The handbook of emotional intelligence : theory, development, assessment, and application at home, school, and in the workplace

By R. Bar-On, James D. A. Parker. 2000

1,204 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a95273c165b80f54f7ed67349c31022484fb9313

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Citations in the corpus

Predicting psychological health: assessing the incremental validity of emotional intelligence beyond personality, Type A behaviour, and daily hassles (2005, background): “…is the Bar-On EQ-i (Bar-On, 1997), which was designed to assess five aspects of EI that are argued to predict life success and psychological health (Bar-On, 1997, 2000): interpersonal skills (i.e. the ability to be aware of and understand others’ emotions), intrapersonal functioning (i.e. the…”
Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV (2012, background): “This ability conceptualization of EI is different from others that construe EI as a diverse group of socioemotional traits and abilities (e.g., Bar-On & Parker, 2000; Goleman, 1995; Petrides & Furnham, 2001; Wong, Law, & Wong, 2004).”
The relationships among social intelligence, emotional intelligence and cultural intelligence (2009, background): “have studied this issue in the areas of SI and EI (Frederiksen et al., 1984; Bar-On and Parker, 2000; Bar-On et al., 2003; Albrecht, 2004; Mutsuo, 2004), future researchers could examine this relationship”
Servant Leadership: A systematic literature review—toward a model of antecedents and outcomes (2019, background): “Irrespectively of our sample and Flynn’s result, scholars widely agree that a low degree of neuroticism is associated with high EI (McCrae, 2000).”
ChatGPT outperforms humans in emotional awareness evaluations (2023, methodology): “…stories test (Happé, 1994), and self-reported assessments like the Toronto alexithymia scale (Bagby et al., 1994), emotional quotient inventory (Bar-On, 2000), and interpersonal reactivity index (Davis, 1980) are readily available, we decided to use the LEAS to investigate the ability to…”
Toward an integrated approach to positive development: Implications for intervention (2016, background): “While earlier examples tended to focus on a single element, more recent interventions have incorporated affective, cognitive, and behavioral aspects and consider multiple competencies (e.g., Dirks et al., 2007; Guerra & Bradshaw, 2008; Hemmeter & Fox, 2006; Topping et al., 2000).”