned EI, the need for achievement, and other diverse traits in the context of personality (Mayer 2005, 2006).”
• Emotional Intelligence: Review of Research and Educational Implications (2007, background): “For example, it has been suggested that temperament may be more predictive of trait EI models due to its relationship with personality (Zeidner et al., 2003).”