Social Capital, Emotional Intelligence and Happiness: An Investigation of the Asymmetric Impact of Emotional Intelligence on Happiness

INTRODUCTION The mental and emotional health of students have been of growing concern to administrators and faculty in universities who recognize that their role in education is not simply to provide students with technical and cognitive skills but to educate the "whole person. " Many universities cite the education of the whole person as a governing goal in their vision statements. Congruent with that strategic vision is the concurrent demand of employers from all industries, healthcare inclusive, for employees who have both technical skills as well as the "soft skills" often grouped under the term of personal competencies or emotional intelligence. This is especially important in industries where stress and burn-outs are prevalent (Codier, Kooker and Shoultz, 2008; Akerjordet and Severinsson, 2007; McQueen, 2004). The concept of emotional intelligence (EI) has gained significant traction over the last twenty years. Emotional intelligence has been shown to have an impact on overall job performance, in areas such as conflict management, negotiation and work group outcomes (Yang, 2009; Foo et.al, 2004; Van Rooy and Viswesvaran, 2004). It is related to key organizational outcomes such as job satisfaction, performance and customer or patient satisfaction (Clarke, 2006; Daus and Ashkanasy, 2005; McQueen, 2004; Van Rooy and Viswesvaran, 2004; Larson and Ferketich, 1993). The significance of EI as a better predictor of management success than technical and cognitive skills has been well documented (Goleman et.al, 2002; Goleman, 1995). Business organizations such as Federal Express and Proctor and Gamble have responded to these findings by providing EI training to their employees. Educational institutions and program accrediting bodies such as the Accrediting Council of the Graduate Medical Education have also responded to these findings by including EI as elements of core competencies thereby increasing the EI of their professional students with the aim of creating caring and high performing work environments of the future (Grewal and Davidson, 2008). However, the importance of emotional intelligence goes beyond simply work performance. Indeed, Goleman argues that it influences not just an individual's career achievements but more importantly one's mental and physical health (Goleman, 1995). Studies in this area point to the role of emotional intelligence in the personal outcomes of individuals, which include among other things, the ability to handle emotional issues such as those prevalent in the healthcare industry as well as stress (Ciarrochi and Scott, 2006; Clarke, 2006; Day and Carroll, 2004; McQueen, 2004; Van Rooy and Viswesvaran, 2004; Larson and Ferketich, 1993). Research shows that students with low emotional intelligence tend to engage in negative behaviors such as procrastination, social withdrawal and use of stimulants like tobacco, all of which have harmful impacts on their health and well-being (Pau et. al, 2004; Pau and Croucher, 2003). While emotional intelligence has been recognized in research as being important for personal outcomes and performance of individuals, only a few studies have examined its relationship with happiness or subjective well-being. Yet subjective well-being has been shown to be related to life satisfaction, stress and delinquent behaviors (Furnham et.al, 2005; Palmer et.al, 2002). It has also been found to be related to depression and a set of psychological disorders. Youths exhibiting higher levels of subjective well-being are less inclined to violent behaviors and have higher intrinsic motivation (Hirschi, 2011; Park, 2004). The purpose of this paper is to examine the relationship between happiness or subjective well-being and emotional intelligence. It hypothesizes that emotional intelligence is positively related to happiness. Weisinger asserts that EI can be learned (1998 p1). This suggests that colleges can teach EI to their students. As such, would the college curricula that include EI instruction not only prepare students better for the work place but would also increase their overall happiness? …