258
Views
0
CrossRef citations to date
0
Altmetric
Articles

Team emotional intelligence buffers the impact of negative emotions on satisfaction with the team: a multilevel study

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 1467-1481 | Received 16 Dec 2021, Accepted 22 Oct 2022, Published online: 06 Dec 2022

References

  • Aggarwal, P., & O’Brien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30(3), 255–264. https://doi.org/10.1177/0273475308322283
  • Alkhalaf, A. M. (2018). Positive and negative affect, anxiety, and academic achievement among medical students in Saudi arabia. International Journal of Emergency Mental Health and Human Resilience, 20(2), 1–5. https://doi.org/10.4172/1522-4821.1000397
  • Alzahrani, S. S. (2020). The buffering role of political skill on the relationship of interpersonal conflict and project performance through negative emotion as a mediator. International Journal of Advanced and Applied Sciences, 7(3), 75–88. https://doi.org/10.21833/ijaas.2020.03.009
  • Ashkanasy, N. M. (2004). Emotion and performance. Human Performance, 17(2), 137–144. https://doi.org/10.1207/s15327043hup1702_1
  • Aslan, S., Ozata, M., & Mete, M. (2008). The investigation of effects of group emotional intelligence on team effectiveness. Humanity & Social Sciences Journal, 3(2), 104–115.
  • Barczak, G., Lassk, F., & Mulki, J. (2010). Antecedents of team creativity: An examination of team emotional intelligence, team trust and collaborative culture. Creativity and Innovation Management, 19(4), 332–345. https://doi.org/10.1111/j.1467-8691.2010.00574.x
  • Barsade, S. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47(4), 644. https://doi.org/10.2307/3094912
  • Beam, M. M. (2012). Emotional Intelligence and Team Cohesiveness. http://mds.marshall.edu/etd.
  • Bell, S. T. (2007). Deep-level composition variables as predictors of team performance: A meta-analysis. Journal of Applied Psychology, 92(3), 595–615. https://doi.org/10.1037/0021-9010.92.3.595
  • Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Sage Publications, Inc.
  • Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition models. Journal of Applied Psychology, 83(2), 234–246. https://doi.org/10.1037/0021-9010.83.2.234
  • Chan, D. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781–1795. https://doi.org/10.1016/j.paid.2003.07.007
  • Chang, J. W., Sy, T., & Choi, J. N. (2012). Team emotional intelligence and performance: Interactive dynamics between leaders and members. Small Group Research, 43(1), 75–104. https://doi.org/10.1177/1046496411415692
  • Côté, S. (2007). Chapter 12 group emotional intelligence and group performance. In C. P. Mannix, E. A. Neale, & M. A. Anderson (Eds.), Affect and groups. Research on managing groups and teams. Vol. 10 (pp. 309–336). Emerald Group Publishing Limited. https://doi.org/10.1016/S1534-0856(07)10012-8.
  • Druskat, V. U., & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review, 79(3).
  • Duhigg, C. (2016). What Google learned from its quest to build the perfect team. The New York Times Magazine, 26.
  • Dunaway, M. M. (2013). IS learning: The impact of gender and team emotional intelligence. Journal of Information Systems Education, 24(3), 189–201.
  • Elfenbein, H. A. (2006). Team emotional intelligence: What it can mean and how it can impact performance. In G. M. V. Druskat, & F. Sala (Eds.), The link between emotional intelligence and effective performance (pp. 165–184). Lawrence Erlbaum.
  • Forgas, J. P. (2014). The positive side of negative emotions. Choice Reviews Online, 52(04), 52-2277–52-2277. https://doi.org/10.5860/CHOICE.185272
  • Fowler, G., Cope, C., Michalski, D., Christidis, P., Lin, L., & Conroy, J. (2018). Women outnumber men in psychology graduate programs. Monitor on Psychology, 49(11), https://www.apa.org/monitor/2018/12/datapoint.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
  • French, K. A., & Kottke, J. L. (2013). Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion. Active Learning in Higher Education, 14(3), 189–200. https://doi.org/10.1177/1469787413498034
  • Ghasemy, M., Alvani, S. R., Abel, B. L., Cepeda-Carrion, I. F., & Cepeda-Carrion, G. (2019). Is job satisfaction of social sciences scholars predicted by emotions, job performance, work events, and workplace features? A demonstration of a data-driven policy-making approach. Higher Education Policy, 34, 902–927. https://doi.org/10.1057/S41307-019-00172-Y
  • Ghasemy, M., Erfanian, M., & Gaskin, J. E. (2020). Affective events theory as a theoretical lens for improving the working environment of academics in developing economies. Journal of Applied Research in Higher Education, 13(1), 300–324. https://doi.org/10.1108/JARHE-02-2020-0030
  • Ghosh, R., Shuck, B., & Petrosko, J. (2012). Emotional intelligence and organizational learning in work teams. Journal of Management Development, 31(6), 603–619. https://doi.org/10.1108/02621711211230894
  • Halimi, F., Sami, M., & Khan, U. (2020). Emotional intelligence and academic achievement in higher education. Journal of Applied Research in Higher Education, https://doi.org/10.1108/JARHE-11-2019-0286
  • Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2005). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56(1), 517–543. https://doi.org/10.1146/annurev.psych.56.091103.070250
  • Jordan, P. J., Ashkanasy, N. M., Härtel, C. E. J., & Hooper, G. S. (2002). Workgroup emotional intelligence. Scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12(2), 195–214. https://doi.org/10.1016/S1053-4822(02)00046-3
  • Jordan, P. J., & Lawrence, S. A. (2009). Emotional intelligence in teams: Development and initial validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S). Journal of Management & Organization, 15(4), 452–469. https://doi.org/10.5172/jmo.15.4.452
  • Jordan, P. J., & Troth, A. C. (2009). Managing emotions during team problem solving: Emotional intelligence and conflict resolution. Human Performance, 17(2), 195–218. https://doi.org/10.1207/s15327043hup1702_4
  • Kozlowski, S., & Klein, K. (2000). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In K. J. Klein, & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 3–90). Jossey-Bass.
  • Kumar, S. P. (2021). Antecedents of satisfaction with teamwork in higher education: An empirical study. Journal of Engineering Education Transformations, 34(0), 579–583. https://doi.org/10.16920/jeet/2021/v34i0/157216
  • Lee, C., & Wong, C. S. (2017). The effect of team emotional intelligence on team process and effectiveness. Journal of Management & Organization, 25(6), 844–859. https://doi.org/10.1017/jmo.2017.43
  • Lopez-Zafra, E., Martos, M.-P., Berrios Martos, M. P., & Augusto-Landa, J. M. (2012). Psychometric properties of the spanish version of the work group emotional intelligence profile-short version. Psicothema, 24(3), 495–502. http://www.ncbi.nlm.nih.gov/pubmed/22748746.
  • Maguire, R., Egan, A., Hyland, P., & Maguire, P. (2017). Engaging students emotionally: The role of emotional intelligence in predicting cognitive and affective engagement in higher education. Higher Education Research & Development, 36(2), 343–357. https://doi.org/10.1080/07294360.2016.1185396
  • Mason, C. M., & Griffin, M. A. (2002). Group task satisfaction: Applying the construct of job satisfaction to groups. Small Group Research, 33(3), 271–312. https://doi.org/10.1177/10496402033003001
  • Michinov, E., & Michinov, N. (2020). When emotional intelligence predicts team performance: Further validation of the short version of the workgroup emotional intelligence profile. Current Psychology, https://doi.org/10.1007/s12144-020-00659-7
  • Mitchell, L. (2011). Job satisfaction and affective events theory: What have we learned in the last 15 years? Business Renaissance Quarterly, 6(2), 43–53.
  • Moore, A., & Mamiseishvili, K. (2012). Examining the relationship between emotional intelligence and group cohesion. Journal of Education for Business, 87(5), 296–302. https://doi.org/10.1080/08832323.2011.623197
  • Näykki, P., Järvelä, S., Kirschner, P. A., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1–14. https://doi.org/10.1016/j.ijer.2014.07.001
  • Nien, W. L., & Hung, T. K. (2013). The effects of emotional intelligence on job performance: Professional commitment as a moderator. Paper presented at international conference on business and information.
  • Oades-Sese, G. V., Matthews, T. A., & Lewis, M. (2014). Shame and pride and their effects on student achievement. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 246–264). Routledge.
  • Payne, R., & Cooper, C. L. (2001). Emotions at work: Theory, research, and applications in management. Wiley. https://www.wiley.com/en-us/Emotions+at+Work%3A+Theory%2C+Research+and+Applications+for+Management-p-9780470023006
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
  • Pekrun, R. (2019). Inquiry on emotions in higher education: Progress and open problems. Studies in Higher Education, 44(10), 1806–1811. https://doi.org/10.1080/03075079.2019.1665335
  • Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
  • Picazo, C., Gamero, N., Zornoza, A., & Peiró, J. M. (2015). Testing relations between group cohesion and satisfaction in project teams: A cross-level and cross-lagged approach. European Journal of Work and Organizational Psychology, 24(2), 297–307. https://doi.org/10.1080/1359432X.2014.894979
  • Sandin, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. A., & Valiente, R. M. (1999). The PANAS scales of positive and negative affect: Factor analytic validation and crosscultural convergence. Psicothema, 11, 37–51.
  • Shepherd, D. A., & Cardon, M. S. (2009). Negative emotional reactions to project failure and the self-compassion to learn from the experience. Journal of Management Studies, 46(6), 923–949. https://doi.org/10.1111/j.1467-6486.2009.00821.x
  • Stephens, J. P., & Carmeli, A. (2016). The positive effect of expressing negative emotions on knowledge creation capability and performance of project teams. International Journal of Project Management, 34(5), 862–873. https://doi.org/10.1016/j.ijproman.2016.03.003
  • Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., & López-Liria, R. (2020). The influence of emotional intelligence on resilience, test anxiety, academic stress and the Mediterranean diet. A study with university students. International Journal of Environmental Research and Public Health, 17(6), 2071. https://doi.org/10.3390/ijerph17062071
  • Troth, A. C., Jordan, P. J., & Lawrence, S. A. (2012). Emotional intelligence, communication competence, and student perceptions of team social cohesion. Journal of Psychoeducational Assessment, 30(4), 414–424. https://doi.org/10.1177/0734282912449447
  • Troth, A. C., Jordan, P. J., Lawrence, S. A., & Tse, H. H. M. (2012). A multilevel model of emotional skills, communication performance, and task performance in teams. Journal of Organizational Behavior, 33(5), 700–722. https://doi.org/10.1002/job.785
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
  • Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes, and consequences of affective experiences at work. In B. M. Staw, & L. L. Cummings (Eds.), Research in organizational behavior (pp. 1–74). JAI Press.
  • Zhang, H. H., Ding, C., Schutte, N. S., & Li, R. (2020). How team emotional intelligence connects to task performance: A network approach. Small Group Research, 51(4), 492–516. https://doi.org/10.1177/1046496419889660
  • Zhoc, K. C. H., King, R. B., Chung, T. S. H., & Chen, J. (2020). Emotionally intelligent students are more engaged and successful: Examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35(4), 839–863. https://doi.org/10.1007/S10212-019-00458-0

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.