The role of emotional intelligence in collaborative problem solving: A systematic review.

We systematically reviewed over 2 decades of research to establish whether and how the abilities entailed in the construct of emotional intelligence (EI) affect the quality of a specific type of teamwork—namely, collaborative problem solving (CPS). Through a literature search following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, we identified 47 relevant publications, presenting a total of 50 single studies that matched our inclusion/exclusion criteria. Having analyzed this body of research, we found that there is consistent and strong evidence—including some experimental data—that team members’ abilities of perceiving, understanding, and managing emotions (a) positively affect the relational aspects of CPS (e.g., team cohesion and team trust); (b) indirectly contribute to team performance; and (c) moderate the effects of other group variables such as team diversity on CPS, again promoting better outcomes. Besides multiple confirmations of these positive effects for both objectively tested and subjectively rated EI abilities, we encountered a small but consistent body of evidence testifying to the “dark side” of EI—more specifically, showing that a higher ability to recognize/express negative emotions in the team can, under circumstances, undermine the quality of CPS. Lastly, we established that research is much scarcer and less conclusive when it comes to the effects of EI abilities on individual performance in CPS (e.g., team-playing behaviour and emergent leadership), and we here attempt to explain these mixed findings. Practical implications and avenues for future research are also discussed.