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Is Emotional Intelligence an Advantage? An Exploration of the Impact of

Emotional and General Intelligence on Individual Performance
Laura Thi Lama; Susan L. Kirbyb
a
College of Arts and Sciences, Texas Tech University, b Department of Management, Southwest Texas
State University,

Online publication date: 02 April 2010

To cite this Article Lam, Laura Thi and Kirby, Susan L.(2002) 'Is Emotional Intelligence an Advantage? An Exploration of
the Impact of Emotional and General Intelligence on Individual Performance', The Journal of Social Psychology, 142: 1,
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 The Journal of Social Psvcholoav. 2002.142(1), 133-143

Is Emotional Intelligence an Advantage?

An Exploration of the Impact of
Emotional and General Intelligence
on Individual Performance
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LAURA THI LAM

College of Arts and Sciences
Texas Tech University
SUSAN L. KIRBY
Department of Management
Southwest Texas State University

ABSTRACT. Emotional intelligence is an increasingly popular consulting tool. Accord-

ing to popular opinion and work-place testimonials, emotional intelligence increases
performance and productivity; however, there has been a general lack of independent,
systematic analysis substantiating that claim. The authors investigated whether emo-
tional intelligence would account for increases in individual cognitive-based perfor-
mance over and above the level attributable to traditional general intelligence. The
authors measured emotional intelligence with the Multifactor Emotional Intelligence
Scale (MEIS; J. D. Mayer, P. Salovey, & D. R. Caruso, 1997). As measured by the
MEIS, overall emotional intelligence is a composite of the 3 distinct emotional reason-
ing abilities: perceiving, understanding, and regulating emotions (J. D. Mayer & P.
Salovey, 1997). Although further psychometric analysis of the MEIS is warranted, the
authors found that overall emotional intelligence, emotional perception, and emotional
regulation uniquely explained individual cognitive-based performance over and beyond
the level attributable to general intelligence.
Key words: cognitive-based performance, emotional intelligence, general intelligence,
Multifactor Emotional Intelligence Scale

THE IDEA THAT HIGH EMOTIONAL INTELLIGENCE may lead to personal

and professional success has generated a great deal of excitement among the gen-
eral public, managers, academics, and business consultants alike. According to
popular opinion and work-place testimonials, emotional intelligence affects indi-
vidual performance. Proponents claim that increasing emotional intelligence can
do everything from improving the general quality of work life to enhancing

133
 134 The Journal of Social Psychology

career success. As one of the best known supporters of the importance of emo-
tional intelligence has stated, “Emotional intelligence gives you a competitive
edge. . . .Having great intellectual abilities may make you a superb fiscal analyst
or legal scholar, but a highly developed emotional intelligence will make you a
candidate for CEO or a brilliant trial lawyer” (Goleman, 1997, p. 76).
Although much work has gone into the development and application of emo-
tional intelligence in people’s lives, there has been a general lack of independent,
systematic analysis of the claim that emotional intelligence increases individual
performance over and above the level expected from traditional notions of gen-
eral intelligence. People’s understanding of that relationship is largely from anec-
dotal sources such as those noted earlier. Therefore, in the present study, we
examined the impact of emotional intelligence on individual performance: Does
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emotional intelligence account for increases in individual cognitive-based per-

formance over and above the level attributable to general intelligence?

General Intelligence
The existence of a single measure of intellectual ability, or general intelli-
gence, is orthodoxy both among psychologists and in the general public (Gard-
ner, 1998). General intelligence is the ability to acquire basic knowledge and use
it in novel situations. There are basic assumptions underlying the theory of gen-
eral intelligence: (a) People are born with a fixed, potential intelligence, and (b)
general intelligence can be measured (Gardner; Gottfredson, 1998). The mea-
surement of general intelligence consists of completion of number series; pattern
recognition; and analogies designed to capture mathematical-reasoning, verbal,
and spatial-visualization abilities. According to Gottfredson, “Intelligence as
measured by IQ tests is the single most effective predictor known of individual
performance at school and on the job” (p. 24).

Emotional Intelligence
With increasing usage of emotional intelligence by managers and scholars,
researchers have proposed many definitions of emotional intelligence; however,
only one appears to consider both emotions and cognition equally. According to
Mayer and Salovey (1997). emotional intelligence reflects not a single trait or
ability but, rather, a composite of distinct emotional reasoning abilities: perceiv-
ing, understanding, and regulating emotions. Perceiving emotions consists of rec-
ognizing and interpreting the meaning of various emotional states, as well as
their relations to other sensory experiences. Understanding emotions involves

Address correspondence to Susan L. Kirby, Department of Management, College of Busi-

ness Administration, Southwest Texas State University, San Marcos, TX 78666;
sklO@swt.edu (e-mail).
 Lam & Kirby 135

comprehension of how basic emotions are blended to form complex emotions,

how emotions are affected by events surrounding experiences, and whether var-
ious emotional reactions are likely in given social settings. Regulating emotions
encompasses the control of emotions in oneself and in others. An individual’s
emotional intelligence is an indication of how he or she perceives, understands,
and regulates emotions. In sum, emotional intelligence is a form of intelligence
that involves “the ability to monitor one’s own and others’ feelings and emotions,
to discriminate among them and to use this information to guide one’s thinking
and actions” (Salovey & Mayer, 1990, p. 189).
With the recent development of a comprehensive emotional intelligence
scale, the Multifactor Emotional Intelligence Scale (MEIS; Mayer, Salovey, &
Caruso, 1997). it is possible to investigate more thoroughly the relationship
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between emotional intelligence and individual performance. To assess the sound-

ness of claims that emotional intelligence accounts for personal performance
gains over and above those attributable to general intelligence (Cooper & Sawaf,
1997; Goleman, 1997; Salovey & Sluyter, 1997; Weisinger, 1997), we examined
the relationships between emotional intelligence, general intelligence, and indi-
vidual cognitive-based performance. We explored whether overall emotional
intelligence and its distinct emotional reasoning abilities would positively con-
tribute to individual cognitive-based performance over and above the level
explained by general intelligence. We formulated the following hypotheses:
Hypothesis 1: Overall emotional intelligence contributes to individual
cognitive-based performance over and above the level attributable to general
intelligence, and the relationship is positive.
Hypothesis 2: Perceiving emotions contributes to individual cognitive-based
performance over and above the level attributable to general intelligence, and the
relationship is positive.
Hypothesis 3: Understanding emotions contributes to individual cognitive-
based performance over and above the level attributable to general intelligence,
and the relationship is positive.
Hyporhesis 4: Regulating emotions contributes to individual cognitive-based
performance over and above the level attributable to general intelligence, and the
relationship is positive.

Method
Sample and Design

The participants were 304 undergraduates (152 men and 152 women) at a
university in the western United States. Each participant completed a paper-and-
pencil measure of individual cognitive performance, the short version of the
MEIS (Mayer et al., 1997), the Shipley Institute of Living IQ Scale (Western
Psychological Services, 1967). and a questionnaire assessing demographic char-
 136 The Journal of Social Psychufogy

acteristics. The participants ranged in age from 18 to 33 years (M= 20.8 years,
SD = 2.4) and were primarily Caucasian (88.5%).
Each participant received a folder containing all the necessary materials (i.e.,
written instructions, measures, and response sheets). The primary researcher re-
viewed the testing instructions with the participants to ensure optimal understand-
ing of what was required to perform each of the tasks as accurately as possible.

Measures

MEIS (short version). The MEIS consists of eight tasks that are divided into com-
ponents representing three levels of emotional reasoning ability: perceiving,
understanding, and regulating emotions (Mayer et al., 1997). The scale yields
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four scores: an overall score reflecting general emotional intelligence and a score
for each of the three emotional reasoning abilities. The short version of the MEIS
consists of 258 items and takes approximately 40 min to complete. The MEIS is
scored by an expert scoring method, in which each response is compared with an
expert answer-that is, the response that the MEIS experts believe is the most
accurate assessment of a particular ability (Mayer & Geher, 1996; Mayer &
Salovey, 1997; Mayer et al., 1997). For each component, the percentage of cor-
rect answers (as determined by the MEIS developers) serves as the component
score. The three component scores are summed to obtain a measure of overall
emotional intelligence.

General intelligence. We used the Shipley Institute of Living IQ Scale (Westem

Psychological Services, 1967) to assess the participants’ general intelligence.
This test is timed and takes exactly 20 rnin to complete (10 min for the vocabu-
lary test and 10 min for the abstract-thinking test). A raw score is calculated for
each of the subtests along with a raw total (sum of the two subtests), which is
used to estimate an IQ score with a mean of 100 and a standard deviation of 15
(Zachary, Crumpton, & Speigel, 1985; Zachary, Paulson, & Gorsuch, 1985). The
total raw score is used to estimate an IQ equivalent on the Wechsler Adult
Intelligence Scale-Revised (WAIS-R; Wechsler, 1958). The Shipley provides a
reliable estimate of general intelligence and has been correlated as high as .85
with the WAIS-R (Zachary, Paulson, et al., 1985).

Individual cognitive-based pedormance. We assessed the dependent measure,

individual cognitive-based performance, with 8 problems selected from the
Bumey (1974) logical reasoning test. To simulate the time pressures faced in the
modem work place (Cooper, 1997), we placed the participants in a stressful sit-
uation by choosing very difficult cognitive reasoning problems and limiting the
time given to complete them. Level of difficulty was based on solution scores to
the Bumey test observed by Lam, Bell, Sorell, Taylor, and Yang (1998). Of the
original 21 items, we selected the 8 most difficult for the performance task. To
 Larn&Kirby 137

elicit performance-related stress, we gave the participants 1 min to solve each

problem. We based the timing on the finding that both easy and difficult prob-
lems took an average of 1.4 min to complete (Lam et al.). We told the participants
(a) that the measure of performance emphasized both accuracy and speed, (b)
that they should try to complete all items within the allotted time, and (c) that
they should solve correctly as many problems as possible. The 8 items consisted
of a variety of verbal analogies, syllogisms, and problems similar to the Piagetian
tasks in more traditional assessments of formal reasoning abilities (Burney). The
percentage of problems answered correctly was the measure of performance. The
participant with the highest score (or the participants who tied for the highest
score) on his or her individual performance task received $25. The monetary
reward ensured that the participants maintained high levels of motivation while
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performing the task.

Results

We computed subscale reliabilities for each component of the MEIS

(Mayer et al., 1997). Because of low alpha coefficients for some of the original
emotional-intelligence measures, we conducted an analysis of the item-to-total
correlation. We removed items with correlations to their respective subscales of
less than .05 and reran the reliability tests. In the case of the understanding com-
ponent, we retained only the Relativity subscale (the only understanding sub-
scale with an acceptable a level) because the reliability analysis indicated that
the removal of more items from the Blends, Progression, and Transition sub-
scales did not result in acceptable alpha levels for these subscales (Nunnally,
1967, 1978). The revised emotional intelligence scale used in subsequent analy-
sis contained more than 75% of the original items (for results of the reliability
analysis, see Table 1).
Descriptive statistics providing the mean values for the emotional intelli-
gence measures and general intelligence appear in Table 2. Given that overall
emotional intelligence is a composite of Variables 1 through 3, we expected sig-
nificant correlations between those variables.
We conducted an additional analysis to assess the validity of the general-
intelligence measure. Because the Shipley Institute of Living IQ Scale (Western
Psychological Services, 1967) measures intellectual ability, we expected it to be
correlated with other measures of the same ability, such as standardized academ-
ic achievement tests (Gottfredson, 1998). We collected SAT scores as part of the
demographic information for each participant. The participants’ IQ and SAT
scores were significantly and positively correlated, r = .42, p < .001; thus, the
correlation provided evidence of concurrent validity for the Shipley scale.
To address multicollinearity problems, we tested the hypotheses by using four
separate multiple regression analyses with ordered predictor variables. Because
overall emotional intelligence is the sum of the individual components, overall
 138 The Journal of Social Psychology

TABLE 1
Cronbach’s Alpha (a) Reliability Statistics for the
Subscales of the Multifactor Emotional Intelligence Scale
(Mayer, Saiovey, & Caruso, 1997)

Original Revised
Subscale a Items a Items

Perceiving emotions
Perceiving .49 42 .60 31
Synesthesia .63 60 .69 55
Feeling Bias .5 I 28 27 24
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Understanding emotions
Blendinga .3 I 8 .3 I 8
Progression* .I6 8 .3 1 6
Transitiona .22 24 .46 I5
Relativity .52 40 .65 28

Regulating emotions
Managing Emotions .37 24 -70 14
in Oneself
Managing Emotions .48 24 .58 18
in Others

excluded from further analysis these subscales of the understanding

component of emotional intelligence because of unacceptable reliability
measures.

emotional intelligence cannot be entered into an equation containing its com-

ponents, and the components cannot be entered into regression equations together.
Because we were interested in the impact of emotional intelligence on individual
performance over and above the level of performance attributable to general intel-
ligence, we entered IQ first into all four ordered predictor regression models. As
expected (Gottfredson, 1998). the omnibus F was significant, and general intelli-
gence was significantlyand positively related to cognitive-based individual perfor-
mance in all four models. The results supported Hypothesis 1: Overall emotional
intelligence contributed to individual cognitive-based performance over and above
the level attributable to general intelligence, and the relationship was positive, R2
change = .034, F(2,291) = 11.37, p < ,001. The results also supported Hypothesis
2: Perceiving emotions contributed to individual cognitive-based performance over
and above the level attributable to general intelligence, and the relationship was
positive, R2change = .074, F(2,292) = 23.24, p c .001. The results did not support
Hypothesis 3: Understanding emotions did not contribute to individual cognitive-
 Lam & Kirby 139

TABLE 2
Means, Standard Deviations, and Correlations for the
Measures of Emotional and General Intelligence

Measure M SD 1 2 3 4 5

1. Perceiving emotions .73 .08 -

2. Understanding .66 .10 .08 -
emotions
3. Regulating emotions .64 .18 .23* .02 -
4. Overall emotional .66 .08 .56** .32** .73** -
intelligence
5. General intelligence 106.46 6.69 .05 .38** .I1 .25* -
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* p < .01. **p < .001.

based performance over and above the level attributable to general intelligence, R2
change = .008, F(2.291) = 2.75, p > .05. The results supported Hypothesis 4: Reg-
ulating emotions contributed to cognitive-based performance over and above the
level attributable to general intelligence, and the relationship was positive, R2
change = .024, F(2, 291) = 7.59, p < .01.

Discussion
In the present study, we used the conceptualization of emotional intelli-
gence) Mayer et al., 1997) to investigate how an individual’s ability to perceive,
understand, and regulate emotions is related to performance. We addressed the
limitations in the extant literature concerning the relationship between emotion-
al intelligence and individual performance and examined the utility of the MEIS
(Mayer et al.).
We examined individual performance in relation to general intelligence and
to overall emotional intelligence and its components: perceiving, understanding,
and regulating emotions. As expected, general intelligence made a significant
contribution to the prediction of individual performance of a cognitive task (Got-
tfredson, 1998). In addition, overall emotional intelligence, perceiving emotions,
and regulating emotions all contributed positively to individual cognitive-based
performance; however, understanding emotions did not add to the explanation of
variance in individual cognitive-based performance over and above the level
attributable to general intelligence. Perceiving emotions consists of recognizing
the presence and interpreting the meaning of various emotional states, whereas
regulating emotions encompasses the control of emotions in oneself and in oth-
ers. Perceiving and regulating emotions are likely tapping into the two main com-
ponents of emotional intelligence put forth by the original proponent of multiple
intelligences (Gardner, 1998). According to Gardner (p. 22), “accurately deter-
 I40 The Journal of Social Psychology

mining moods, feelings and other mental states in oneself (intrapersonal intelli-
gence) and in others (interpersonal intelligence) and using the information as a
guide for behavior” defines a key component of emotional intelligence. Perceiv-
ing emotions is the ability to accurately determine emotions, whereas regulating
emotions relates to controlling and using information about emotions. Both ele-
ments of emotional intelligence are concerned with the perception and regulation
of emotions in oneself and others (intrapersonal and interpersonal intelligence).
In the present study, understanding emotions did not contribute to cognitive-
based performance over and above the level attributable to general intelligence.
Understanding, as measured in the present study, is the ability to describe the
likeliness of emotions in a given social setting. The ability merely to describe
emotions and their relations to other sensory experiences may have very little
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impact on one’s ability to harness emotions in the service of performing cogni-

tive tasks. However, we were able to test only one of the four components of
understanding emotions because of internal-consistency problems with that com-
ponent of the MEIS (Mayer et al., 1997). Further analysis as the MEIS is refined
may allow for a more thorough examination of the understanding component of
emotional intelligence and may uncover a relationship to performance that we
were unable to discover.

Pe8ormance Implications
It is a common belief that, when emotions are intertwined with role, perfor-
mance, or both, they tend to interfere with task achievement (Ashforth &
Humphrey, 1995). We believe that the specific emotions experienced and their
interpretation and regulation, rather than the presence of emotions per se, may
cause problems for task performance. Individuals do not cause their emotions to
occur and have little control over which emotions they experience, because the
“connections from the emotional systems to the cognitive systems are stronger
than connections from the cognitive systems to the emotional systems [of the
brain]” (LeDoux, 1996, p. 19). However, once emotions occur and are recog-
nized by the cognitive systems of the brain, the ability to guard against distract-
ing emotions and to build on enhancing emotions facilitates individual task per-
formance as well as team performance.
Depending on whether the emotions are perceived as enhancing or distract-
ing, the perception and regulation of emotions operate through two opposite emo-
tional control mechanisms: bufering and personal engagement. Buffering is a
common way to control undesirable emotions. On the one hand, buffering
involves encapsulating and segregating emotions so that they do not interfere with
the task at hand (Ashforth & Humphrey, 1995). On the other hand, Kahn (1990,
1992) hypothesized that personal engagement, or emotional involvement in tasks,
reflects the highest level of motivation and results in high performance. Personal
engagement has been likened tofrow (Csikszentmihalyi, 1990), or a state of peak
 Lam&Kirby 141

performance in which “emotions are not just contained and channeled, but posi-
tive, energized, and aligned with the task at hand (Goleman, 1997, p. 90).
Individuals with high emotional intelligence may use buffering techniques to
internally encapsulate and segregate emotions so that they do not interfere with
task performance. Because individuals with well-developed emotional intelli-
gence are able to identify and control their own emotions and those of others,
they are less likely to be paralyzed by fear, hijacked by negative emotions, and
strangled by anxiety, all of which have negative effects on both individual and
team performance (Seipp, 1991). Conversely, people may use the same control
to channel positive emotions and use them to achieve maximum personal engage-
ment and productivity in themselves and others.
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Limitations

The use of cognitive reasoning problems for the individual performance task
may restrict the generalizability of the present findings beyond behaviors spe-
cific to that type of paper-and-pencil activity. We selected the task on the basis
of the representativenessof problem-solving behaviors, which are required in all
domains of life (Burney, 1974). However, we acknowledge that solving reason-
ing problems may not provide the same information as solving problems involv-
ing social tasks, such as team performance. Measuring performance of social
tasks may yield different information about emotional intelligence and how it
affects performance in an interpersonal setting. Although the ability to perceive
and regulate emotions explained individual performance over and above the
level attributable to general intelligence in the present study, the ability to per-
ceive and manage emotions may increase the motivation and effectiveness of
teams as well. In fact, one would expect greater gains in social situations such
as those found in the work place, where getting along with others is critical to
success (Goleman, 1997).
We also realize that there are reliability issues associated with the MEIS
(Mayer et al., 1997). We increased the reliability of the component subscales by
eliminating items, but we believe that more work is needed on the scale, espe-
cially on the understanding component. That component is especially difficult to
measure because it involves measuring how individuals account for the impact of
social context on the interpretation of emotions. Because contexts vary widely, it
is difficult to duplicate that construct in questionnaire format.
Last, given the basic nature of the task and measures involved in the present
study, the fact that our sample consisted of undergraduate students should not
affect the generalizability of our findings. However, because our sample consist-
ed of a relatively homogeneous group of participants, different findings may
occur with different populations and in different settings. Examining emotional
intelligence in established work places may provide insights into how people
manage emotions in contexts that last for several years, where deeper social rela-
 142 The Journal of Social PsychoIogy

tionships may be present, and where people from different races and ethnic back-
grounds come together to work toward common goals.

Future Directions
The present study has provided many potential paths for future researchers.
First, because we selected cognitive-based activities for the individual tasks, dif-
ferent types of problem solving, or even group tasks, may provide interesting find-
ings. Second, the relationship between emotional intelligence and individual cog-
nitive performance was the major variable of interest. However, exploration of how
emotional intelligenceregulates other areas in life may be fruitful. For example, the
question of how emotional intelligence affects task-interdependent activities, orga-
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nizational commitment,or job satisfaction warrants investigation. Last, researchers

have reported gender differences in emotional expressions (cf. Geary, 1998).
Because there are differences in emotional expression between men and women, it
is likely that there are also other emotional differences related to emotional intelli-
gence. There are numerous opportunities for future explorations of significant gen-
der differences in the individual components of emotional intelligence as well as in
overall emotional intelligence.If researchers find such differences, then it would be
advantageous to explore and understand the nature and sources of those differ-
ences. How such differences, if they exist, affect individual and team performance
may also be of interest to researchers and practitioners alike.

Conclusion
The investigation of how an individual’s ability to perceive and regulate
emotions affects performance yielded some interesting insights into how people
may use such abilities in performing stressful cognitive tasks. Overall emotional
intelligence was related to performance inzhat higher emotional intelligence was
associated with better scores on one measure of cognitive performance. In addi-
tion, the MEIS (Mayer et al., 1997) allowed for the investigation of how emo-
tional intelligence affected performance by providing both an overall emotional
intelligence score and subscale scores that represented its components. Thus, the
usefulness of the MEIS was demonstrated by its versatility in examining either
the overall construct or its components.

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Received December 20, 1999

Accepted November 20, 2000