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Area of Science:

  • Psychology
  • Business Administration
  • Organizational Behavior

Background:

  • Incremental models often assume emotional intelligence (EI) and general intelligence (g) independently predict performance.
  • Previous research presents conflicting findings on the interaction between EI, g, and performance.
  • A task-dependent interaction model is proposed to reconcile these divergent findings.

Purpose of the Study:

  • To investigate the moderating role of EI on the relationship between g and individual performance.
  • To test a task-dependent interaction model where EI's influence varies by task type (social vs. analytic).
  • To reconcile conflicting findings in prior EI and intelligence research.

Main Methods:

  • Utilized a behavioral approach to emotional intelligence (EI), assessing EI competencies via 360-degree feedback.
  • Designed and tested a task-dependent interaction model.
  • Analyzed the classroom performance of 864 MBA business executives.

Main Results:

  • Emotional intelligence (EI) was found to moderate the effect of general intelligence (g) on MBA executives' classroom performance.
  • In analytic tasks, higher levels of EI competencies were associated with a stronger influence of g on performance.
  • The study did not find significant evidence for a positive interaction between EI and g in social tasks, contrary to the hypothesis.

Conclusions:

  • The findings suggest that EI's role in performance is contingent on task demands, particularly moderating the impact of general intelligence (g).
  • The proposed task-dependent interaction model offers a framework for understanding EI-g relationships, though further research is needed for social tasks.
  • Implications for both academic research and practical applications in business education and executive development are discussed.