The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model
Prior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual pe...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2018-09-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2018.01532/full |
| _version_ | 1811276775026589696 |
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| author | Margarida Truninger Margarida Truninger Xavier Fernández-i-Marín Joan M. Batista-Foguet Richard E. Boyatzis Ricard Serlavós |
| author_facet | Margarida Truninger Margarida Truninger Xavier Fernández-i-Marín Joan M. Batista-Foguet Richard E. Boyatzis Ricard Serlavós |
| author_sort | Margarida Truninger |
| collection | DOAJ |
| description | Prior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual performance, by designing and testing a task-dependent interaction model. Reconciling divergent findings in previous studies, we propose that whenever social tasks are at stake, g has a greater effect on performance as EI increases. By contrast, in analytic tasks, a compensatory (or negative) interaction is expected, whereby at higher levels of EI, g contributes to performance at a lesser extent. Based on a behavioral approach to EI, using 360-degree assessments of EI competencies, our findings show that EI moderates the effect of g on the classroom performance of 864 MBA business executives. Whilst in analytic tasks g has a stronger effect on performance at lower levels of EI competencies, our data comes short to show a positive interaction of EI and g in affecting performance on social tasks. Contributions and implications to research and practice are discussed. |
| first_indexed | 2024-04-13T00:03:51Z |
| format | Article |
| id | doaj.art-9d0320132b2d4fc7b4c2a061e11760ad |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T00:03:51Z |
| publishDate | 2018-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-9d0320132b2d4fc7b4c2a061e11760ad2022-12-22T03:11:17ZengFrontiers Media S.A.Frontiers in Psychology1664-10782018-09-01910.3389/fpsyg.2018.01532353444The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent ModelMargarida Truninger0Margarida Truninger1Xavier Fernández-i-Marín2Joan M. Batista-Foguet3Richard E. Boyatzis4Ricard Serlavós5ESADE Business School, Barcelona, SpainCenter for Creative Leadership, Greensboro, NC, United StatesGeschwister-Scholl-Institute, Ludwig-Maximilians-Universität München, Munich, GermanyESADE Business School, Barcelona, SpainDepartment of Organizational Behavior, Case Western Reserve University, Cleveland, OH, United StatesESADE Business School, Barcelona, SpainPrior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual performance, by designing and testing a task-dependent interaction model. Reconciling divergent findings in previous studies, we propose that whenever social tasks are at stake, g has a greater effect on performance as EI increases. By contrast, in analytic tasks, a compensatory (or negative) interaction is expected, whereby at higher levels of EI, g contributes to performance at a lesser extent. Based on a behavioral approach to EI, using 360-degree assessments of EI competencies, our findings show that EI moderates the effect of g on the classroom performance of 864 MBA business executives. Whilst in analytic tasks g has a stronger effect on performance at lower levels of EI competencies, our data comes short to show a positive interaction of EI and g in affecting performance on social tasks. Contributions and implications to research and practice are discussed.https://www.frontiersin.org/article/10.3389/fpsyg.2018.01532/fullemotional intelligenceemotional intelligence competenciesgeneral cognitive abilitysocial tasksanalytic tasksindividual performance |
| spellingShingle | Margarida Truninger Margarida Truninger Xavier Fernández-i-Marín Joan M. Batista-Foguet Richard E. Boyatzis Ricard Serlavós The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model Frontiers in Psychology emotional intelligence emotional intelligence competencies general cognitive ability social tasks analytic tasks individual performance |
| title | The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model |
| title_full | The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model |
| title_fullStr | The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model |
| title_full_unstemmed | The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model |
| title_short | The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model |
| title_sort | power of ei competencies over intelligence and individual performance a task dependent model |
| topic | emotional intelligence emotional intelligence competencies general cognitive ability social tasks analytic tasks individual performance |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2018.01532/full |
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