Emotional intelligence and giftedness

By J. Mayer, D. Perkins, D. Caruso, Peter Salovey. 2001

184 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b54ba98cb1ef2303e52a8c6fc88984b107878333

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. J. Mayer
4. Peter Salovey
5. Gerald Matthews
6. D. Caruso
7. Inbal Shani-Zinovich
8. Marc A. Brackett

In Education

1. Gerald Matthews
2. M. Zeidner
3. R. Roberts
4. D. Chan
5. D. Caruso
6. Peter Salovey
7. J. Mayer
8. Lennart Sjöberg

In Social Psychology

1. R. Roberts
2. M. Zeidner
3. Gerald Matthews
4. Peter Salovey
5. J. Mayer
6. D. Caruso
7. Marc A. Brackett
8. D. Chan

Citations in the corpus

• Money Attitudes and Emotional Intelligence (2006, background): “Their research has led them to refine their definition of EI as an ability (Mayer & Salovey, 1997) that is embodied in the overall intelligence structure (Mayer, Salovey, Caruso, & Sitarenios, 2001) and their work continues to be based on peformance measures (e.g., Mayer, Perkins, Caruso, & Salovey”
• Self-Perceived Creativity, Family Hardiness, and Emotional Intelligence of Chinese Gifted Students in Hong Kong (2005, background): “…as well as appropriate regulation (Piechowski, 1997), one could surmise that those who were more emotionally intelligent would perhaps engage in using more adaptive coping strategies, which might in turn lead to their reduced vulnerability to psychological distress (see Mayer et al., 2001).”
• Dimensions of Emotional Intelligence and Their Relationships with Social Coping Among Gifted Adolescents in Hong Kong (2003, background): “Since gifted students might have heightened sensitivities to emotions that demanded accurate appraisal as well as appropriate regulation (Piechowski, 1997), one could surmise that those who were more emotionally intelligent would perhaps engage in using more adaptive coping strategies, which might i”
• Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure (2005, background): “ Mayer, Perkins, Caruso, and Salovey (2001) describe case studies that indicate how emotional giftedness may be distinct from intellectual giftedness, but the article leaves open the issue of how the two forms of giftedness may be related.”
• TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" (2004, background): “By that, we mean that EI meets three broad criteria (Gardner, 1993; Mayer, 1999; Mayer et al., 2001).”