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tions? Academy of Management Perspectives, 21, 36–59.
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al. (2009). A sustainable, skill-based model to building emotionally liter-
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of developing emotional and social intelligence: Best practices, case studies,
and tools (pp. 329–358). New York, NY: Wiley.
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tional principles. Journal of Learning Disabilities, 30, 69–79.
Clark, M. D., & Artiles, A. J. (2000). A cross-national study of teachers’ attribu-
tional patterns. Journal of Special Education, 34, 77–89.
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effective: A meta-analysis. Review of Educational Research, 77, 113–143.
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M. Niedenthal & S. Kitayama (eds.), The heart’s eye: Emotional influences
in perception and attention (pp. 167–196). San Diego, CA: Academic Press.
Elfenbein, H. A., & Ambady, N. (2002). Predicting workplace outcomes from
the ability to eavesdrop on feelings. Journal of Applied Psychology, 87,
963–971.
Elfenbein, H. A., Der Foo, M. D., White, J., Tan, H. H., & Aik, V. C. (2007).
Reading your counterpart: The benefit of emotion recognition accuracy
for effectiveness in negotiation. Journal of Nonverbal Behavior, 31, 205–223.
Eysenck, M. W., & Calco, M. G. (1992). Anxiety and performance: The process-
ing efficiency theory. Cognition and Emotion, 6, 409–434.
Frenzel, A. C. (2014). Teacher emotions. In: R. Pekrun and A. Linnenbrink
(Eds.), International handbook of emotions in education (pp. 494–519).
New York: Routledge.
Frijda, N. H. (1986). The emotions: Studies in emotion and social interac-
tion. Paris: Maison de Sciences de l’Homme.
58
York.
Ayoko, O. B., Callan, V. J., & Hartel, C. E. J. (2008). The influence of team emo-
tional intelligence climate on conflict and team members’ reactions to
conflict. Small Group Research, 39, 121–149.
Barsade, S. G., & Gibson, D. E. (2007). Why does affect matter in organiza-
tions? Academy of Management Perspectives, 21, 36–59.
Battin-Pearson, S., Newcomb, M., Abbott, R., Hill, K., Catalano, R., &
Hawkings, J. (2000). Predictors of early high school dropout: A test of five
theories. Journal of Educational Psychology, 3, 568–582.
Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N., Chisholm, C. et
al. (2009). A sustainable, skill-based model to building emotionally liter-
ate schools. In R. Thompson, M. Hughes, & J. B. Terrell (Eds.), Handbook
of developing emotional and social intelligence: Best practices, case studies,
and tools (pp. 329–358). New York, NY: Wiley.
Clark, M. D. (1997). Teacher response to learning disability: A test of attribu-
tional principles. Journal of Learning Disabilities, 30, 69–79.
Clark, M. D., & Artiles, A. J. (2000). A cross-national study of teachers’ attribu-
tional patterns. Journal of Special Education, 34, 77–89.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are
effective: A meta-analysis. Review of Educational Research, 77, 113–143.
Derryberry, D., & Tucker, D. M. (1994). Motivating the focus of attention. In P.
M. Niedenthal & S. Kitayama (eds.), The heart’s eye: Emotional influences
in perception and attention (pp. 167–196). San Diego, CA: Academic Press.
Elfenbein, H. A., & Ambady, N. (2002). Predicting workplace outcomes from
the ability to eavesdrop on feelings. Journal of Applied Psychology, 87,
963–971.
Elfenbein, H. A., Der Foo, M. D., White, J., Tan, H. H., & Aik, V. C. (2007).
Reading your counterpart: The benefit of emotion recognition accuracy
for effectiveness in negotiation. Journal of Nonverbal Behavior, 31, 205–223.
Eysenck, M. W., & Calco, M. G. (1992). Anxiety and performance: The process-
ing efficiency theory. Cognition and Emotion, 6, 409–434.
Frenzel, A. C. (2014). Teacher emotions. In: R. Pekrun and A. Linnenbrink
(Eds.), International handbook of emotions in education (pp. 494–519).
New York: Routledge.
Frijda, N. H. (1986). The emotions: Studies in emotion and social interac-
tion. Paris: Maison de Sciences de l’Homme.
58
