Emotional intelligence and subjective well-being revisited
By M. Zeidner, Dorit Olnick-Shemesh. 2010
124 citations recorded by the source corpus.
Subfields: Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/bbd678ade2b69f966cac36ca374189aa0b7e3430
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
- Natalio Extremera
- P. Fernández-Berrocal
- Nicolás Sánchez-Álvarez
- Chengchen Li
- José M. Salguero
- S. Mérida-López
- Lourdes Rey
In Social Psychology
- Natalio Extremera
- P. Fernández-Berrocal
- Nicolás Sánchez-Álvarez
- Chengchen Li
- Ju Seong Lee
- Jean–Marc Dewaele
- Lourdes Rey
- S. Mérida-López
Citations in the corpus
- The relation between emotional intelligence and subjective well-being: A meta-analytic investigation (2016, background): “Regarding the third hypothesis, the results showed a higher association of self-reported EI measures with the CWB than with the AWB index (Palmer et al., 2002; Zeidner & Olnick-Shemesh, 2010), contrary to some previous studies (Koydemir & Schütz, 2012; Schutte, Manes, & Malouff, 2009).”
- Emotional intelligence and coping styles with stress (2010, unknown): “…more frequent positive affect, higher self esteem, greater life satisfaction, social engagement, academic performance, job satisfaction, self efficacy and well-being (Kafetsios, & Zampetakis, 2008; Song, peng, law, wong, & chen, 2010; Zeidner, Matthews, & Roberts, 2009; Zeidner & shemesh , 2010).”
- Emotional intelligence and its relation with hedonic and eudaimonic well-being: A prospective study. (2011, unknown): “Other studies have used prospective designs but with adolescent samples (Zeidner & Olnick-Shemesh, 2010), a limitation which prejudices generalization to adult samples.”
- A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “…of EI training in the standard English curriculum in China because EI is not only a significant predictor of English learning outcomes, but also correlates with prevalent classroom emotions (e.g. FLE and FLA), signalling social-emotional success and well-being (Zeidner and Olnick-Shemesh 2010).”