Emotional Intelligence: What the Research Says.

By C. Cobb, J. Mayer. 2000

125 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c7595a1182e2b641243a6980fdfd22fb951ca80b

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Citations in the corpus

Promoting Emotional Intelligence and Career Decision Making Among Italian High School Students (2011, background): “Although the importance of incorporating social and emotional learning in school settings is broadly advocated (Cobb & Mayer, 2000; Greenberg et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004), systematic evaluation of ability-based models of EI for school-aged adolescents, especially across…”
Emotional Intelligence: Review of Research and Educational Implications (2007, background): “Cobb and Mayer (2000) argue that while socioemotional learning programmes contain elements based on both the ability and trait (Cobb and Mayer refer to these as mixed models) models, such programmes are most compatible with the trait model.”
Crossing the line(s): A dual threshold model of anger in organizations (2007, background): “For instance, high emotional intelligence correlates with lower levels of violence and other deviant behaviors (Cobb & Mayer, 2000; Mayer, 2001), whereas lower emotional intelligence is associated with more negative emotional reactions when individuals respond to environmental demands and pressures…”
Emotional intelligence as a predictor of employees' career adaptability (2014, methodology): “In line with the reasoning of Cobb and Mayer (2000) and Savickas and Porfeli (2012), both constructs are self-regulatory strategies and capacities that serve as important psychosocial resources in the person (psychological) and environment (social) interaction (Savickas & Porfeli, 2012).”