The dark side of emotional intelligence: the role of gender and the Dark Triad in emotional manipulation at work

Objective : This study investigated people's willingness to emotionally manipulate others maliciously and disingenuously in the workplace. It also examined the role of gender, emotional intelligence, and the Dark Triad traits in this destructive behaviour. Method : A sample of employees (N = 765; 581 females, 184 males) from varying occupations completed measurements of emotional manipulation willingness in the workplace, emotional intelligence, and the Dark Triad. Results : T-tests revealed that females were significantly less likely than males to engage in both malicious and disingenuous emotional manipulation. In bivariate correlations, higher levels of emotional intelligence were associated with disingenuous emotional manipulation in females only. Emotional intelligence was also a significant contributor to disingenuous emotional manipulation in multiple regression analysis, indicating the existence of a “dark side to emotional intelligence” at work. In females, the magnitude of correlations (small to moderate) between the Dark Triad traits and both forms of emotional manipulation were similar. In males, both forms of emotional manipulation most strongly correlated with Machiavellianism, followed by narcissism, then psychopathy. Conclusion : This study is the first to demonstrate that good emotional intelligence skills can facilitate undesirable workplace behaviours. Emotional manipulation is elevated in males with a relentless drive to achieve goals, and in females with broader deceptive tendencies.     

Kindness: A new kind of rigour for British Geographers

Let's face it, those of us who work in the academic discipline of Geography, largely work on the subject of failure. The failure of political leaders worldwide to avert disastrous climate change. The need to prevent the continuation of the fastest species extinction the world has ever known. The social and personal repercussions of enormous global income, wealth and power inequalities. We describe all this, usually, as if it were just an interesting set of observations. Then we tell students to write an essay about it. If they cogently analyse our collective failure, we give them a high mark. Many of them can then take their university degrees and head out to banking, advertising and management and make the world an even worse place, armed with the knowledge of what they might be critiqued for by those who taught them, but never convinced them. Perhaps if we were kinder to our students when they were at university, were kinder and clearer in what we wrote and taught, more of them would use what they have learnt for good, rather than seeing their degrees as stepping-stones to their allotted place in the social hierarchy.     

When the going gets tough: Grit predicts costly perseverance

In this research, we investigate how grittier individuals might incur some costs by persisting when they could move on. Grittier participants were found to be less willing to give up when failing even though they were likely to incur a cost for their persistence. First, grittier participants are more willing to risk failing to complete a task by persisting on individual items. Second, when they are losing, they expend more effort and persist longer in a game rather than quit. Gritty participants have more positive emotions and expectations toward the task, which mediates the relationship between grit and staying to persist when they are losing. Results show gritty individuals are more willing to risk suffering monetary loss to persist.     

When All Is Revealed: A Dissociation between Evaluative Learning and Contingency Awareness

Three experiments are reported that address the issue of awareness in evaluative learning in two different sensory modalities: visual and haptic. Attempts were made to manipulate the degree of awareness through a reduction technique (by use of a distractor task in Experiments 1 and 2 and by subliminally presenting affective stimuli in Experiment 3) and an induction technique (by unveiling the evaluative learning effect and requiring participants to try to discount the influence of the affective stimuli). The results indicate overall that evaluative learning was successful in the awareness-reduction groups but not in the awareness-induction groups. Moreover, an effect in the opposite direction to that normally observed in evaluative learning emerged in participants aware of the stimulus contingencies. In addition, individual differences in psychological reactance were found to be implicated in the strength and direction of the effect. It is argued that these results pose serious problems for the contention that awareness is necessary for evaluative learning.