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This paper aims to identify whether relationships exist between emotional intelligence (EI) and specific teamwork behaviours that are associated with transition, action and interpersonal team processes using the ability model of EI.

A total of 68 MBA students comprising 13 randomly assigned teams completed a pencil and paper performance‐based test of emotional intelligence. Some 14 weeks later a score reflecting the extent team members engaged in a number of teamwork behaviours consistent with transition, action and interpersonal team processes was obtained from peer ratings.

Emotional intelligence was found to explain direct and unique variance in transition and interpersonal team processes. However, only three individual branches of EI were found to be of any significance, and these differed in each instance.

These findings add to the growing body of literature suggesting emotional intelligence may be an important aspect of individual difference amongst team members that can contribute to team effectiveness. Individuals with differing EI abilities may be particularly important to teams dependent upon the team's activity phase.

The paper shows that blanket assertions regarding the significance of emotional intelligence for team effectiveness are far too simplistic. Differing EI abilities are associated with particular teamwork behaviours, which in turn become important during different phases of team activity. The findings suggest a need for more sophisticated frameworks regarding how EI relates to specific cognitive, verbal and behavioural teamwork activities.

The purpose of this paper is to examine the moderating role played by follower's trait emotional intelligence (EI) in the relationship between follower's ability EI and transformational leadership.

The authors hypothesised that there is a positive moderating effect of follower's trait EI on the relationship between follower's ability EI and the transformational leadership rating they receive from their supervisor. Using moderated hierarchical linear regression this hypothesis was tested using a random sample of 208 supervisor-subordinate dyads from three organisations in Ireland covering FMCG, banking and financial Services.

After controlling for the effects of personality, moderated hierarchical regression analysis showed that follower ability EI significantly predicted transformational leadership ratings and that this relationship was positively moderated by follower trait EI.

This study presents a path-finding, integrative model linking trait and ability EI which offers an expanded understanding of the phenomenon of EI in relation to leadership.

The findings show how trait and ability EI can be used in concert by HR and leadership development professionals to optimally design EI-based leadership development programmes.

This is the first study to integrate the trait and ability approaches to EI and to show how they interact in predicting transformational leadership. This study also took the perspective of leadership as assessed by the leader rather than the follower, which has been the norm in most previous studies.

This services marketing research provides a theoretical framework for experiential and relationship marketing and extends the theory of transcendent customer experience (TCE). Specifically, this paper aims to identify how the drivers (emotional intelligence [EI]), outcomes (customer loyalty, willingness to pay and word of mouth [WOM] intentions) and influences (openness to experience) of TCE are integrated. The research contributes to the theoretical debate regarding ability-based and self-reported EI measures by examining their influence on TCE.

Students and general consumers provided data through structured online surveys in three survey-based experiments. Linear and multiple regressions, mediation analyses and simple effects tests were used for data analysis.

Findings suggest that self-reported and ability-based measures of EI influence TCE differently. Participants who had high self-reported EI evaluated positive service encounters as more transcendent than they evaluated negative service encounters. Participants who had high ability-based EI evaluated positive service encounters as less transcendent than they evaluated negative service encounters. TCE experiences evoked higher loyalty, willingness to pay (WTP) and WOM recommendations. Furthermore, dispositional factors were significant in forming TCE: participants who were highly open to experience and had high ability-based EI interpreted their service encounter as less transcendent than did participants who were more closed to experience and had low ability-based EI.

TCE, a relatively new concept, offers theoretical advancement in context and constructs. The student-provided data gave high internal validity; the general consumer-provided data gave external validity. Ideally, a future field study in an actual consumption setting should replicate the findings. A self-reported questionnaire used to measure constructs may have introduced common method variance that biased the results.

By understanding that EI affects perceptions of transcendence in positive/negative service encounters, marketers can better implement consumer-oriented marketing strategies that will enhance TCE, customer loyalty, WTP and WOM.

Despite considerable research in experiential and relationship marketing, room remains for theoretical and practical enhancement in the under-researched concept of TCE. This research is the first attempt to extend TCE theory to marketing by identifying the drivers, outcomes and moderators of TCE in service encounters. The research also provides theoretical advancement in EI research. The results contradict previous research claiming that ability-based and self-reported measures are equally valid. Instead, using the two EI scales interchangeably leads to potentially different outcomes.

The purpose of this paper is to explain how emotional intelligence (EI) influences intercultural competence (IC), which in turn may influence online instruction. The authors further explored the varying attributes of EI and the extent to which it intersects with IC in the workplace.

Literature on EI and IC from the fields of education, business and leadership was reviewed. The search entailed articles related to EI and IC using the following databases: Business Search Premier, ERIC, JSTOR and ProQuest. The authors used the following key search terms in researching the articles: EI, IC, learning and online instruction. Title and abstract analyses judged each article’s suitability for the study.

To better perceive, understand and appreciate others and their cultures, we need to understand our own emotions and the way we interact with others. EI is thus the foundation on which IC can be built. It takes a higher level of EI to develop higher IC quotient. An online instructor should be cognizant about the emotional issues involved in the online learning and suitably modify the instruction to improve learner engagement to ensure better and improved student learning.

Findings of this study should provide useful information for theory building and practice. Further, it is hoped the findings of this study will stimulate more scholarly interest in this relatively untapped research area exploring how EI can influence IC and ultimately influence online instruction and improve student learning.

The findings will serve as useful pointers for instructors and scholars who strive to improve ICs and appreciate the nuances that enable an emotionally intelligent instructor to perform better and connect with learners from a different culture.

Based on empirical literature reviewed, EI is the ability to perceive, understand and control our own emotions to better connect and relate with other individuals. It is the ability to recognize the emotional cues and change our behavior accordingly. IC is the ability to understand and appreciate the cultural differences to better function in a culture different from our own. The two constructs are therefore interrelated and have a significant overlap. However, while EI has been studied exclusively in different contexts, surprisingly, the researchers have not given adequate attention to the important theme of using EI in improving IC or even the role EI can play in improving instructors’ IC. Moreover, the interrelationship between EI, IC and online learning has not been explored previously. This paper seeks to address this gap.

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.

This paper conducts a meta-analysis of 5,229 observations based on 24 independent studies from 1990 to 2021.

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.

The current study proposes suggestions for construction companies on PMs’ selection and training. This study also offers suggestions for PMs in management practice.

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.

The purpose of this paper is to address two of the major questions in the relationship between emotional intelligence (EI) and leadership effectiveness: does EI conceptualized and assessed as an ability influence leadership effectiveness when controlling for cognitive intelligence and Big Five personality traits? And, what are mediating processes in this relationship?

Ability test data for EI for 84 leaders in an assessment center were used to predict unobtrusive observations of leader responses to subordinate’s emotions in a role play, and expert ratings of leadership effectiveness, controlling for cognitive ability and Big Five personality traits.

EI predicted the appropriateness of leader responses to subordinate’s emotions, and these responses mediated the relationships of EI and leadership effectiveness, controlling for cognitive ability and Big Five personality traits.

The assessment center context represents a relatively artificial environment and follow-up research in field settings would be particularly valuable.

EI can be assessed as a selection tool for leadership positions. Leadership development programs can also focus on developing the skills associated with EI.

The study provides stronger evidence for the relationship between EI and leadership effectiveness than previous research, bolstering the confidence in conclusions regarding this relationship. The study also contributes to the development of process models of the influence of EI on leadership effectiveness by providing evidence regarding mediation.

In 1990, Salovey and Mayer presented a framework for emotional intelligence (EI). This marked the beginning of 20 years of academic research, development, and debate on the subject of EI. A significant amount of previous research has attempted to draw out the relationship between EI and leadership performance. EI has been a uniquely controversial area of the social sciences. EI is based on three simple yet fundamental premises. This manuscript reviews the definitions and models in the field of EI with special emphasis on the Mayer ability model and the connection between EI and leadership. The paper aims to discuss these issues.

This paper takes the form of a literature review.

EI appears to have a foothold in both our popular vernacular and our academic lexicon. However, it is not entirely clear what future form it will take.

This manuscript explores the current relationship between EI and leadership, discusses the various instruments and scales used to measure the construct, and examines the controversy and criticism surrounding EI. Finally, it illuminates some areas for additional research.

Emotional intelligence (EI) is deemed important in developing interpersonal relationships. However, in the development of team-member exchange (TMX), the effect of EI on TMX and the team context have been largely ignored. For filling these gaps, this study explores the effect of employee EI on employee TMX and introduces EI-based leader-member exchange (LMX) differentiation as a team context to moderate the EI-TMX relationship.

Data were drawn from 51 teams (consisting of 293 followers and 51 team leaders) selected from 30 companies (across the industries of technology, real estate, commerce and manufacturing).

Results revealed that employee EI was positively related to employee TMX. EI acted as the basis of LMX differentiation (EI was positively related to LMX, EI variety was positively associated with LMX differentiation), and EI-based LMX differentiation acted as a favorable context for high-EI employees to develop high-quality TMX.

This study contributes to the understanding of EI’s significant and complex influence on interpersonal exchange relationships between leaders, followers and coworkers.

This study aims to examine the relationship between emotional intelligence (EI) and narcissism, including its possible moderators.

A meta-analytic investigation of 32 studies was conducted to check hypotheses. Both uncorrected sample-size-weighted and corrected sample-size-weighted mean correlation coefficients were calculated. Meta-regression was used to assess moderation from EI and narcissism measures.

The results indicated that the relationship between EI and narcissism varied, depending on how EI and narcissism were constructed and measured. Specifically, EI was positively related to grandiose narcissism (GN) and negatively related to vulnerable narcissism (VN). EI was also positively correlated with “composite measures” of narcissism when the measures focused on GN, and negatively correlated when the measures focused on VN. Furthermore, some EI and narcissism measures moderated the correlation between EI and narcissism.

The current study enriches theory by synthesizing the literature to examine whether, and under which conditions, EI fosters or inhibits narcissism. By using the self-regulatory process of narcissism, carefully considering the multifaceted nature of narcissism and updating more data in the meta-analysis, this study contributes to explaining the inconsistency in the relationship between EI and narcissism.

Using statistical analysis, this paper aims to understand and investigate the factors for starting a new company successfully. Indicators from the literature and the data analysis prove that entrepreneurial environment, ability, intentions and self-actualization affect the success rate of entrepreneurship.

To analyze the success factors for entrepreneurship, the authors take entrepreneurial environment and entrepreneurial ability as the independent variables, self-actualization as the mediating variable and entrepreneurial intentions as the dependent variable. Then, the authors build the frame model of the influencing factors according to entrepreneurial intentions based on the self-actualization mediating effect of college students. At last, four hypotheses are proposed based on this frame model.

The empirical research proves that the better the entrepreneurial environment, the stronger the entrepreneurial intentions of college students; the stronger the entrepreneurial ability of students, the stronger the entrepreneurial intentions; and under the mediating effect of self-actualization, entrepreneurial environment and entrepreneurial ability will affect entrepreneurial intentions strongly. Finally, based on the empirical results, this paper proposes to pay attention to entrepreneurship education and strengthen the construction of the entrepreneurial environment to better enhance entrepreneurial intentions.

The study has a few limitations because, as it refers to the sample for college students and the new start-up, it would require a more generalized analysis of the factors, such as to include more and better indicators for demographic, economic and institutional determinants of the entrepreneurial intentions and entrepreneurship. For further studies on entrepreneurship, the validate measuring scale of the concept must be addressed.

The present work shows that optimizing the entrepreneurial environment and improving the entrepreneurial ability of college students can enhance the success rate of the entrepreneurship. Besides, the entrepreneurial intentions should be enhanced from outside to inside. Namely, stimulate the entrepreneurial desire of college students from the external environment, such as policy support, ideological education and mobilization on employment options and other aspects of new college graduates. The psychological aspects of graduates should be guided.

For the study of entrepreneurial intentions, most scholars mainly studied the entrepreneurial psychology to discuss its relationship with entrepreneurial intentions in the early years, and gradually extended to the study of external factors, such as the entrepreneurial environment. However, the study on graduate entrepreneurship has yet to be improved. Based on the existing research, this paper makes an in-depth study on the influence mechanism of entrepreneurial intentions from entrepreneurial ability and entrepreneurial environment, puts forward a research model taking self-actualization as a mediating variable and studies the intrinsic driving force of entrepreneurial intentions.