Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

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Title: Emotional intelligence training intervention among trainee teachers: a quasi-experimental study
Authors: Gilar-Corbi, Raquel | Pozo-Rico, Teresa | Pertegal-Felices, María Luisa | Sánchez Sánchez, Bárbara
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Habilidades, Competencias e Instrucción
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Emotional intelligence | Training intervention | Quasi-experimental study | Higher education | Academic achievement | Multi-level analyses
Knowledge Area: Psicología Evolutiva y de la Educación | Didáctica y Organización Escolar
Issue Date: 29-Dec-2018
Publisher: Springer Open
Citation: Psicologia: Reflexão e Crítica. 2018, 31:33. doi:10.1186/s41155-018-0112-1
Abstract: Background: Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. Methods: The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one’s own emotions and others’ emotions, identifying and understanding the impact one’s own feelings in adopting decisions, expressing one’s own emotions and the stress experienced, and managing both one’s own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. Results: The results showed a significant improvement in the EI of students in the experimental group compared with the control group. Conclusions: This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom. Trial registration: The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html.
Sponsor: This research was supported by the Spanish Ministry of Economy and Competitiveness under Grant number EDU2015-64562-R.
URI: http://hdl.handle.net/10045/85559
ISSN: 0102-7972 (Print) | 1678-7153 (Online)
DOI: 10.1186/s41155-018-0112-1
Language: eng
Type: info:eu-repo/semantics/article
Rights: © The Author(s). 2018 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Peer Review: si
Publisher version: https://doi.org/10.1186/s41155-018-0112-1
Appears in Collections:INV - SOCEDU - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas

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