Emotional Intelligence in Organizations

By Stéphane Côté. 2014

359 citations recorded by the source corpus.

Subfields: Clinical Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/87f18d34c17ad9fab1a87222dc3ec5421c0afe0b

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. Ashlea Troth
2. P. Lopes
3. Peter J. Jordan
4. Neal M. Ashkanasy
5. P. Fernández-Berrocal
6. S. Lawrence
7. Victoria P. Mattingly
8. Jochen I. Menges

In Organizational Behavior and Human Resource Management

1. Neal M. Ashkanasy
2. Ashlea Troth
3. Peter J. Jordan
4. P. Lopes
5. Jochen I. Menges
6. S. Lawrence
7. Martin Kilduff
8. Victoria P. Mattingly

In Social Psychology

1. Neal M. Ashkanasy
2. Ashlea Troth
3. Peter J. Jordan
4. P. Lopes
5. Jochen I. Menges
6. S. Lawrence
7. P. Fernández-Berrocal
8. Martin Kilduff

Citations in the corpus

• Group Emotions: Cutting the Gordian Knots Concerning Terms, Levels of Analysis, and Processes (2015, background): “Like individuals (Côté, 2014; Mayer & Salovey, 1997; Salovey & Mayer, 1990), groups are thought to possess and differ in emotional intelligence (Druskat & Wolff, 2001).”
• The relationship between emotional intelligence and leadership in school leaders: a systematic review (2021, background): “…that care and compassion for self and others, and the ability to address one’s emotions, builds trust, relationships and aids in embracing needed change (Côté, 2014; Djambazova-Popordanoska, 2016; Kyriacou, 2001; Lopes, 2016; Mayer, Caruso, & Salovey, 2016; Sánchez-Nuñez, Patti, & Holzer, 2015).”
• Can emotional intelligence be trained? A meta-analytical investigation (2019, methodology): “As for mixedmodels, while proponents of this EI camp emphasize the importance of competencies and skills, they also tend to conceptualize the construct as an individual difference that like a stable trait or disposition (Côté, 2014), which should therefore not be malleable to training interventions.”
• Interpersonal Emotion Regulation in the Workplace: A Conceptual and Operational Review and Future Research Agenda (2018, positive): “The most broadly accepted academic conceptualisation of EI, however is the Mayer and Salovey ability model (see Ashkanasy and Daus 2005; Cȏté 2014; Jordan et al. 2003), which involves four “branches:” (1) ability to perceive emotion, (2) ability to use emotions to facilitate thought, (3) emotional…”
• Emotional intelligence and creative performance: Looking through the lens of environmental uncertainty and cultural intelligence (2018, result): “The result also coincides with related previous findings (Côté, 2014; Jafri et al., 2016), which support the moderating role of personal resources in the mentioned relationship.”
• Emotional Intelligence in Organizations: Bridging Research and Practice (2016, background): “The ability model has several advantages (Côté, 2014; Mayer, Roberts, & Barsade, 2008).”