The Growth Factor Reference Library

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Ashkanasy, N. M., & Daus, C. (2002). Emotion in the workplace: The new challenge for managers. Academy of Management Executive, 16 (1), 76-86. Bar-On, R. (1997). 

The EI Inventory (EQ-I): Technical manual. Toronto: Multi-Health Systems. Barchard, K.A. (2003). Does EI assist in the prediction of academic success? Educational and Psychological Measurement, 63, (5), 840-858. Barling, J., Slater, F., & Kelloway, E. K. (2000). 

Transformational leadership and EI: An exploratory study. Leadership & Organization Development Journal, 21(3), 157–161. Boyatzis, R., Goleman, D., & Rhee, K. (2000). 

Clustering competence in EI: Insights from the emotional competence inventory. In R. Bar-On & J.D.A. Parker (Eds.), The handbook of EI (pp. 343–362).San Francisco: Jossey-Bass. Brown, J.L., Roderick, T., Lantier, L. and Aber, J.L. (2004). 

The resolving conflict creatively program: A schoolbased social and emotional learning program. In Zins et. al. (Eds) Building academic success on social and emotional learning. New York: Teacher’s College Press Cherniss, C. and Adler, M. (2000). 

Promoting EI in organizations. Alexandria, VA: ASTD. Cherniss, C. & Goleman, D. (2006). From school to work. Social-emotional learning as the vital connection. In Elias & Arnold (Eds.) EI and academic achievement (58-61). Thousand Oaks: Corwin Press. Church, A. H. (1997).

Managerial self-awareness in high-performing individuals in organizations. Journal of Applied Psychology, 82, 281–292. Clarke, N. (2006). Emotional intelligence training: A case of caveat emptor. Human Resource Development Review, 5(4), 422-440. Elias, M. (2004).

Strategies to infuse social and emotional learning into academics. In Zins et. al. (Eds) Building academic success on social and emotional learning. New York: Teacher’s College Press. Fleming, J.E. and Bay, M. (2004). 

Social and emotional learning in teacher preparation standards. In Zins et. al. (Eds) 

Building academic success on social and emotional learning. New York: Teacher’s College Press. Fleming, C.B, Haggerty, K.P., Catalano, R.F., Harachi, T.W., Mazza, J.J., and Gruman, D.H. (2005). 

Do social and behavioral characteristics targeted by preventive interventions predict standardized test scores and grades? Journal of School Health, 75, (9) 342-349. Gardner, L., & Stough, C. (2002). 

Examining the relationship between leadership and EI in senior level managers. Leadership & Organization Development Journal, 23, 68–78. Greenberg, M., Kusche, C, & Riggs, N. (2004). The PATHS curriculum: Theory and research on neurocognitive development and school success. In Zins et. al. (Eds) 

Building academic success on social and emotional learning. New York: Teacher’s College Press. Gumora, G. and Arsenio, W.F. (2002).

Emotionality, emotion regulation, and school performance in middle school children. Journal of 

School Psychology, 40, (5) Goleman, D. (1998). Working with EI. New York: Bantam. Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss & D. Goleman (Eds.), 

The emotionally intelligent workplace. How to select for, measure, and improve EI in individuals, groups, and organizations (pp. 27–44). San Francisco: Jossey-Bass. Haddad, Y., & Samarneh, M. (1999). 

Principals’ interpersonal orientations and their relationships to teachers’ perceptions, feelings, and job satisfaction with school-work climate. Dirasat: Educational Sciences, 26 (1), 202–222 Haggerty, K, & Cummings. C. 

Raising Healthy Children. In EI and academic achievement. EdS. Elias & Arnold. Thousand Oaks, CA: Corwin Press. Hawkins, J.D., Smith, B.H., and Catalano, R.F. (2004). 

Social development and social and emotional learning. In Zins et. al. (Eds) Building academic success on social and emotional learning. New York: Teacher’s College Press. Hay Group. (2004). [www.eq.org/Corporate/Consultants] Isen, A. M. (2001). 

An influence of positive affect on decision making in complex situations: Theoretical issues with practical implications. Journal of Consumer Psychology, 11(2), 75–85. Johnson, D. & Johnson, R. (2004). The three C’s of promoting social and emotional learning. In Zins et. al. (Eds) 

Building academic success on social and emotional learning. New York: Teacher’s College Press. Kellett, J. B., Humphrey, R. H., & Sleeth, R. G. (2002). Empathy and complex task performance: Two routes to leadership. Leadership Quarterly, 13, 523–544. Linares, L.O., Rosbruch, N., Stern, M.B., Edwards, M.E., Walker, G.,Abikoff, H.B. and Alvir, J.M. (2005). 

Developing cognitive-social-emotional competencies to enhance academic learning. Psychology in the Schools, 42 (4), 405-417. Lopes, P. & Salovey, P. (2004).Toward a broader education: social, emotional, and practical skills. In Zins et. al. (Eds)

Building academic success on social and emotional learning. New York: Teacher’s College Press. Mayer, J.D., Salovey, P.R., & Caruso, D.R. (2000). Emotional intelligence as Zeitgeist, as personality, and as a mental ability. In R. Bar-On & J.D.A. Parker (Eds.), 

The handbook of emotional intelligence (pp. 92–117). San Francisco: Jossey-Bass. Mayer, J. & Salovey, P. (1997) “What is EI” in Emotional Development and EI (eds. Salovey and Sluyter), Basic Books, New York, NY. McBane, D. (1995). Empathy and the salesperson: 

A multidimensional perspective. Psychology and Marketing, 12, 349-370. McEnrue, M.P., & Groves, K. (2006). Choosing among tests of EI: what is the evidence? Human Resource Development Quarterly, 17 (1), 9-42. McNeely, C.A., Nonnemaker, J.M., & Blum, R.W.(2002). 

Promoting student connectedness to school: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138-146. Mittal,V., & Ross,W. A. (1998). The impact of positive and negative affect and issue framing on issue interpretation and risk taking. 

Organizational Behavior & Human DecisionProcesses, 76 (3), 298–324. Opengart, R. (2003). Women managers: Learning about emotional expression in the workplace. Unpublished dissertation. The University of Georgia, Athens, GA. Opengart, R. (2005). 

Emotional intelligence and emotion work: examining constructs from an interdisciplinary framework. Human Resource Development Review, 4 (1), 49-63. Osterman, K.F. (2000). Students’ need for belonging in the school community. Review of EducationalResearch, 70, 323-367. Payton, J., Wardlaw, D, Graczyk, P., Bloodworth, M. Tompsett, C, & Weissberg, R. (2000). 

Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70, 179-185. Shipper, F., & Dillard, J. E. (1994, August). 

Comparing the managerial skills of early derailers vs. fast trackers, late derailers vs. long-term fast trackers, and mid-career derailers vs. “recoverers.” Paper presented at the meeting of the 

Academy of Management, Dallas, TX. Sivanathan, N., & Fekken, G. C. (2002).

EI and transformational leadership. Leadership & Organization Development Journal, 23, 198–204. Sosik, J. J., & Megerian, L. E. (1999). 

Understanding leader EI and performance. Group & Organization Management, 24(3), 367–390. Spencer, L.M., & Spencer, S.M. (1993). 

Competence at work: Models for superior performance. New York: Wiley. Staw, B. M., & Barsade, S. G. (1993). 

Affect and managerial performance: A test of the sadder-but-wiser vs. happier-and-smarter hypotheses. Administrative Science Quarterly, 38, 304–331. Wolff, S. B., Pescosolido, A. T., & Druskat, V. U. (2002).

EI as the basis of leadership emergence in self-managing teams. Leadership Quarterly, 13, 505–522. Zeidner, M., Matthews, G., & Roberts, R. (2004). EI in the workplace: A critical review. Applied Psychology, 53 (3),371-399

May, W. W., Morgan, B. J., Lemke, J. C., Karst, G. M., & Stone, H. L. (1995). Model for ability-based assessment in Physical Therapy Education. Journal of Physical Therapy Education, 9, 3–6.

Thompson, Leigh. The Truth About Negotiations. Upper Saddle River: FT Press, 2008. 224 pages. ISBN 0136007368. A slim, modern and quick “airplane” read that you can skim on your way to an interview. Presents negotiation tips in a series of 53 simple maxims.