EMOTIONAL INTELLIGENCE AND INDIVIDUAL PERFORMANCE: EVIDENCE OF DIRECT AND MODERATED EFFECTS

By Joseph Rode, Christine H. Mooney, Marne L. Arthaud‐Day, Janet P. Near, Timothy T. Baldwin, R. S. Rubin, William H. Bommer. 2007

186 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b3de50550477d50435e6cc671fc28ae1c3560712

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Citations in the corpus

A Critical Review and Best‐Practice Recommendations for Control Variable Usage (2016, background): “…or exclusion of control variables has important implications for theory and practice as such decisions can change substantive study results (e.g., Rode et al., 2007) as well as limit the ability to replicate, extend, and generalize a study’s findings (Becker, 2005; Breaugh, 2006; 2008; Carlson &…”
The effects of emotional intelligence, age, work experience, and academic performance. (2010, methodology): “Rode et al. (2007) assessed the reliability of using self-reported GPA.”
The relation between emotional intelligence and job performance: A meta‐analysis (2011, background): “Thework that researchers such as Keele and Bell (2007), Van Rooy and Viswesvaran (2004), Law et al. (2004), and Rode et al. (2007), have done on the construct validation of the EI concept will eventually enable the field to reach a consensus, but much more work is still needed.”
Emotional, Social, and Cognitive Intelligence and Personality as Predictors of Sales Leadership Performance (2012, background): “Rode et al. (2007) found that the MSCEIT predicted a small but significant variance in students’ public speaking beyond intelligence and personality but did not significantly predict GPA or the capacity to work well in groups.”
EMOTIONAL INTELLIGENCE AND LEADERSHIP EMERGENCE IN SMALL GROUPS (2010, background): “Past research has shown that emotional intelligence is associated with task performance (Côté &Miners, 2006), the success of formally appointed leaders (Rosete & Ciarrochi, 2005), and public speaking effectiveness (Rode et al., 2007) over and above both cognitive intelligence and personality traits.”
Incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence (2009, methodology): “Nonetheless, at the current time, only a small number of studies have used standard measures of both intelligence and personality as controls in the same study (e.g., Bastian et al.; 2005; Rode et al., 2007; Rode et al., 2008).”
Emotional intelligence and subjective well-being revisited (2010, unknown): “In fact, the vast majority of previous studies yielded only weak or non-significant associations between the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT; Mayer, Caruso, & Salovey, 2002) – or other ability-based maximum performance measures of EI – and indicators of personal adaptation s”
Emotional Intelligence in Organizations (2014, background): “Consistent with this notion,Rode et al. (2007) found that EI was associated with the performance of students with higher levels of conscientiousness (a proxy for motivation), but not the performance of students with lower levels of this trait, holding cognitive intelligence, the other Big Five…”
Team Emotional Intelligence and Performance (2012, background): “our predicted relationships are consistent with prior theories (Côté, 2007; Rode et al., 2007), longitudinal or experimental research designs should be employed for clear causal validation of the proposed relations.”
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school (2015, background): “…tend to show limited predictive power of EI over students' academic achievement (e.g. Brackett & Mayer, 2003; Brackett, Mayer, & Warner, 2004; O'Connor & Little, 2003; Rode et al., 2007; Van Rooy & Viswesvaran, 2004), others confirm the importance of EI in the academic context, as it provides a”