Current directions in emotional intelligence research

By Peter Salovey, Brian T. Bedell, Jerusha B. Detweiler, J. Mayer. 2000

328 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ca702b75240f84c78bfba908c9a1038da834f496

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Citations in the corpus

Getting the Measure of Emotion - and the Cautionary Tale of Emotional Intelligence (2004, background): “(Salovey et al., 2000: 517)”
Explaining Vigor: On the Antecedents and Consequences of Vigor as a Positive Affect at Work (2007, background): “The enhancing effects of positive feelings on physical health and longevity are supported by an accumulating body of evidence (Faragher et al., 2005; Lyubomirsky et al., in press; Rozanski and Kubzansky, 2005; Salovey et al., 2000).”
Emotional intelligence and scholastic achievement in Australian adolescents (2008, background): “Further to this, they suggested that these abilities may contribute to intellectual well-being and growth (Salovey et al., 2000) and that people with higher levels EI are able to anticipate how certain situations make them and others feel (Mayer & Salovey, 1997).”
Emotional intelligence predicts life skills, but not as well as personality and cognitive abilities (2005, background): “Nevertheless, it has been argued that although the psychometric properties of the TMMS are reasonable, its use is limited because its factor structure has only three dimensions and therefore does not represent all emotional competencies outlined in Mayer and Salovey’s ability model (Martinez-Pons, 1”
Emotional intelligence as the basis of leadership emergence in self-managing teams ☆ (2002, background): “Moreover, individuals vary in their ability to take in and understand affective information; strength in this ability has been labeled emotional intelligence (EI) (Salovey et al., 2000).”
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success (2012, unknown): “It has been suggested that EI facilitates “successful and efficient self-regulation toward desired ends” (Salovey et al., 2000, p511), with high EI individuals having a superior ability to manage their emotions in stressful situations, avoid ruminating on negative events and set future goals…”
Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong (2006, background): “In recent decades, a consistent view has gradually emerged, indicating that affective phenomena constitute a unique source of information for individuals about their surrounding environment, and this emotional information could in turn inform their thoughts, actions, and subsequent feelings (Salovey”
The Contributions of Emotional Intelligence and Social Support for Adaptive Career Progress Among Italian Youth (2015, background): “It makes sense and is consistent with EI theory (Salovey et al., 2000) that students who are able to effectively manage their emotions should also be able to focus and persevere despite the stress of challenging circumstances.”