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Leader emotional intelligence and subordinate job satisfaction: A meta-analysis of main, mediator, and moderator effects
Abstract
Based on a meta-analysis, leaders' emotional intelligence (EI) positively relates to subordinates' job satisfaction (ρ̂ = 0.308). All three EI streams (ability, self-report, mixed) exhibit significant incremental validity and relative importance (RW) in the presence of personality and cognitive ability in predicting subordinates' job satisfaction (ability EI: ΔR2 = 0.002, RW% = 3.5%; self-report EI: ΔR2 = 0.021, RW% = 25.3%; mixed EI: ΔR2 = 0.085, RW% = 49.9%). Leaders' EI demonstrates significant incremental validity and RW in the presence of subordinates' EI in predicting subordinates' job satisfaction (leaders' EI: ΔR2 = 0.054, RW% = 48.0%). Subordinates' EI positively relates to leaders' EI and mediates the relationship between leaders' EI and subordinates' job satisfaction. Moderator analyses indicate that (1) ability EI has a lower association with subordinates' job satisfaction than self-report EI and mixed EI; and (2) leaders' EI more positively relates to subordinates' job satisfaction in low in-group collectivistic or low humane oriented cultures.
... Additionally, we reported sample-size weighted mean uncorrected correlation (r ) and estimated true score correlation corrected for measurement and sampling errors (ρ ), as well as their respective standard deviations (SD and SD ρ ). Moreover, 95% confidence intervals and 80% credibility intervals were computed to assess the statistical significance of true-score correlations and the potential moderation effects in the meta-analysis (Miao et al., 2016). Finally, we calculated the percentage of observed variance attributed to statistical artifacts (Var%), such as sampling and measurement errors (Schmidt and Hunter, 2015). ...
... As the relationships between knowledge hiding and its correlates were developed based on the SET, we simultaneously included four antecedents and one outcome in the mediation analysis. To examine the mediation effect, we compared a partial mediation model with a total effect model and full mediation model (Miao et al., 2016). When CIP was regarded as the criterion variable in the measurement model, the total effect model (χ 2 = 1027.483, ...
... As instructed by Lim (2021), the precision of the meta-analytic effect sizes can be enhanced by increasing the number of primary studies included, which indicates the importance of integrating a larger number of studies in future meta-analytic investigations. In addition, the lack of samples within moderator subgroups influenced the accuracy of the moderation analysis, as Q-statistics exhibits poor statistical power in identifying the true heterogeneity with a small number of primary studies (Huedo-Medina , 2006;Miao et al., 2016). This can explain why some moderators are insignificant and meaningless regarding certain relationships between knowledge hiding and its antecedents. ...
The literature on the antecedents and consequences of knowledge hiding remains fragmented, limiting its practical applications. Social exchange theory (SET), one of the most widely adopted sociological frameworks, offers unique insights into the dynamics of knowledge hiding. This study synthesizes the application of SET in analyzing the nomological framework of knowledge hiding through a systematic literature review and meta-analysis. A meta-analysis was conducted based on the random-effects model and the meta-analytic structural equation modeling method, incorporating 66 primary studies with a total of 20,603 participants. Additionally, we examined the mediating role of knowledge hiding by linking key antecedents and consequences. Moreover, an exploratory analysis was conducted to investigate the moderating effects of national culture and research methodology, providing evidence to justify the true heterogeneity in the pairwise relationships between knowledge hiding and its antecedents. The research results generally support most pairwise relationships between knowledge hiding and its correlates, which were theoretically developed based on SET. This study is the first attempt to explore the explanatory power of SET in analyzing the knowledge-hiding phenomenon, and whether the establishment of a knowledge exchange loop contributes to a deeper understanding of this dyadic construct.
... Deux méta-analyses ont été publiées avant la pandémie de COVID-19 pour obtenir un portrait de l'ensemble des liens des études primaires sur ces variables. Premièrement, Miao et al. (2016) ont réalisé une méta-analyse sur le lien entre l'IÉG et la satisfaction au travail des subordonnés à partir de 20 échantillons (n = 4 665). Les résultats ont démontré une association positive modérée entre ces deux variables (ρ = 0,308; IC95 : 0,251-0,365) et ce, en contrôlant l'influence des facteurs de personnalité du Big Five et des aptitudes cognitives. ...
... Parmi les 56 études se retrouvaient deux méta-analyses sur des effets potentiels de l'IÉG sur les subordonnés au travail (Miao et al., 2016(Miao et al., , 2018a. Bien que la présente étude ait également choisi de recenser ces effets potentiels (satisfaction, performance à la tâche et CCO), elle se distingue de ces méta-analyses de deux façons. ...
... L'IÉG a un effet potentiel sur une variable liée aux attitudes, aux affects et à d'autres variables des subordonnés, que ce soit un lien direct ou à travers un médiateur, dans approximativement 92 % des études. Cette influence de l'IÉG est plus particulièrement soutenue quant à la satisfaction au travail, ce qui corrobore les résultats obtenus par Miao et al. (2016), mais également pour l'engagement, l'épuisement professionnel, la culture et le climat. (Winton, 2022). ...
Les transformations successives des environnements de travail, notamment sur le plan technologique, s’avèrent émotionnellement exigeantes et sont susceptibles d’affecter les attitudes et la performance des travailleurs. Dans ce contexte, l’intelligence émotionnelle (IÉ) des gestionnaires a été soulevée comme une ressource substantielle pour soutenir et influencer leurs subordonnés. Cependant, étant donné la large étendue de résultats empiriques sur les effets potentiels de l’intelligence émotionnelle des gestionnaires (IÉG) sur les subordonnés au travail et la variété d’instruments de mesure de l’IÉ, la compréhension de ces effets potentiels dans la littérature demeure un défi à ce jour. Cette recension systématique, réalisée à partir du protocole PRISMA 2020, présente une synthèse qualitative des effets potentiels de l’IÉG sur les subordonnés et des processus impliqués, et ce, en classant les résultats à partir des trois courants de l’IÉ. À la suite du processus de sélection et de l’évaluation de la qualité des études, un total de 56 études (1990-2023) a été retenu. Les résultats révèlent que l’IÉG a un effet potentiel significatif sur la performance des subordonnés (performance individuelle; performance et efficacité d’équipe; créativité et comportements d’innovation et comportements de citoyenneté organisationnelle) dans approximativement 85 % des études recensées et sur les attitudes (satisfaction individuelle et de groupe au travail; engagement et épuisement professionnel), les affects et les autres variables liées aux subordonnés dans approximativement 92 % des études. Le présent article illustre de manière complète et accessible les effets potentiels de l’IÉG sur les subordonnés et offre aux chercheurs un point de départ pour bâtir leur modèle d’étude.
... Such function becomes prominent in leadership contexts where more and more often leaders are required to comanage their followers' tasks and (some of) their emotions at work (Walter et al., 2012;Ashkanasy and Dorris, 2017). Therefore, leaders with a high level of emotional intelligence are likely to boost not only their own performance, but also benefit their followers' outcomes (Miao et al., 2016(Miao et al., , 2018. The positive effects of leader emotional intelligence on followers' outcomes have been mostly explained through the mechanisms of leader behaviors (e.g., Edelman and van Knippenberg, 2018;Roux and Gorgens-Eskermans, 2021) and/or group affective processes (e.g., Majeed and Jamshed, 2021;Zhang and Hao, 2022). ...
... Leaders should be able to not only manage their own affective experience, but also manage the emotions of their followers during their goal attainment process. For these purposes, leaders need emotional intelligence as a personal resource and a potential job resource for their employees (Walter et al., 2012;Miao et al., 2016;Ashkanasy and Dorris, 2017). Consequently, leader emotional intelligence has demonstrated incremental value for followers' wellbeing beyond the effect of their own level of emotional intelligence, as well as their job performance more than the effects of leaders' cognitive ability and personality (Miao et al., 2016(Miao et al., , 2018. ...
... For these purposes, leaders need emotional intelligence as a personal resource and a potential job resource for their employees (Walter et al., 2012;Miao et al., 2016;Ashkanasy and Dorris, 2017). Consequently, leader emotional intelligence has demonstrated incremental value for followers' wellbeing beyond the effect of their own level of emotional intelligence, as well as their job performance more than the effects of leaders' cognitive ability and personality (Miao et al., 2016(Miao et al., , 2018. ...
Introduction
Through the lens of the of Emotion as Social Information (EASI) model, we examined the influence of perceived leader emotional intelligence on employee job flourishing and performance, produced via employee emotional intelligence, under the condition of positive team emotional climate.
Methods
We collected data with a two-wave survey design involving 1,210 primary school teachers and their 169 leaders. The hypothesized model was then tested using a multilevel structural equation model in Mplus.
Results
As hypothesized, the results suggest that perceived leader emotional intelligence positively affects the emotional intelligence level of followers, which enhances their job flourishing and performance. Reflecting the emotional display rules within the team, positive team emotional climate moderates this effect from leader to followers, in such a way that the relationship between perceived leader emotional intelligence and employee emotional intelligence is stronger when this positive team emotional climate is high rather than low.
Discussion
Our findings shed light on the affective impact of leaders and their teams as relevant sources of socio-emotional information for employees at work. Limitations of the present study and directions for future studies are included in the paper.
... Occupational well-being, including educator well-being specifically, is a broad, multidimensional construct that often includes positively and negatively valenced subjective experiences pertaining to workers' emotional health, motivation, and engagement (Danna and Griffin, 1999;Day and Qing, 2009;Page and Vella-Brodrick, 2009). As such, educator well-being is typically measured via firstperson reports of the following indicators: job satisfaction, perceived stress, positive and negative emotions, burnout, motivation and engagement, and turnover intentions (Fried et al., 2015;McIntyre et al., 2017;Zarate et al., 2019). Given the multidimensionality of occupational well-being, workplace and educator well-being studies often assess the construct with multiple instruments to increase content validity. ...
... Both inside and outside of educational settings, the evidence linking leader ER skills specifically to staff well-being is limited. One meta-analysis found that organizational leader emotion skills were correlated with a key dimension of occupational well-being: job satisfaction (Miao et al., 2016). However, the studies that reported results for leader ER skills specifically found no effects for ER (only effects averaging across emotion skills). ...
... We included covariates in our models that correlate with wellbeing in educators and other populations (Diener, 2009;Tay et al., 2014;McIntyre et al., 2017). They were: age, gender, race/ethnicity, regular work hours, extra work hours, income, class size, and years working at their school. ...
We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders’ (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff’s depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States preK-12 educator perceptions of school leaders’ ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders’ ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders’ ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders.
... Job satisfaction adalah konstruksi yang signifikan dalam psikologi organisasi (Miao et al., 2016). Job satisfaction menunjukkan perasaan seseorang terhadap pekerjaan yang dilakukan, terlihat dari sikap positifnya terhadap pekerjaan yang merupakan hasil evaluasi karakteristik yang dimiliki (Robbins & Judge, 2017). ...
... Job satisfaction adalah konstruksi signifikan dalam psikologi organisasi (Miao et al., 2016). Job satisfaction didefinisikan sebagai tingkat kepuasan seseorang terhadap pekerjaannya yang dapat diukur dari bagaimana seseorang merasa senang dan terlibat dalam pekerjaan yang dilakukan, serta bagaimana pekerjaan tersebut dapat memenuhi kebutuhan dan harapan mereka. ...
... Berdasarkan penelitian (Liao et al., 2022) menyatakan bahwa emotional intelligence memiliki pengaruh langsung terhadap job performance dan emotional intelligence berhubungan secara signifikan dan positif dengan job performance (Alwali & Alwali, 2022), maka hipotesis yang diajukan yaitu: H1: Terdapat pengaruh positif signifikan antara emotional intelligence terhadap job performance Studi (Liao et al., 2022) menunjukkan bahwa psychological capital dengan job performance memiliki hubungan positif dan signifikan. Karyawan yang memiliki level psychological capital yang tinggi akan memiliki ekspektasi positif, kepercayaan diri pada kemampuan mereka, peningkatan upaya, sehingga memiliki pengaruh terhadap job performance, maka hipotesis yang diajukan yaitu: H2: Terdapat pengaruh positif signifikan antara psychological capital terhadap job performance Job satisfaction adalah konstruksi yang signifikan dalam psikologi organisasi (Miao et al., 2016). Karyawan yang memiliki job satisfaction akan mendapat kematangan psikologis yang positif untuk dirinya, sehingga mereka akan lebih bersedia memberikan upaya terbaiknya untuk bekerja demi mencapai tujuan perusahaan. ...
Penelitian ini bertujuan untuk menganalisis bagaimana pengaruh emotional intelligence, psychological capital, dan job satisfaction terhadap job performance pada karyawan PT XYZ yang merupakan perusahaan freight forwarder di wilayah Jakarta. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah sensus dengan metode survey research. Variabel bebas dalam penelitian ini adalah emotional intelligence, psychological capital, dan job satisfaction, sedangkan variabel terikat yaitu job performance. Metode yang digunakan dalam penelitian ini adalah regresi linear berganda. Hasil menunjukkan bahwa diantara emotional intelligence, psychological capital, dan job satisfaction hanya psychological capital yang memiliki pengaruh positif signifikan terhadap job performance. Perusahaan perlu memberikan program pelatihan maupun aktivitas yang dapat membantu meningkatkan kepercayaan diri pada karyawannya dan memperhatikan aktivitas yang sesuai dengan posisi pekerjaan karyawan agar karyawan tersebut juga memiliki motivator factor yang membentuk job satisfaction yang ada pada dirinya.
... Theories and models of SME and EI in employability Various scholars (Farh et al., 2012;Miao et al., 2016) have attempted to apply relevant theories, which were highly related to cognitive traits and analysed to ensure successful employability. These theories and models include trait activation theory (TAT), emotional self-efficacy theory (ESE), theory of multiple intelligences (MI) and the big five personality trait theory (B5PTT). ...
... According to TAT, extroverts are more likely to achieve successful competencies and career adaptability due to the ability to engage in social and interpersonal activities compared to those with introverted personalities (Farh et al., 2012). In addition, Miao et al. (2016) and Farh et al. (2012) suggest that the theory remains relevant in understanding the psychological traits expressed by an individual. Relevant to the existing research, TAT provided an in-depth understanding of the psychological motivation for social media engagement, as well as providing opportunities to further explore EI traits available in an individual to achieve successful employment (Farh et al., 2012;Miao et al., 2016). ...
... In addition, Miao et al. (2016) and Farh et al. (2012) suggest that the theory remains relevant in understanding the psychological traits expressed by an individual. Relevant to the existing research, TAT provided an in-depth understanding of the psychological motivation for social media engagement, as well as providing opportunities to further explore EI traits available in an individual to achieve successful employment (Farh et al., 2012;Miao et al., 2016). ...
Purpose
This paper focusses on demonstrating the role of social media engagement and considering emotional intelligence (hereafter EI) as a critical concept to successful employment, mainly when individuals fail to reach the desired employment despite “meeting” the role requirements.
Design/methodology/approach
The authors adopted a qualitative approach through semi-structured in-depth interviews of some randomly selected university students in the UK, young adults aged 19–32. The participants were selected based on different demographics to provide a broader and less biased representation of young adults in the UK.
Findings
This research suggests that recruitment organisations should introduce the latest requirements and trends of employers to ensure that the expectations of employers and potential candidates are aligned to improve the employment rate in young adults.
Originality/value
This research extends the literature regarding EI in social media engagement and successful employment. It also brings new perspectives on successful employment in young adults by demonstrating the role of social media engagement and EI traits leading to a conceptual framework exploring successful employment based on the role of social media engagement and EI.
... The importance of emotional competencies is also widely supported by research, with several meta-analyses and systematic reviews highlighting how higher levels of EI are associated with improved physical and psychological health [8,9], better relationship quality [10,11] and different work-related outcomes like constructive conflict management [12,13], less occupational stress [13], better job performance [14][15][16], authentic leadership [17], higher job satisfaction [18], more organizational commitment and fewer turnover intentions of their employees [19]. Higher levels of empathy are also related to enhanced personal relationships and prosocial behavior [20]. ...
... Higher levels of empathy are also related to enhanced personal relationships and prosocial behavior [20]. The team managers' empathy or EI skills are associated with employees well-being, satisfaction and motivation [19,21] as well as their employees ratings of their performance [22,23]. Functional emotion regulation strategies, like cognitive reappraisal or expressive suppression, are furthermore associated with mental health [24] and with team innovation when used by team leaders [25]. ...
Recent systematic reviews have shown that emotional competencies can be improved through training. In the workplace, such training has become increasingly popular over the last decade. These programs aim to enhance emotional intelligence, empathy or emotion regulation. This study wants to assess the training effects and potential moderators of these workplace interventions. To our knowledge, this is the first systematic review that focuses on the workplace context and integrates emotional intelligence, empathy, and emotion regulation training interventions. This study has been preregistered with PROSPERO and a protocol has been published before the review was conducted (CRD42021267073). We conducted a systematic literature search using Embase, PsycInfo, PSYNDEX, Web of Science and the Cochrane Central Register of Controlled Trials. The included studies were analyzed in two metaanalyses. In the primary analysis, we analyzed standardized mean changes in emotional competencies before and after the training for 50 included studies, depending on (a) training construct and (b) participants’ profession (teachers, health professionals, managers, and others). To determine the efficacy of the trainings, we conducted a separate metaanalysis of controlled trials only (k = 27). Both metaanalyses yielded moderate overall effect sizes that also persisted more than three months after the training end: (1) SMDpre-post = 0.44 (95% CI [0.29, 0.59]), (2) SMDEG-CG = 0.46 (95% CI [0.30, 0.63]). All professions benefited equally from the interventions and we observed no significant differences in the effectiveness of emotional intelligence, empathy, and emotion regulation trainings. Overall, our results suggest that workplace interventions effectively train emotional competencies, regardless of profession or specific training focus. Limitations are the high heterogeneity and the low methodological quality of the studies analyzed. Our study shows the need for more high-quality studies, like randomized controlled trials. Additionally, companies may consider incorporating emotional competence training into their employee and leadership development programs routinely. This study was preregistered on PROSPERO (CRD42021267073).
Supplementary Information
The online version contains supplementary material available at 10.1186/s40359-024-02198-3.
... As an insulating agent against organizational problems employees experience, researchers repeatedly document the positive correlation between trait emotional intelligence and increased levels of work engagement (Schutte & Loi, 2014;Toyama & Mauno, 2017), decrease work-related stress (Bryant & Malone, 2015), and job satisfaction (Dabke, 2014;Ealias & George, 2012;Hollis et al., 2017). Meta-analysis results document a positive mediating effect of leader trait emotional intelligence on subordinate job satisfaction (Miao, Humphrey, & Qian, 2016). ...
... Comparable results are recorded among a sampling population of 234 who participated in research as part of a professional development program (Miao et al., 2016;Winkel et al., 2011). Statistical analysis, after controlling for situational and personal factors research, documents a positive correlation between emotional intelligence and deviant behavior. ...
... There is growing evidence for the importance of leaders' EI in predicting better follower outcomes such as higher task performance, organizational citizenship behavior and job satisfaction (Miao et al., 2016;2018a). Managers with higher levels of EI also display more transformational leadership, are perceived as more authentic leaders and generate higher trust in their teams (Castro et al., 2023;Harms and Cred e, 2010;Miao et al., 2018b). ...
... Second, we expected ability of EI to positively affect perceived conflict management effectiveness (i.e. perceived performance; H2) because previous research showed that leaders with higher emotional abilities have more satisfied and better-performing subordinates which may be partly because of better conflict management performance (Miao et al., 2016;Miao et al., 2018a). Further, self-reported emotional abilities positively correlate with preferences for collaborative conflict-handling styles (Winardi et al., 2020). ...
Purpose
Previous research suggests that emotional intelligence (EI) may benefit managers when resolving conflicts. However, past studies relied on self-reports of EI and conflict management styles, and a theoretical model explaining the mechanisms of the link between EI and conflict management outcomes for managers is still missing. This study aims to test a theoretical model proposing that during conflicts, managers with higher performance-based ability EI are perceived as warmer and more competent, which in turn contributes to higher conflict management effectiveness.
Design/methodology/approach
A total of 108 Executive MBA students with managerial experience completed a performance-based EI test designed for the workplace and engaged in a conflict management exercise during which they were videotaped. In the exercise, managers spontaneously responded to video-based vignettes in which “employees” addressed them regarding a work-related conflict (e.g. a disagreement regarding tasks and working hours). Independent observers (n = 262) rated the managers’ videotaped responses on items tapping warmth, competence and conflict management effectiveness.
Findings
Managers with higher performance-based EI (in particular, emotion regulation in oneself and emotion management in others) received higher observer ratings on warmth, competence and conflict management effectiveness. Warmth and competence fully mediated the link between EI and effectiveness.
Originality/value
These results demonstrate that managers’ performance-based EI translates into actual work-related behaviors and outcomes. Implications for training EI and effective conflict management are discussed.
... For some decades now, research on Emotional intelligence (EI) has steadily risen as it has been recognised as an index of psychological well-being and a resource against the effects of burnout syndrome among employees [1] . Several studies have acknowledged the unique roles played by EI in ensuring effective organisational leadership and enhanced work performance, such as organisational loyalty, turnover intention and staff contentment [2][3][4] . Emotional Intelligence is also recognized as a significant influencer on employees' self-rated workplace behavioural results, including knowledge sharing and task execution [5] . ...
... Emotional Intelligence is also recognized as a significant influencer on employees' self-rated workplace behavioural results, including knowledge sharing and task execution [5] . Yet, much research has not been carried out to investigate the connection between EI and work engagement for public sector employees [4,[6][7][8] . While [7] found a positive association between EI and work engagement among public sector employees, more empirical evidence is needed for better understanding in this area. ...
Although emotional intelligence has been linked to employee engagement in the private sector, there is very little research regarding public sector employees. This study explores how emotional intelligence influences work engagement with work-related psychological impact acting as a moderator. The study adopts the cognitive–motivational–relational theory of emotions, which has a minimal research focus in developing countries. Using stratified random sampling, a self-designed questionnaire and interviews, data was gathered from public servants and analysed. The results showed that Emotional Intelligence (emotional management, emotional evaluation and emotional control) positively influences work engagement. Also, emotional management had the highest (positive) impact on work engagement among the three variables. Additionally, it was discovered that the psychological needs at the workplace negatively moderated emotions having positive effect on work engagement. Therefore, employees are encouraged to utilise their emotions to positively influence work engagement and reduce work-related psychological issues and reduce its negative effect on work engagement. Further, work-related psychological impact moderated the relationship between emotional intelligence and work engagement in this study. Theoretically, the use of the cognitive–motivational–relational in developing countries with regard to public sector frontline employees during and after the COVID-19 pandemic is unique.
... OCB goes beyond formal roles, promoting a cooperative and effective work environment (DiPaola & Hoy, 2005;Makvandi et al., 2018;Uzun, 2018). Prior studies have demonstrated the impact of leaders' EI on subordinates' job satisfaction, task performance, and OCB (Maamari & Majdalani, 2017;Miao et al., 2016;Miao et al., 2018). In educational environments, teachers' OCB, which involves supporting colleagues and students, not only enhances overall school performance (Makvandi et al., 2018;Uzun, 2018) but also contributes to schools' heightened resilience and responsiveness during crises, leading to more rapid recovery (Kong & Belkin, 2021). ...
... First, the results of the positive impact of principal's EI on teachers' OCB indicates an increase in OCB under the influence of perceived EI. The findings are consistent with previous results (Maamari & Majdalani, 2017;Miao et al., 2016) on significant and positive effect of leader/manager's EI on followers'/subordinates' OCB manifested as altruistic conduct, courtesy and conscientiousness. Miao et al. (2018) also conducted a meta-analysis and found that leaders' EI demonstrates incremental validity and relative weight in predicting subordinates' task performance and OCB. ...
... Finally, the personality-trait model of EI assumes individual differences in four primary latent variables: perception of emotions, managing one's own emotions, managing others' emotions, and the utilization of emotions, assessed through a self-report questionnaire (Schutte et al., 2009;Schutte et al., 1998). Scores on the corresponding psychometric measures for all three models (ability, self-report, and mixed) show a relationship between effective leadership and effective leadership style and have predicted organizational outcomes including job satisfaction, task performance, and organizational citizenship behaviors (Miao et al., 2016). ...
... Might the application of EI and AL together be another valuable tool for enhancing group and organization performance. We need more empirical research in this area, but job satisfaction, task performance, and organizational citizenship behaviors seem to be enhanced for groups in which leaders deploy AL and EI (Miao et al., 2016). ...
... A plethora of studies have shown that the ability to master one's emotions is associated with better physical and mental health (Martins et al. 2010), higher quality of interpersonal relationships (Schröder-Abé and Schütz 2011), better job performance (Joseph et al. 2015), and higher job satisfaction (Miao et al. 2016). Given the numerous benefits of EI, different authors have made successful attempts to increase EI through face-to-face (F2F) training (Buruck et al. 2016;Herpertz et al. 2016;Hodzic et al. 2015). ...
... We would, therefore, like to encourage practitioners to make future training available to the general population as well. As EI is associated with better health (Martins et al. 2010), higher interpersonal relationship qualities (Schröder-Abé and Schütz 2011), improved job performance (Joseph et al. 2015), and greater job satisfaction (Miao et al. 2016), open online courses could be beneficial for all members of various societies. ...
With the growing popularity of online courses, there is an increasing need for scientifically validated online interventions that can improve emotional competencies. We addressed this demand by evaluating an extended version of the Web-Based Emotional Intelligence Training (WEIT 2.0) program. Based on the four-branch model of emotional intelligence, WEIT 2.0 focuses on improving participants’ emotion perception and emotion regulation skills. A total of 214 participants were randomly assigned to the training group (n = 91) or a waiting list control group (n = 123) to evaluate short-term (directly after WEIT 2.0) and long-term intervention effects (8 weeks later). Two-way MANOVAs and mixed ANOVAs showed significant treatment effects for self-reported emotion perception of the self, as well as emotion regulation of the self and others, after 8 weeks. No significant treatment effects were found for self-reported emotion perception in others or for performance-based emotion perception or emotion regulation. Moderator analyses revealed no significant effects of digital affinity on training success from the pretest to the posttest. The findings suggest that components of self-reported emotional intelligence can be enhanced through WEIT 2.0, but performance-based emotional intelligence cannot. Further research is needed on the online training of emotional intelligence and the mechanisms that underlie training success.
... Previous research states that emotional intelligence plays an important role in increasing the positive behavior of organizational members. Leaders who have good emotional intelligence can create work engagement and employee job satisfaction (Alonazi, 2020;Miao, Humphrey, & Qian, 2016;Radhwan et al., 2020). In an organization, each member has a role and task so that emotional intelligence must not only be owned by the leader but also all members of the organization. ...
... Good emotional intelligence is able to encourage resilience, self-confidence, adaptability, and effectiveness in doing work, all of which can improve the quality of individual performance (Miao et al., 2016). During the Covid-19 pandemic, the crisis was not only faced by organizational leaders but also all members of the organization. ...
This study analyzes the role of emotional intelligence and resilience in work engagement of employees in the Islamic banking industry during the Covid-19 pandemic. To this end, it gathers data from 364 Islamic bank employees. Using the PLS-SEM for data analysis, the results show positive and significant effects of emotional intelligence and resilience on the work engagement. The emotional intelligence also had a positive influence on resilience. This shows that positive forces from within the individual affect the productivity of organizational members during current pandemic. The implication of the results of this study for management is the need for special attention toward developing the positive potential of individuals so that each member of the organization has good emotional intelligence and resilience.
... The findings have implications for the development of health promotion strategies and healthrelated leadership competencies for managers in small and medium-sized enterprises (SMEs). Existing studies underscore the connection between proficient emotional skills and emotional intelligence, which are associated with superior-quality relationships and positive effects in the work context [58][59][60][61]. As affect-related and emotion-focused subscales have been demonstrated to be significant in our study with regard to levels of mental distress, it is recommended that leadership training or coaching should explicitly address the mechanisms of emotions and emotion regulation. ...
Objective
For leaders of small and medium-sized enterprises (SMEs) grappling with diverse tasks and stressors, personality functioning can play a key role on stress perception and building and managing professional relationships. We investigated the relationship between SME leaders’ personality functioning on the dimensions of self-perception and self-regulation on perceived stress reactivity (PSR), and symptoms of anxiety and depression.
Methods
A cross-sectional sub analysis of a multi-centre RCT project was performed. A sample of N = 174 SME leaders from various sectors in southern Germany were examined on their self-rated levels of personality functioning (OPD-SQ), involving self-perception (facets: self-reflection, affect differentiation, sense of identity) and self-reflection (facets: impulse control, affect tolerance, regulation of self-esteem), with higher scores indicating lower levels of personality functioning. The outcome variables were perceived stress reactivity (PSRS) and symptoms of depression and anxiety (HADS).
Results
The mean score for symptoms of anxiety was M = 6.13 (SD = 3.34), depression M = 4.40 (SD = 3.35), and for PSRS M = 21.39 (SD = 8.04). The mean sum score for self-perception was M = 7.71 (SD = 7.19) and for self-regulation M = 10.50 (SD = 7.09). The results of three regression models showed that higher scores for affect differentiation (rsp = .13), impulse control (rsp = .14) and regulation of self-esteem (rsp = .29) were associated with higher scores for PSR. Higher scores for affect differentiation (rsp = .17) and affect tolerance (rsp = .20) were significantly associated with higher scores for anxiety. A higher score for regulation of self-esteem (rsp = .17) was associated with higher depression scores.
Conclusion
This study highlights the association between core dimensions of SME leaders’ personality functioning and mental distress. The findings can be applied on interventions and health promotion and the establishment of high-quality professional relationships and leadership skills.
... Leadership Styles have a significant impact on job performance. Transformational leaders, who inspire and motivate employees, often see higher levels of performance due to the increased engagement and commitment they foster [13], [14]. Employees under transformational leadership are more likely to go above and beyond their job requirements, driven by a shared vision and personal growth opportunities. ...
This study examines the intersection of Human Resource Analytics and leadership styles in enhancing workplace satisfaction and job performance across diverse cultural contexts. In an increasingly globalized business environment, understanding how different leadership styles impact employee outcomes is crucial for optimizing organizational effectiveness. Human Resource Analytics, leveraging data-driven insights, provides a powerful tool for assessing and improving leadership strategies to align with varying cultural expectations and enhance overall employee experience. The research explores how various leadership styles-transformational, transactional, and laissez-faire-affect workplace satisfaction and job performance in different cultural settings. Transformational leadership, characterized by its focus on motivation and empowerment, is generally associated with higher levels of job satisfaction and performance. However, its effectiveness can vary depending on cultural values, such as individualism versus collectivism. Transactional leadership, which emphasizes reward and punishment, tends to be more effective in cultures with a high power distance, where hierarchical structures are accepted. Conversely, laissez-faire leadership, characterized by minimal supervision, may yield mixed results depending on the cultural context and the employee's level of autonomy and self-direction. Human Resource Analytics plays a crucial role in tailoring leadership approaches to fit cultural nuances. By analyzing data on employee satisfaction, performance metrics, and cultural preferences, organizations can identify the most effective leadership styles for their diverse workforce. This approach allows for the customization of leadership strategies to enhance job performance and workplace satisfaction, leading to better employee retention and organizational outcomes.
... Enhanced Job Satisfaction: According to studies, people who are emotionally more mature are more likely to be content with their occupations, maybe as a result of their better capacity to control stress at work and form wholesome connections (Mayer et al., 2008). This fulfilment may lead to a stronger dedication to one's line of work (Miao et al., 2017). ...
The vital connection between emotional maturity and professional commitment is examined in this review of the research, along with its implications for both individual and organisational growth. The ability to recognise, comprehend, manage, and make use of one's emotions has a big impact on how well one gets along with others and can handle stress. Job satisfaction, performance, and loyalty are all correlated with professional commitment, including emotional, continuation, and normative commitment. According to studies, people who are emotionally mature report higher levels of job satisfaction and more positive interpersonal interactions, which strengthen their commitment to their vocation. However, further research is needed to determine whether emotional maturity and commitment to one's career are related. This relationship is being investigated by a study of 200 instructors in Punjab State, however preliminary findings show that more research is necessary because they paint an incomplete picture.
... Emotionally intelligent leaders are known to improve job satisfaction and team performance. 14,15 Emotional intelligence is also reported to affect psychological well-being. 16,17 Lin et al. 18 studied emotional intelligence and its relationship with well-being in a group of 73 surgical residents by using the Dupuy Psychological General Well-Being Index, the Maslach Burnout Inventory, and the Beck Depression Inventory. ...
Background: To study the effects of the Reflect, Inspire, Strengthen, and Empower (RISE) 2.0 Program designed for professional development of women staff. Topics included emotional intelligence, appreciative coaching, resilience, and strategic career development.
Methods: The RISE 2.0 program was held between September 2020 and February 2021. After each session, program satisfaction surveys were sent to evaluate whether session objectives were met. Professional network, professional mentor, and professional goals were surveyed at the introductory session and at 1 month after the program ended. Survey data about leadership self-efficacy, motivation to lead, and well-being were collected at the introductory session (baseline) and at months 1 and 3 to evaluate the sustainability of program outcomes.
Results: Of the 71 notified, 41 (58%) committed to the program. Results increased for having a robust professional network from baseline to month 1 for very good (7.3% to 13.3%) and excellent (19.5% to 40%). Those who responded favorably to setting and attaining ambitious goals increased from 78.1% to 93.3%. For leadership self-efficacy, all except 2 respondents reported an increase in ratings from baseline to month 3. Motivation to lead changed only slightly. Well-being scores fluctuated as affected by daily needs and fulfillment. For 10 of 15 respondents, well-being increased overall from baseline to month 1 or 3, from month 1 to 3.
Conclusions: Based on participant evaluations and feedback, the RISE 2.0 program received positive responses overall in achieving its learning goals. The program exhibited promise in fostering career advancement and leadership development, particularly when assessed using indicators predictive of successful leadership, such as self-efficacy, motivation to lead, and overall wellbeing.
... emotional contagion; Barsade and Gibson, 2012) or individual traits (i.e. emotional intelligence; Miao et al., 2016), but through their use of specific extrinsic regulatory strategies. To date, the strong influence of employees' intrinsic emotion regulation on their job satisfaction (Côté and Morgan, 2002) is an established finding, making its inclusion as a prime focus in employee resilience training (Grabbe et al., 2021) not surprising. ...
In Australia and worldwide, healthcare is experiencing a workforce crisis, making the maintenance or improvement of job satisfaction a critical focus for healthcare leaders. This study examines how healthcare leaders influence followers’ affective experience by regulating their followers’ emotions. Building on Affective Events Theory and Conservation of Resources Theory, we investigate the influence of leaders’ use of cognitive reappraisal and expressive suppression strategies on follower affect and job satisfaction. Data were collected from 337 healthcare workers and 54 leaders over two timepoints. Leaders’ reappraisal increased followers’ job satisfaction whereas suppression decreased job satisfaction (controlling for followers’ own emotion regulation strategies). These effects were mediated by followers’ affect and moderated by followers’ capacity to cope with change. Our results provide new theoretical and practical insights into how healthcare leaders regulate followers’ emotions.
JEL Classification: D23, J24, M50
... In the context of organizational behaviour, men distinguish such features as: individualism, competitiveness, as well as self-promotion (Miller, Karakovsky, 2005). In turn, women with regard to their greater emotional and social competences are more likely to support the work of other employees, while also cooperate and build a community culture within the organization (Miao, Humphrey, Qian, 2016;Al. Noor, Ishtiak Uddin, Shamaly, 2011). ...
The COVID-19 pandemic exerted a significant impact on various spheres of the functioning of an individual, including the area of professional functioning. One of these changes was the spread of remote working, which in turn led to the greater interest in this form of work and the search for effective solutions that support labour efficiency in these particular conditions. An important problem of remote working that is associated with the restriction of face to face communication, is the sharing of knowledge amongst the employees. The aim of the paper was to analyse the differences in the readiness to share knowledge in conditions of remote working in the IT sector between women and men depending on the chosen demographic factors and factors relating to work. The study included 112 employees from the IT industry who worked remotely at the moment of conducting the research. A self-designed survey was availed of in the research which encompassed the following: demographic data (sex type and age of those analysed, being in a relationship, number of children), variables associated with work (position held in the firm, job seniority, number of hours of remote work), while also questions relating to sharing knowledge with co-workers. In the analysed group of employees of the IT sector working remotely, a greater readiness to share knowledge was noted amongst men as compared to women. Furthermore, as the effect of intragroup comparisons, the following was noted: older women were more willing to share knowledge than younger women, raising three or more children, while also more than women who do not have children, whereas women in relationships were more willing to share knowledge than single women. In turn, in the group of men the differences were only evident in the sphere of job seniority. Longer job seniority turned out to be favourable towards the readiness to share knowledge. The research findings significantly broaden knowledge in the sphere of the individual factors influencing the effective organization of the process of knowledge management, while particularly knowledge sharing in conditions of remote working. This knowledge may be particularly useful for managers of the IT sector.
... Kepuasan kerja dipengaruhi oleh beberapa hal, diantaranya kebermaknaan kerja (Lavy & Böcker, 2017), Keupayaan emosi-peraturan dan persepsi sokongan sosial di tempat kerja (Merida-Lopez, et.al., 2019), kecerdasan emosi pemimpin (EI) (Miao, Humphrey, & Qian, 2016). Pada sisi lain, kepuasan kerja juga berpotensi meningkatkan tahap kesihatan, kebahagiaan, kesejahteraan subjektif, dan harga diri pekerja (Satuf et al., 2016). ...
This paper aims to model the relationship between people-organization's adaptability to work spirit and its impact. Some researchers suggest the need to be careful in implementing western concepts, as well as the need for development of research based on non-western cultures. This preliminary study uses literature review from previous research articles. The conceptual framework has been successfully researched on people-organization fit (PO fit), work passion, job satisfaction and happiness Abstrak: Tulisan ini bertujuan untuk menyusun model hubungan antara kesesuaian orang-organisasi terhadap semangat kerja serta kesan lanjutannya. Beberapa penyelidik menyarankan perlu berhati-hati dalam melaksanakan konsep-konsep barat, serta diperlukannya pembangunan penyelidikan berlatar belakang budaya non-barat. Kajian awal ini menggunakan kajian literatur dari artikel-artikel hasil kajian terdahulu. Kerangka
... These results are in line with previous work on the influence that satisfaction with pro-environmental behavior has on such behavior [36]. They are also consistent with those results obtained in studies in workplace environments, where satisfaction describes a person's enjoyment of their work, and how this affects their physical and mental health during the performance of their job [56]. A high level of job satisfaction resulting from education in pro-environmental attitudes also helps workers to improve their competencies in environmental issues [57]. ...
Environmental protection laws are useful tools for promoting sustainability by eradicating anti-environmental behavior while encouraging alternative sustainable behaviors. However, the achievement of these goals relies on the psychosocial processes underlying the behaviors of the people in charge of the enforcement of these laws. Conservation officers play a central role in the enforcement of these laws, but their intervention behavior has not been assessed in relation to their perceptions of their working conditions. To fill this gap, a questionnaire was developed and administered to 128 conservation officers from four public authorities responsible for enforcing environmental law in a territory with a high level of legal environmental protection. The main results show that the participants have similarities and differences with conservation officers from other territories in their perception of their working conditions. Likewise, it was found that self-efficacy and satisfaction influence their intervention behavior, both directly and through their goals. The role of descriptive social norms as well as the relation of collective efficacy and self-efficacy and satisfaction were also revealed. Policy implications of these findings involve the need to improve communication between prosecutors, judges and conservation officers, as well as the enhancement of conservation officers’ collective efficacy, self-efficacy and skills used to educate people in avoiding damaging the environment and collaborating in its protection.
... Emotional intelligence is related to positive outcomes for others. For example, a leader's emotional intelligence predicts subordinate job satisfaction, positive emotions at work, and subordinates' ability for career growth (Ivcevic et al., 2021;Miao et al., 2016). A meta-analysis shows a negative relationship between emotional intelligence and individual value in economic decision-making negotiation studies, but a positive relationship with psychological value (Sharma et al., 2013). ...
Intelligence, creativity, and wisdom have a long history in psychology, each describing a different set of traits and abilities. Each has been associated with prototypical outcomes—intelligence with educational and work attainment (Roth et al., 2015; Watkins et al., 2007), creativity with unique achievements and innovations (Torrance, 1988), and wisdom with balancing interests and goals (Brienza et al., 2018). However, emphasis on these typical life outcomes can obscure similarities among these constructs or a possibility of their integration. In this chapter we argue that emotions and emotion abilities are a major attribute contributing to positive outcomes of intelligence, creativity, and wisdom.KeywordsIntelligenceEmotional intelligencePersonal intelligenceCreativityWisdomPersonal wisdomDecision-makingEmotionsEmotion regulation
... In a study about EI and leadership, 365 project leaders and scholars were surveyed and it was concluded that leaders with high EI can improve collaboration satisfaction of project participants (Zhang et al., 2018). By using meta-analysis, it was even suggested that EI of leaders exhibited positive correlations with job satisfaction (Miao et al., 2016) and task performance (Miao et al., 2018) of subordinates. ...
Leaders are vital for organizations and have a significant impact on the success or failure of a business. Although there have been studies investigating the question “what makes a good leader”, few studies have explicitly focused on the retail sector. The study's primary objective is to identify the qualities and characteristics a good leader should possess, in the context of the retail industry in RSA. A total of 107 respondents were interviewed and the results showed that “charisma” and “inspiration” are the most important characteristics, while “a character for integrity and honesty” and “knowledgeable and experienced” are the most important qualities of a good leader.
... Desses estudos, uma parte (36,36%; 8) utilizou mais de um modelo de IE (Akerjordet & Severinsson, 2008;Alferaih, 2017;Brown & Moshavi, 2005;Cherniss, 2010;Feather, 2009;Locke, 2005;Lopes, 2016;Powell et al., 2015). O modelo de Habilidade de IE (Mayer et al., 1997;2016) representou 36,36% (8) dos estudos (Feather, 2009;George, 2000;Glasø, 2008;Heckemann et al., 2015;Miao et al., 2016;Nightingale et al., 2018;Riggio & Reichard, 2008;Walter et al., 2012), e o modelo de Competências (Boyatzis et al., 2000;Boyatzis & Goleman, 2002;2014) aparece com 27,27% (6) (Dearborn, 2002;Gooty et al., 2010;Iszatt-White, 2009;Pearson et al., 2007;Rao, 2006;Redmond & Dolan, 2016). ...
Esse artigo teve foco no contexto da psicologia organizacional e objetivou verificar a relação entre Inteligência Emocional (IE) e aspectos de liderança no trabalho, por meio de uma revisão sistemática da literatura (1990-maio/2020). A busca foi conduzida de fevereiro a julho de 2020 nas bases de dados dos portais: BVS Psicologia Brasil, PePSIC, Scielo, Lilacs e American Psychological Association (APA PsycINFO). Foram aplicadas com as combinações dos descritores “inteligência emocional”, “liderança” e “trabalho” e seus respectivos em inglês. Da totalidade de artigos encontrados, 75 foram considerados, sendo 22 teóricos e 53 empíricos. Os resultados encontrados indicam relação positiva entre IE, aspectos e desempenho da liderança, em sua maioria. Ao longo do texto são destacados os países e continentes em que as pesquisas foram realizadas, os modelos e testes de IE que foram aplicados e em quais períodos ocorreram as pesquisas. Palavras-chave: inteligência emocional, liderança, psicologia organizacional.
... The higher the leader's emotional intelligence, the lower is his tendency towards psychopathy and Machiavellianism (Miao et al., 2019). Furthermore, emotional intelligence is related with leadership effectiveness (e.g., Siegling et al., 2014), getting a leadership position (e.g., Walter et al., 2012) and workplace satisfaction (e.g., Miao et al., 2016). Linked with the emotional intelligence narrative are the light triad of personality traits which will be address below. ...
Leaders may have characteristics of the dark triad that is divided into Narcissism, Machiavellianism, and Psychopathy. These individuals are typically considered dominant and assertive, ingredients that are argued to be associated with good leadership. Other leaders are associated with the light triad and have characteristics based on Kantianism, Humanism, and Faith in Humanity. Thus, the following problem arises: What characteristics of Dark Triad Versus Light Triad could be suitable to classify good leaders? To answer this problem, it was set the objective of mapping, in the light of the bibliometric review, which characteristics of Dark Triad Versus Light Triad could be suitable for this classification. For that, a bibliometric search was performed in the Web of Science database. The results of the current study suggest that the Dark Triad versus Light Triad personality traits might be used to classify good leaders because they can provide a precise and objective evaluation of the individual and a more precise understanding of what it takes to be a good leader. Resumo: Os líderes podem possuir características da "Dark Triad" que se divide em Narcisismo, Maquiavelismo e Psicopatia. Essas pessoas são normalmente consideradas dominantes e assertivas, ingredientes estes que podem estar associados a uma boa liderança. Outros líderes são associados à "Light Triad" pois possuem características baseadas no Kantismo, Humanismo e Fé na Humanidade. Assim, surge o seguinte problema: Que características da "Dark Triad" versus "Light Triad" poderiam ser adequadas para classificar os bons líderes? Para responder a esse problema, foi traçado o objetivo de mapear, à luz da revisão bibliométrica, as características da "Dark Triad" Versus "Light Triad" que poderiam ser adequadas para esta classificação. Para tal, foi realizada uma pesquisa bibliométrica na base de dados Web of Science. Os resultados da investigação, sugeriram que os traços de personalidade Dark Triad versus Light Triad podem ser usados para classificar bons líderes porque estes podem fornecer uma avaliação precisa e objetiva do indivíduo e uma compreensão mais precisa acerca do que é necessário para ser um bom líder.
... Kafetsios et al. (2011) also found that supervisors' emotional use capacity was positively negatively correlated with subordinates' personal fulfillment and job satisfaction, while being associated negatively with followers' depersonalization in the school context. In a meta-analysis, Miao et al. (2016) concluded that leaders' emotional intelligence strongly predicted followers' job satisfaction, and followers' emotional intelligence played a significant mediating role in this link. Andrei et al. (2022) similarly revealed that trait emotional intelligence moderated the direct predictive effects of unemployment on the quality of life during the pandemic. ...
Introduction
In the scientific literature, although conceptual models and empirical evidence have shown that leadership attributes are intimately linked to the well-being of followers, there is a lack of studies focusing on leadership in the service economy. According to the Service Leadership Theory, service leadership is a process that satisfies the needs of self, others, and systems (teams, organizations, communities, and societies) in ethical ways that is characterized by leadership competence, character, and care. With specific reference to self-leadership emphasized in service leadership, higher levels of service leadership attributes should promote personal well-being. However, the relationships between “service leadership attributes” and “well-being” in leaders at the intrapersonal level in leadership education among Chinese university students are rarely examined.
Methods
In this study, we collected data from 198 students to understand the linkages between “service leadership attributes” and “well-being” in university students taking a course on service leadership. For tracking changes in students, we collected both pretest and posttest data on validated measures of “service leadership attributes” (i.e., “knowledge,” “attitude,” and “behavior”) and “well-being” (i.e., “positive youth development attributes” and “life satisfaction”).
Results
Results showed that the posttest scores on all three domains of “service leadership attributes” as well as two dimensions of “well-being” encompassing life satisfaction and positive youth development attributes were higher than the respective pretest scores, suggesting that students experienced a shift in a positive direction after taking the course. Cross-lagged analyses showed that pretest service leadership attitude and behavior predicted posttest positive youth development attributes; pretest service leadership behavior predicted posttest life satisfaction. Pretest life satisfaction also predicted posttest service leadership behavior.
Discussion
Findings suggest that there is an intimate relationship between “service leadership attributes” and “well-being” in the “pre-work” context among university students.
... [Muldoon, Williams, Lawrence, 2015]. Способность ухаживать за кем-то может быть полезной не только в уже упомянутых профессиях помогающего типа и сфере услуг, но и нужна для коммуникации при командной работе, особенно на лидирующих позициях [Miao, Humphrey, Qian, 2016]. ...
В статье предлагается обзор эффектов, детерминант и методов изучения взаимодействия животных и молодых людей. Хотя в литературе подробно рассмотрены различные типы воздействия социального окружения на жизненные траектории молодежи разных возрастов (детей, подростков и молодых взрослых), роль взаимоотношений с животными описана скупо. Данная работа касается двух контекстов, в которых обычно сталкиваются юный человек и животные: домашнего и контекста образовательных учреждений. На основе анализа результатов исследований, изложенных в научной литературе, делается вывод, что отношения с животными способны улучшить навыки эмоциональной регуляции, могут влиять на формирование чувства ответственности за благополучие других живых существ, усиливать социальную интегрированность молодого человека и вместе с тем закреплять модели жестокого и агрессивного поведения. В заключении работы описываются потенциальные направления дальнейших эмпирических исследований. Статья может оказаться полезной для исследователей детей, подростков, молодежи и взаимодействий между людьми и животными.
Благодарность. Исследование выполнено за счет гранта Российского научного фонда (проект № 21-78-00069).
... TEI is often considered as a method to solve challenging interpersonal relationships (Samiuddin et al., 2017). Miao et al. (2016) proved that emotional intelligence is possible to improve the degree of team members' satisfaction. TEI can enhance the connection among coworkers, improve the quality of information exchange and decision-making, and reduce conflict in teams (Lee and Wong, 2017). ...
From the emotional perspective, this study explores how team leader’s conflict management styles affect team passion. A theoretical model is constructed which describes the mediating role of positive team emotional climate and the moderating impact of team emotional intelligence. We collect 101 teams paired data including 101 team leaders and 383 team members to test theoretical model. It is shown that leader’s cooperative conflict management style has a significant positive effect on both positive team emotional climate and team passion. Meanwhile, positive team emotional climate plays a mediating role between leader’s cooperative conflict management style and team passion. In addition, team emotional intelligence has a moderating effect between leader’s cooperative style and positive team emotional climate. This study not only provides a new perspective for follow-up research but also expands the research scope of impacts of conflict management styles. In addition, this study forms the underlying mechanism of team leader’s conflict management styles on team passion from the emotional perspective and investigates the mediating effect and moderating effect of emotional variable, which broadens the research on the mechanisms of conflict management styles on team outcomes to a certain extent.
... There has been a debate over the distinction between cognitive and emotional abilities (Locke, 2005), but they are generally considered distinct yet related constructs (Cherniss, 2010;Côté & Miners, 2006;Mayer et al., 2000Mayer et al., , 2001. Recent studies, including several meta-analyses, provide evidence that EI has incremental validity over personality (Sy et al., 2006) and cognitive ability (Joseph & Newman, 2010;Rossen & Kranzler, 2009) when predicting job performance (Joseph et al., 2015) and work attitudes (Miao et al., 2016(Miao et al., , 2017O'Boyle et al., 2011). These meta-analyses show promising benefits of EI for individuals and organizations. ...
We build on the adaptive leadership framework to include reasoning (i.e., a cognitive ability) and emotional intelligence (EI) (i.e., social ability) factors in predicting potential leader adaptability. We incorporate adaptive and situational leadership theories along with trait process models to examine two types of reasoning abilities, inductive and deductive along with the direct and moderating effect of EI on potential leader adaptability. Using a three wave panel design, we found that inductive reasoning and EI predicted adaptive leadership; we further showed that EI moderated the inductive-adaptive leadership relationship where higher levels of EI and inductive reasoning abilities predicted potential leader adaptability. We discuss the implications of the study findings to theory and practice while offering directions for future research.
The proposed chapter includes multiple aspects of employee retention based on the core concept of employee satisfaction. Research has consistently shown that employee satisfaction and the perception of company commitment to employees is paramount in the decision to remain with an organization. Moreover, the link between company commitment and perception is consistent across generations and various demographic factors. Research consistently shows that empowering employees is positively correlated to employee retention. This chapter provides an extensive, multi-faceted strategic plan for employee retention, focusing on the alignment of core values between the company and the employee. This “Retention Roadmap” is a key element in helping leaders retain their best employees, even when the phenomenon of “job hopping” is at an all-time high. Research-based and full of practical examples, the chapter provides leaders with essential tools to keep the organization running with a core group of satisfied employees.
Servant leadership delivers important reforms to the increasingly complex public utility system. This systematic review seeks to incorporate the latest six years of articles on geographic divisions, conceptual definitions, measuring techniques, theoretical frameworks, and nomological networks (antecedents, mediators, outcomes, and moderators) in the public sector. The risk of bias was evaluated using the Cochrane Risk of Bias Tool and ROBINS-I, and employing automated techniques such as Rayyan for screening. Using PRISMA’s review approach, this comprehensive synthesis of 51 relevant public sector-specific conceptual and empirical studies across six academic electronic databases (Taylor & Francis, Sage, Scopus, Springer Link, Web of Science, and Wiley) shows that servant leadership is critical for establishing a prosocial workforce. This review discovered that the global construct of servant leadership (SL-7) scale has been the most often utilised measure of servant leadership in public sector-specific studies recently. Social exchange theory remains the predominant explanation for the impact of servant leadership on specific variables. The findings also illustrate a generally positive influence of servant leadership. Moreover, this review provides limitations and suggestions for future studies by summarising elements that have received less attention.
Background:
Effective leadership and management practices contribute to responsible, high-quality research and the well-being of team members. We describe the development and initial validation of a measure assessing principal investigators' leadership and management practices and a measure of research team practices.
Methods:
Using a cross-sectional survey design, 570 postdoctoral researchers funded by the National Institutes of Health reported on the perceived behaviors of their principal investigator (PI) and the research team. The PI leadership and management items factored into two dimensions: fostering relationships and directing research.
Results:
Correlations of these new scales with existing, validated measures of ethical leadership and general leader behavior provided evidence of convergent validity. Providing evidence for criterion-related validity, scores on the new measures predicted lab climate for research ethics, self-reported productivity, and job satisfaction. Research team practices provided additional predictive value beyond leadership and management behaviors.
Conclusions:
This study provides construct validity evidence for the new Leadership and Management in Science (LAMPS) Measure and the Research Team Practices (RTP) Measure. Qualitative responses to an open-ended item reinforced the importance of relationships and directive supervision for a positive environment. These measures can be useful tools for future research or may be useful for PIs seeking feedback about their practices.
Προηγούμενες έρευνες έδειξαν ότι η συναισθηματική νοημοσύνη φοιτητών και φοιτητριών συσχετίζεται αρνητικά με την ακαδημαϊκή εξουθένωση και θετικά με την ακαδημαϊκή τους δέσμευση. Η παρούσα έρευνα εξετάζει την υπόθεση ότι η ακαδημαϊκή δέσμευση διαμεσολαβεί στην προβλεπτική σχέση της ακαδημαϊκής εξουθένωσης από την συναισθηματική νοημοσύνη. Στην έρευνα συμμετείχαν 93 φοιτητές Ειδικής Αγωγής. Η μέτρηση της συναισθηματικής νοημοσύνης έγινε με το Schutte Emotional Intelligence Scale, η μέτρηση της ακαδημαϊκής εξουθένωσης με το Maslach Burnout Inventory-Student Survey και η μέτρηση της ακαδημαϊκής δέσμευσης με το Utrecht Work Engagement Scale-Student Survey. Τα αποτελέσματα έδειξαν μέτρια συναισθηματική νοημοσύνη, μέτρια προς υψηλή ακαδημαϊκή δέσμευση και χαμηλή ακαδημαϊκή εξουθένωση των φοιτητών/ριών. Η
συναισθηματική νοημοσύνη προβλέπει μόνο την προσωπική επίτευξη ενώ η ακαδημαϊκή δέσμευση προβλέπει την αποπροσωποποίηση και της προσωπική επίτευξη. Τέλος, διαπιστώθηκε ότι η ακαδημαϊκή δέσμευση διαμεσολαβεί μερικώς στην σχέση ανάμεσα στην συναισθηματική νοημοσύνη και την προσωπική επίτευξη. Τα αποτελέσματα αναδεικνύουν την σημασία σχεδιασμού ακαδημαϊκών παρεμβάσεων οι οποίες να περιλαμβάνουν διδακτικές στρατηγικές που να ενισχύουν την ακαδημαϊκή δέσμευση των φοιτητών/ριών.
Penelitian ini bertujuan untuk menguji pengaruh kepuasan kerja, stress kerja, dan lingkungan kerja terhadap turnover intention. Jenis penelitian ini adalah penelitian kuantitatif. Teknik pengambilan sampel menggunakan teknik sampling jenuh yang sampelnya berjumlah 85 responden. Metode pengumpulan data yang digunakan yaitu kuesioner dan observasi. Teknik analisis data yaitu Analisis Regresi Linear Berganda menggunakan software SPPS versi 23. Hasil penelitian ini menunjukkan bahwa 1) Kepuasan kerja berpengaruh negatif signifikan terhadap turnover intention, 2) Stres kerja tidak berpengaruh terhadap turnover intention, 3) Lingkungan kerja tidak berpengaruh terhadap turnover intention, serta 4) Kepuasan kerja, stress kerja dan lingkungan kerja secara simultan berpengaruh signifikan terhadap turnover intention.
Purpose
This study aims to investigate the mediating effect of career resilience (CR) on Generation Z’s emotional intelligence (EI) and perceived career outcomes such as career satisfaction (CSAT), burnout and intention to leave a career. In its short organizational tenure, Gen Z has faced the adverse effects of global events affecting their views of career and, ultimately, CR.
Design/methodology/approach
A cross-sectional survey method was used to test the hypothesized relationship. A total sample of 160 respondents were assessed. Hypotheses in this study were tested by using Hayes’s (2018) PROCESS tool based on OLS regression and with a bootstrap method.
Findings
The most significant finding of this study concludes that although small, CR has a positive mediating indirect effect on Gen Z’s CSAT and burnout. However, contrary to past findings, we found a negative relationship between Gen Z’s EI and CR. Furthermore, although EI and CSAT have a positive relationship, CR and CSAT are negatively correlated. Meanwhile, Gen Z’s EI through CR positively affects Gen Z’s CSAT.
Research limitations/implications
The study has implications for how organizations can attract, retain and engage Gen Z.
Originality/value
Despite Gen Z being a part of the workforce for at least six years, limited empirical research on Gen Z has been published. Indeed, Gen Z’s workforce inexperience does not yield in-depth explanations of CR concepts; however, as we continue to learn more about Gen Z and their interactions with the work environment, the authors begin to get a peek into the future of the workforce.
Miközben a digitális korban az embernek már robotokkal és automatákkal is versenyeznie kell a munkaerőpiacon, a digitális kommunikáció pedig behozott az életünkbe egyfajta elidegenedést, még mindig az ember az, aki létrehoz és működtet egy szervezetet. Aki felvázolja a jövőképet, stratégiát alakít ki, vevőkkel és beszállító partnerekkel tárgyal, munkafolyamatokat alakít ki és csapatot kovácsol. A modern vállalatmenedzsment és vezetéstudomány is az embert állítja a középpontjába, nemcsak mint a profitszerzés céljából felhasznált erőforrást, hanem mint gondolkodó, érző, értékteremtő erőt. Az embert ugyanakkor nem lehet különválasztani a személyiségétől. A személyiség, valamint a viselkedés pedig szorosan összefügg az ember érzelmi intelligenciájával. Egy vezetőnek komoly személyes eszköztárra van szüksége ahhoz, hogy a csapatát képes legyen hatékonyan vezetni. Ennek az eszköztárnak az egyik fontos eleme az érzelmi intelligencia, vagyis a személy képessége arra vonatkozóan, hogy érzékelje, megértse és kezelni tudja mind a saját, mind a vele interakcióban állók érzelmeit, és ezt a képességét a gondolkodás és a viselkedés szolgálatába állítsa. Ezért állítottuk kutatásunk középpontjába a vezetők érzelmi intelligenciáját, és ennek összefüggéseit a dolgozó vezetőjéről alkotott képe, és a dolgozói elkötelezettség, elégedettség és motiváció viszonylatában. Hipotézis: Kutatásunkban azt feltételeztük, hogy a vezető beosztott általi megítélése és a vezető érzelmi intelligenciája között pozitív kapcsolat mutatható ki, valamint egy magasabb érzelmi intelligenciával rendelkező vezető beosztottja motiváltabb, elégedettebb és elkötelezettebb. Módszer: Primer kvantitatív kutatás keretében 110 főt értünk el kérdőívünkkel. Eredmények: A kapott eredményeket összegezve mind a négy hipotézis helytállónak bizonyult. Következtetés: Kutatásunk kapcsolatot talált a vezető érzelmi intelligenciája és a beosztott által vezetőként való megítélése, valamint a vezetői érzelmi intelligencia és a dolgozók elkötelezettsége, elégedettsége és motivációja között. Kiemelten fontos ezen tényezők és a közöttük álló kapcsolat összefüggéseinek vizsgálata, mert a szervezetek sikerének kulcsa az, hogy a benne dolgozók hogyan és milyen eredményességgel végzik a munkájukat, valamint hogy ezek a dolgozók hajlandóak-e hosszútávon is a szervezetben maradni és kamatoztatni a megszerzett tudásukat és tapasztalataikat.
Penelitian ini bertujuan untuk menganalisis pengaruh job stress, organizational pride, dan job commitment terhadap job satisfaction pada karyawan XYZ. Data yang digunakan dalam penelitian ini terdapat 87 responden. Variabel independen dalam penelitian ini adalah job stress, organizatonal pride dan job commitment, sedangkan variabel dependennya adalah job satisfaction. Metode yang digunakan dalam penelitian ini ialah menggunakan metode analisis regresi berganda. Hasil penelitian ini menunjukan bahwa terdapat pengaruh negatif job stress terhadap job satisfaction. Terdapat pengaruh positif organizational pride terhadap job satisfaction, terdapat pengaruh positif job commitmen terhadap job satisfaction.
Emotional intelligence is the individual's ability to recognize, understand, and manage one's own emotions and to influence the emotions of others. In an organization, the leaders connect emotionally with the employees for the organization's success, growth, sustainability, and development. After the COVID-19 pandemic, effective leadership comes more into action where leaders need to understand, regulate self and others' emotions, and act accordingly for organizational change, development, growth, transformation, and sustainability. The study aims to provide insights into emotional intelligence and effective leadership using bibliometric techniques on 403 Scopus-indexed articles from 2012-2022. The study depicts performance analysis, intellectual structure, and thematic structure of emotional intelligence and leadership effectiveness. The results highlighted the publication trends, themes and derives future research trends by showcasing the role of emotional intelligence in effective leadership for shaping the future of the work.
Leaders matter to organizational performance and adaptability. Effective leaders matter the most in a dramatic and positive manner. This chapter is really about the role of intelligence in leadership, not the claim that the capability to be an effective leader is a distinct individual characteristic or a type of intelligence. Intelligent leadership, therefore, is leadership in which a person uses many forms of intelligence: cognitive, practical, emotional, and social intelligence. The chapter also examines how the role of the unconscious motive of the Need for Power, a sense of purpose, values, style and the quality of relationships (in terms of shared vision, compassion, and energy) are essential to effective leadership. There is also a brief review of the dark side of leadership.
Purpose
A project manager’s (PM) emotional intelligence (EI) is essential for project performance (PP). However, the cause and effect and the potential moderators of the relationship between EI and PP remain disputed. Some scholars found a positive association between PMs’ EI and project outcomes, while some other studies showed non or negative relation. This paper aims to find the relationship between PMs’ EI and PP and the factors that influence this relationship based on diverse prior research.
Design/methodology/approach
This paper conducts a meta-analysis of 5,229 observations based on 24 independent studies from 1990 to 2021.
Findings
Results show that PMs’ EI has a significant positive influence on PP, and the project complexity and measurement of PP are two critical moderators explaining inconsistencies in existing research.
Practical implications
The current study proposes suggestions for construction companies on PMs’ selection and training. This study also offers suggestions for PMs in management practice.
Originality/value
To the best of the authors’ knowledge, this study is the first to explore the inconsistencies in prior research results on the relationship between PMs’ EI and PP at the meta-analytic level. This research extends the current literature by revealing the factors leading to existing consistencies that are not explored before. This study implies that the meta-analysis method could help reach a balanced conclusion based on inconsistent results.
Purpose
Emotional intelligence (EI) is a critical component of leadership that reflects the ability of leaders to understand how their emotions and actions affect the people around them in the organization. This paper aims to deliver state-of-the-art insights on EI and leadership.
Design/methodology/approach
This paper leverages on bibliometric analysis to unpack 25 years of EI and leadership research.
Findings
This paper reveals the bibliometric profile (e.g. trends in publication activity and top articles, authors, countries and journals) and intellectual structure (e.g. themes and topics) of EI and leadership research, shedding light on EI manifestation in leadership, EI and leadership congruence, EI role in leadership and EI and leadership for human resource management.
Research limitations/implications
This paper offers several noteworthy implications. First, EI is a leadership competency that can be cultivated and leveraged to improve leadership effectiveness. Second, the need for EI and leadership congruence indicates that leadership effectiveness is vital to human resource management (HRM). Taken collectively, these theoretical implications, and by extension, practical implications, suggest that increased investment in EI and leadership effectiveness is critical for organizations and their HRM.
Originality/value
This paper sheds light on current trends and ways forward for leading by feeling, showcasing the role and manifestation of EI in leadership, its value for HRM and the importance of its congruence for effective leadership in shaping the future of work.
The purpose of this study is to highlight the role of various antecedents influencing the level of entrepreneurial intention by developing an integrated intention model that is based on social cognitive theory (SCT) and social cognitive career theory (SCCT). The hypotheses are validated by applying a meta‐analytic method to 94 primary studies that were published between 2004 and 2021. The findings provide empirical evidence and confirm that entrepreneurial passion is the strongest indicator to predict self‐efficacy and the willingness of entrepreneurs toward self‐employment. Role models and entrepreneurship education play a critical role as predictors of entrepreneurial perceptions and beliefs in driving entrepreneurial intention. In addition, age, gender, and work experience significantly moderate the relationship between entrepreneurial passion, role models, entrepreneurship education, self‐efficacy, and entrepreneurial intention, indicating that men are reported to be more skilled than women at discovering new business opportunities and turning them into actual companies. In particular, older women are often more successful than young women when they start businesses since they possess more entrepreneurial knowledge, and individuals with extensive prior experience have a strong belief in their abilities, which contributes to the formation of entrepreneurial intention. These findings are critical to understanding the antecedents of entrepreneurship‐related phenomena by reference to a particular set of demographic moderators when a meta‐analytic technique is adopted.
Despite ongoing controversy, emotional intelligence is emerging as a potentially important variable in furthering our understanding of individual behavior in organizations. In this respect, however, most of the research in relation to emotional intelligence has been at the individual level of behavior. In this chapter, we develop a framework for considering the impact of emotional intelligence at the organizational level. Specifically, we map Mayer and Salovey's four emotional intelligence abilities onto Shein's three-level organizational culture schema. We conclude with a discussion of implications for managers and suggest that the model we propose may prove to be a useful starting point for future research into emotional intelligence as an organizational phenomenon.
Research investigations into employee well-being (EWB) have tended to take a between-individual approach, which highlights differences among people. This traditional paradigm has been complemented by examinations of intraindividual EWB, which explores within-person variation over periods of time. Drawing on affective events theory (AET), we further elaborate the implications of intraindividual EWB for two reasonably stable sets of constructs—personality traits and affective climates. We argue that the intraindividual paradigm challenges scholars to rethink what they mean by stability, concluding that stability can be conceptualized in two ways—as reasonably consistent levels of affect and predictable patterns of affective change.
As societal concern shifts from financial survival towards quality of life issues, both in and outside of the workplace, scholarly interest in employee well-being too has risen greatly in recent years. This greater attention to the antecedents and outcomes of employee well-being, such as job satisfaction, work engagement, and job burnout amongst others, is reflected in the proliferation of theories, constructs, and studies seeking to describe and explain why employees flourish or become exhausted at work, and the effect of employee well-being on individual behaviours and the organization at large. In this article, we provide a selective review of the current state of research in employee well-being, as well as key theories that have been employed in its study, with the aim of providing a critical assessment of the current state of employee well-being research as well as suggest
future directions for the field. In particular, we discuss how research adopting intraindividual perspectives in the study of employee well-being can not only add value to our understanding of well-being but also complement the findings from between-individual studies, and offer suggestions for the development of a comprehensive theoretical model that integrates the two perspectives.
Research investigations into employee well-being (EWB) have tended to take a between-individual approach, which highlights differences among people. This traditional paradigm has been complemented by examinations of intraindividual EWB, which explores within-person variation over periods of time. Drawing on affective events theory (AET), we further elaborate the implications of intraindividual EWB for two reasonably stable sets of constructs—personality traits and affective climates. We argue that the intraindividual paradigm challenges scholars to rethink what they mean by stability, concluding that stability can be conceptualized in two ways—as reasonably consistent levels of affect and predictable patterns of affective change.
Emotional intelligence (EI) is a divisive topic for many individuals interested in the subject of leadership. Whereas practitioner-oriented publications have claimed that EI is the sine qua non of leadership, academics continue to discuss EI's relevance for understanding leadership emergence, behavior, and effectiveness. Here we critically review recent empirical evidence to constructively frame what has become a contentious debate about the relevance of EI. We also identify unresolved issues and highlight future research directions that may promote our understanding of EI's role for leadership. We close with a practical discussion of possible applications of EI in leadership education, training, and development.
Perfectionistic strivings and perfectionistic concerns correlate moderately and positively but exhibit divergent patterns of associations with positive and negative outcomes. Despite accumulated evidence supporting the incremental validity of trait emotional intelligence, over and above the Big Five, the contention that trait emotional intelligence plays a mediating role in the perfectionism-outcome link has yet to be investigated. To
address this, 645 Chinese participants completed pencil-and-paper measures of perfectionistic strivings, perfectionistic concerns, trait emotional intelligence, depression, anxiety, stress, and satisfaction with life. Perfectionistic strivings were positively related to trait emotional intelligence while perfectionistic concerns were negatively related to trait emotional intelligence. Moreover, trait emotional intelligence fully mediated the link between perfectionistic strivings and satisfaction with life and partially mediated the link between perfectionistic concerns and depression, anxiety, stress, and satisfaction with life. However, perfectionistic strivings’ total effects on depression, anxiety, and stress were non-significant, thus precluding mediation.
A poststructuralist feminist reading of Herbert Simon's construct, bounded rationality, is presented in this article. Following from this notion, it is maintained that even though bounded rationality provides a modified critique of "pure" rationality, this concept is grounded in male-centered assumptions that exclude alternative modes of organizing. Through a feminist deconstructive process, bounded emotionality is introduced as an alternative organizing construct. The premises, conditions of organizing, and implications of this alternative are discussed and illustrated. Finally, theorists are urged to move beyond the traditional dichotomy between rationality and emotionality, in order to question the assumptions that underlie traditional constructs and to create new grounds for future theoretical activities.
The current study aimed to explore how individual difference in emotional intelligence influenced job satisfaction, and mainly focused on the confirmation of the mediator roles of organizational justice and job insecurity. A total of 420 staffs from a large-scale IT enterprise in China completed the self-reported emotional intelligence scale, the organizational justice scale, the job insecurity scale and Minnesota job satisfaction questionnaire. The results revealed that emotional intelligence, organizational justice, job insecurity and job satisfaction were significantly correlated with each other. Structural equation modeling indicated that emotional intelligence can significantly influence job satisfaction and the relationship between EI and satisfaction was partially mediated by organizational justice and job insecurity.
This study examined the incremental validity of the adult short form of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) in predicting 7 construct-relevant criteria beyond the variance explained by the Five-factor model and coping strategies. Additionally, the relative contributions of the questionnaire's 4 subscales were assessed. Two samples of Canadian university students completed the TEIQue-SF, along with measures of the Big Five, coping strategies (Sample 1 only), and emotion-laden criteria. The TEIQue-SF showed consistent incremental effects beyond the Big Five or the Big Five and coping strategies, predicting all 7 criteria examined across the 2 samples. Furthermore, 2 of the 4 TEIQue-SF subscales accounted for the measure's incremental validity. Although the findings provide good support for the validity and utility of the TEIQue-SF, directions for further research are emphasized.
This study examined whether trait emotional intelligence (trait EI or emotional self-efficacy) can differentiate between leaders and non-leaders (N = 96) employed by a major multinational company in Europe. Available intelligence test scores along with age, gender, and tenure were used as control variables. Trait EI, cognitive ability, and gender were significant predictors in a logistic-regression model. Further, both leaders and non-leaders scored significantly higher on trait EI compared to the standardization sample of the Trait Emotional Intelligence Questionnaire (Petrides, 2009), though the effect size for the former (Cohen’s d = 2.80) was considerably larger than for the latter (Cohen’s d = 1.23). The results support the notion that leadership and management positions require high trait EI.
Trait emotional intelligence (EI) was measured and self-estimated in a UK sample of 128 managers (52.3% female), recruited at a professional services firm. Participants’ measured scores were compared to standardization sample data and gender differences in measured and estimated scores, as well as in estimation bias and accuracy were examined. As hypothesized, managers’ global trait EI scores were significantly higher than those of the normative sample of the measure used, although the scores of female participants were largely responsible for this difference. Gender-specific hypotheses were confirmed for measured scores (differences only hypothesized at the factor level) and estimation accuracy (males estimating their trait EI more accurately), but not for estimated scores (female participants had higher estimates, but the opposite was hypothesized). Further, female managers showed signs of estimation bias.
While a large body of research has examined the outcomes of emotional intelligence, relatively little is known about the antecedents of emotional intelligence. Prior research suggests that emotional intelligence has different effects on management outcomes in different cultural contexts, but lacks a systematic analysis of the effect of cultural values in the development of emotional intelligence. Utilizing a sample of 2067 individuals in nine countries, the present study explores the influence of cultural dimensions on emotional intelligence. Our results show that especially collectivism, uncertainty avoidance, and long-term orientation have a positive influence on the different dimensions of emotional intelligence. Theoretical and practical implications of these findings are discussed and future research directions are provided.
This paper adds to the current literature on emotional intelligence (EI) by investigating the relationship of employees' perceptions of supervisor's EI with a number of important organizational outcomes. The data for the study were obtained via a questionnaire survey from 130 employees in a large government-run organization in the United Arab Emirates (UAE). The results indicated that employee perception of supervisor's EI explained 25.9% of variation in job satisfaction and 41.2% of variation in group task satisfaction. Job satisfaction and group task satisfaction, in turn, were found to explain 33.6% of variation in workgroup attachment. Workgroup attachment, in turn, was found to explain 13.3% of variation in group-level turnover intention and 12.3% of variation in organizational-level turnover intention. These results indicate that organizations in the UAE may benefit by developing EI skills in their leaders. This paper also describes specific implications for theory and practice.
Despite a long period of neglect, research on emotion in organizational behavior has developed into a major field over the past 15 years, and is now seen to be part of an affective revolution in the organization sciences. In this article, we review current research on emotion in the organizational behavior field based on five levels of analysis: within person, between persons, dyadic interactions, leadership and teams, and organization-wide. Specific topics we cover include affective events theory, state and trait affect and mood, emotional intelligence, emotional labor, emotional contagion, emotions and leadership, and building a healthy emotional climate. We conclude with suggestions for future research.
A set of meta-analyses were conducted to examine the relationship of personality to outcomes associated with two different stages of the entrepreneurial process: entrepreneurial intentions and entrepreneurial performance. A broad range of personality scales were categorized into a parsimonious set of constructs using the Five Factor model of personality. The results show that four of the Big Five personality dimensions were associated with both dependent variables, with agreeableness failing to be associated with either. Multivariate effect sizes were moderate for the full set of Big Five personality variables on entrepreneurial intentions (multiple R = .36) and entrepreneurial performance (multiple R = .31). Risk propensity, included as a separate dimension of personality, was positively associated with entrepreneurial intentions but was not related to entrepreneurial performance. These effects suggest that personality plays a role in the emergence and success of entrepreneurs.
Pastoral leaders of parishes have an effect on people’s lives and communities. Improvement in parishioner satisfaction and support (i.e., donations and attendance) over 3 years were assessed with the Parish Vibrancy Study of 135 parishes in a Catholic Diocese. In 52 of the parishes of this diocese, the priest’s demonstration of emotional and social competencies as seen by others had a positive effect on improvement of parishioner satisfaction but not on their support. The behavioral expressions of power and humility in the form of Influence versus Inspirational Leadership and Transparency versus Self-Confidence competencies were related to improvement in parishioner satisfaction. Size of the parish was related to improvement in parishioner support only.
Emotional intelligence (EI) has been an emerging topic for educational, psychological and management researchers and consultants in recent years. Despite the emerging consensus of its definition and evidence reported in business organizations, relatively little empirical evidence have been reported in the education literature. We conducted two studies to investigate the impact of middle-level leader and teacher EI on teachers’ job outcomes. In Study 1, 107 teachers were asked to list the attributes of successful middle-level leaders in their schools. In Study 2, 3866 school teachers and middle-level leaders were surveyed on their EI and job satisfaction level. Results provide supports concerning the impact of teacher and middle-level leader EI on school teachers’ job satisfaction. Implications are discussed.
The study tested the extent to which positive and negative affect at work mediate personality effects (Emotional Intelligence) on job satisfaction. Participants were 523 educators who completed the Wong Law Emotional Intelligence Scale, a version of the Job Affect Scale and the General Index of Job Satisfaction. Results using structural equation modelling indicated that positive and negative affect at work substantially mediate the relationship between EI and job satisfaction with positive affect exerting a stronger influence. In males, affect at work fully mediated the EI effect on job satisfaction. Among the four EI dimensions, use of emotion and emotion regulation were significant independent predictors of affect at work. The results confirm expectations deriving from Affective Events Theory regarding the role of work affectivity as an interface between personality and work attitudes and extend the literature on EI effects in organizational settings.
Job satisfaction is often described as an affective response to one's job, but is usually measured largely as a cognitive evaluation of job features. This paper explores several hypothesized relationships between real time affect while working and standard measures of job satisfaction. Experience sampling methodology was used to obtain up to 50 reports of immediate mood and emotions from 121 employed persons over a two week period. As expected, real time affect is related to overall satisfaction but is not identical to satisfaction. Moment to moment affect is more strongly related to a faces measure of satisfaction than to more verbal measures of satisfaction. Positive and negative emotions both make unique contributions to predicting overall satisfaction, and affect accounts for variance in overall satisfaction above and beyond facet satisfactions. Frequency of net positive emotion is a stronger predictor of overall satisfaction than is intensity of positive emotion. It is concluded that affect while working is a missing piece of overall job attitude, as well as a phenomenon worthy of investigation in its own right. Implications for further research and for improving the conceptualization and measurement of job satisfaction are discussed. Copyright © 2000 John Wiley & Sons, Ltd.
This paper focuses on the interactive influence of two group context variables on employee attitudes and behaviors. The results indicated that group power distance orientation moderated the relationship between procedural justice climate and individual level outcomes (organizational commitment and organization-directed citizenship behavior). More specifically, group power distance orientation was found to attenuate the positive cross-level effects of procedural justice climate on these outcomes. Implications of the findings are discussed.
This study presents a meta-analysis of 25 individual differences proposed to be related to effective leadership, with an emphasis on comparing trait-like (e.g. personality and intelligence) to state-like individual differences (e.g. knowledge and skills). The results indicate that although both trait-like (achievement motivation, energy, dominance, honesty/integrity, self-confidence, creativity, and charisma) and state-like (interpersonal skills, oral communication, written communication, administrative/management skills, problem-solving skills, and decision making) individual differences were consistent predictors of effective leadership, the impact of trait-like and state-like individual differences was modest overall and did not differ substantially (= .27 and .26, respectively). Finally, organizational level of the leader, method of predictor and criterion measurement, and organization type moderated the relationship between individual differences and effective leadership.
Emotional intelligence (EI) is a divisive topic for many individuals interested in the subject of leadership. Whereas practitioner-oriented publications have claimed that EI is the sine qua non of leadership, academics continue to discuss EI's relevance for understanding leadership emergence, behavior, and effectiveness. Here we critically review recent empirical evidence to constructively frame what has become a contentious debate about the relevance of EI. We also identify unresolved issues and highlight future research directions that may promote our understanding of EI's role for leadership. We close with a practical discussion of possible applications of EI in leadership education, training, and development.
This study examined the psychometric properties of Trait Emotional Intelligence Questionnaire (TEIQue) with a sample of 1154 Italian young adults. Results confirmed the four factor structure and reliability of the Italian TEIQue. The I-TEIQue and Emotional Quotient Inventory total scores were significantly correlated. In contrast to non-significant correlations with the Mayer–Salovey–Caruso Emotional Intelligence Test showing these measures tap two different aspects of the same construct. Low to moderate positive correlations with the Big Five Questionnaire (BFQ) supported the view that Trait EI overlaps with aspects of personality, but is configured as a distinct construct. Overall, the results support the structure of the TEIQue and its use in the Italian context.
This study explored whether staff members' perceptions of leaders' emotional competency (measured by the Emotional Competency Profiler) significantly and positively predict their satisfaction with a set of factors highlighted by the research literature as being important in the retention of staff (measured by the Retention Factors Scale). Data were collected from a non-probability purposive sample of staff (n = 158) in an asset management company. Multiple regression analysis was conducted to test the proposed research hypothesis. Our results show that staff perceptions of leaders' emotional competency significantly influence their satisfaction with important retention factors. Organizations need to invest in interventions that enhance their managers' emotional competency.
The concept of organizational culture has received increasing attention in recent years both from academics and practitioners. This article presents the author's view of how culture should be defined and analyzed if it is to be of use in the field of organizational psychology. Other concepts are reviewed, a brief history is provided, and case materials are presented to illustrate how to analyze culture and how to think about culture change.
A criticism leveled against the conceptualization of emotional intelligence (EI) as a personality trait is that it overlaps considerably with the higher order personality dimensions and, therefore, has weak utility. To investigate this criticism, a systematic review and meta-analysis were conducted to synthesize the literature examining the incremental validity of the 2 adult self-report forms of the Trait Emotional Intelligence Questionnaire (TEIQue). Twenty-four articles reporting 114 incremental validity analyses of the TEIQue were reviewed according to the studies' methodological features. Additionally, data from 18 studies (providing 105 effect sizes) were pooled in a meta-analysis. Results suggest that the TEIQue consistently explains incremental variance in criteria pertaining to different areas of functioning, beyond higher order personality dimensions and other emotion-related variables. The pooled effect size was relatively small, but statistically and practically significant (ΔR(2) = .06, SE = .0116; 95% CI [.03, .08]). The number of covariates controlled for, the form of the TEIQue, and the focus on higher order personality dimensions versus other individual-difference constructs as baseline predictors did not affect the effect size. Analyses conducted at the factor level indicated that the incremental contribution is mainly due to the well-being and self-control factors of trait EI. Methodological issues and directions for future research are discussed.
We conducted a meta-analysis to examine the relationship between general mental ability (GMA) and both job and life attitudes. Drawing on the gravitation model and self- determination theory, we hypothesized that GMA will be positively related to both job and life attitudes, and that the relationships will be mediated by job complexity and incomes. The meta-analytic results provided mixed support for the hypothesized zero-order relationships, as the magnitude of the correlations of GMA with both job and life attitudes were relatively small ( = .14 or less). However, the meta-analytic regression results provided strong support for the hypothesized indirect effects of GMA on work and life attitudes. Specifically, GMA had a positive indirect effect on both job satisfaction and life attitudes through the mediating effects of job complexity; additionally, GMA had a positive indirect effect on life attitudes through the mediating effects of income. Our findings generally discounted the popular folk notion that ignorance is bliss. We discuss the implications of these findings for theories of GMA and attitudes as well as for practice.
This paper reviews the literature on emotional intelligence/competencies and relates it to entrepreneurship. Emotional intelligence/competencies are positively related to job performance, leadership, and physical and mental health. This paper also reviews the research on another emotion-related trait, empathy. Empathy is related to leadership emergence and effectiveness, and empathic leaders have followers who experience less stress and physical symptoms. This paper generates nine propositions that relate emotional intelligence/competencies and empathy to entrepreneurship. Entrepreneurs high on emotional intelligence/ competencies will (1) be more emotionally resilient when facing obstacles, (2) be more successful at handling intense emotions when working with family members, and (3) they will work more effectively with their employees, customers, and other stakeholders and they will be rated higher on leadership by their employees. High emotional intelligence will give entrepreneurs (4) an advantage in developing new products and services, and (5) in negotiating with financial backers, vendors and suppliers, distributors and retailers, and with their employees. Entrepreneurs high on empathy will be more successful at (6) motivating and leading their employees, and (7) helping their employees cope with workplace stresses. They will be (8) more attuned to their customers' wants and have higher customer satisfaction, and (9) be more innovative.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
The concepts of Emotional intelligence and employee Job satisfaction are of high interest in the modern work environment. They serve as a competitive edge in personal and organizational life. However, there is little information known about the two variables' relationships especially in the South African electric power industry. The purpose of this study is to investigate the relationship between leader emotional intelligence and employee job satisfaction. A quantitative research design was utilised. The sample for this study consists of 92 randomly selected respondents from two strata (middle level organizational leaders and lower level employees). A self-administered questionnaire was administered to respondents; drawn from a selected Eskom branch in South Africa. The data collected was analysed using SPSS version 20.0. Correlation statistics revealed statistically significant relationship between leader emotional intelligence and employee job satisfaction. The value of the findings of this study lies in the explanatory utility of the identified relationships between leader emotional intelligence and employee job satisfaction.
Purpose
Western research on teams has paid an increasing attention to team's emotional process and corresponding outcomes. However, there were seldom studies examining the influence mechanism of team leader emotional intelligence on subordinate outcomes in teams, and the previous studies often neglected the team context. The aim of the study is to explore the cross‐level effect of team leader emotional intelligence and team emotional climate on team member job satisfaction.
Design/methodology/approach
Questionnaire survey on 148 team leaders and 840 team members was conducted. The paper applied hierarchical linear modeling analyses with the software HLM 6.06 to test the hypotheses.
Findings
The analyses on the matched sample showed that team negative emotional climate has negative effect on team member job satisfaction, and team emotional climate moderates the relationship between leader emotional intelligence and team member job satisfaction such that leader emotional intelligence has stronger effect on member job satisfaction as team emotional climate becomes more negative.
Research limitations/implications
First, it is a single time period study and cross‐sectional research design, which limits our ability to make causal inferences about the relationships proposed. Second, team leader emotional intelligence was reported by team leader themselves, and it will be better to combine self‐report and other‐report measures of emotional intelligence in the future study.
Originality/value
This study extends the existing theory through a cross‐level framework that examines how team emotional climate interacts with team leader emotional intelligence to affect member job satisfaction, thus enriches the studies on emotional intelligence and leadership, team emotional climate and team effectiveness. The study also provides evidence of group‐level emotion in China, a non‐Western cultural country, which enriches the existing body of studies sampling exclusively from Western cultural groups and the research of emotions in organizations at group level.
[Original String]: Mayer, J.D. and Salovey, P. (1997). “What is Emotional Intelligence?” In P. Salovey and D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic
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In this cross-cultural meta-analysis, we examine the relationships be-tween person–environment [P–E] fit and work attitudes (organizational commitment, job satisfaction, and intent to quit) as well as job per-formance based on 96 studies (110 independent samples) conducted in East Asia, Europe, and North America. We compare the results across cultures while focusing on 4 dimensions of P–E fit (person-job fit, person–organization fit, person–group fit, and person–supervisor fit) separately and jointly. Findings suggest that the effects of rational fit (person–organization and person–job fit) are (relatively) stronger in North America and, to a lesser extent, Europe than in East Asia. How-ever, the effects of relational fit (person–group and person–supervisor fit) are (relatively) stronger in East Asia than in North America. This We thank all the authors of the primary studies included in this meta-analytic study. We also thank our Action Editor, Michael Frese, and two anonymous reviewers for their excellent comments and Amy Kristof-Brown for sharing her data.