The majority of studies inspecting how emotional intelligence (EI) affects performance do so by testing additive effects. Nevertheless, linear effect models of EI may be overly simplistic (Côté & Miners, 2006), as they miss out on the essence of emotional intelligence: the intertwining of emotion, cognition and decision-making processes. Thus, building on Van Rooy &Viswesvaran (2004)'s suggestion that moderating effects may exist we design and test a model whereby EI moderates the relationship between IQ and academic performance. Amongst the ever increasing number of EI measures - since the ability-based model by Salovey & Mayer (1997) to EI traits - we choose to assess EI through its most visible manifestation, through behaviour, as in competencies and attitudes. For this matter we use 360º assessments of the Emotional and Social Competency Inventory (ESCI; Boyatzis, 2009). The present study, based on a sample of 800 graduate students over the period 2006-12, uses structural equation modelling techniques to test an interaction model wherein emotional competencies act as moderators of general intelligence (g, hereby measured by GMAT total, quantitative and verbal scores), in affecting academic performance. The main purpose of this paper is to test an original model whereby EI acts as a strategic complement to cognitive intelligence, positively moderating its effect on performance, while bringing support to ESCI's predictive validity. Additionally, we also address a few methodological issues, such as whether survey instruments may succeed at capturing actual behaviour rather than attitudes towards socially desirable behaviours (Saris et. al, 2007). Make this paper available on the ESRA website during and after the conference.

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Truninger De Albuquerque, Margarida; Batista Foguet, Joan M.; Serlavós Serra, Ricard; Boyatzis, Richard

The emotionally competent highway from IQ to performance: Testing an interaction effect model

The majority of studies inspecting how emotional intelligence (EI) affects performance do so by testing additive effects. Nevertheless, linear effect models of EI may be overly simplistic (Côté & Miners, 2006), as they miss out on the essence of emotional intelligence: the intertwining of emotion, cognition and decision-making processes. Thus, building on Van Rooy &Viswesvaran (2004)'s suggestion that moderating effects may exist we design and test a model whereby EI moderates the relationship between IQ and academic performance. Amongst the ever increasing number of EI measures - since the ability-based model by Salovey & Mayer (1997) to EI traits - we choose to assess EI through its most visible manifestation, through behaviour, as in competencies and attitudes. For this matter we use 360º assessments of the Emotional and Social Competency Inventory (ESCI; Boyatzis, 2009). The present study, based on a sample of 800 graduate students over the period 2006-12, uses structural equation modelling techniques to test an interaction model wherein emotional competencies act as moderators of general intelligence (g, hereby measured by GMAT total, quantitative and verbal scores), in affecting academic performance. The main purpose of this paper is to test an original model whereby EI acts as a strategic complement to cognitive intelligence, positively moderating its effect on performance, while bringing support to ESCI's predictive validity. Additionally, we also address a few methodological issues, such as whether survey instruments may succeed at capturing actual behaviour rather than attitudes towards socially desirable behaviours (Saris et. al, 2007). Make this paper available on the ESRA website during and after the conference.
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The emotionally competent highway from IQ to performance: Testing an interaction effect model
Truninger De Albuquerque, Margarida; Batista Foguet, Joan M.; Serlavós Serra, Ricard; Boyatzis, Richard
5th Conference of the European Survey Research Association (ESRA 2013)
European Survey Research Association (ESRA)
Southampton (United States of America), 16/07/2013 - 19/07/2013

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