Does training emotional intelligence make a difference over emotional self-regulation? a quai-experimental trial in secondary school

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Madalin M. Deliu
J. Ricardo García Pérez

Resumo





Emotional self-regulation (E-SR) is considered as a core skill for personal and interpersonal wellbeing, especially for current youths’ challenges such as social media, mental health issues, or increasing peer conflicts. Nevertheless, self-regulation is not naturally developed and requires a conscious effort through frequent experiences to be acquired. The present study aims to analyze the effects of a training program in emotional intelligence on secondary education students E-SR and conflicting behavior. To this aim, we used the Service-Learning (SL) methodology with Psychology degree students to apply the content of the INTEMO program (Aranda et al., 2013) based on training emotional skills. The sample consists of 87 students in 8th grade from a secondary education center in Salamanca (Spain). To measure the program impact, we assessed emotional skills through the INTEMO program self-reported items and part of the emotional problem-solving situations from the Spanish adaptation of the MSCEIT (Mayer et al., 2023). The results show no differences between groups or across time. They are briefly discussed.





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Deliu, M. M., & García Pérez, J. R. (2024). Does training emotional intelligence make a difference over emotional self-regulation? a quai-experimental trial in secondary school. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(1), 483–486. https://doi.org/10.17060/ijodaep.2024.n1.v1.2681
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Biografia do Autor

Madalin M. Deliu, Facultad de Psicología, Universidad de Salamanca

Facultad de Psicología, Universidad de Salamanca

J. Ricardo García Pérez, Facultad de Psicología, Universidad de Salamanca

Facultad de Psicología, Universidad de Salamanca

Referências

Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2(1), 112-122.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Kenny, M. E. (1996). Promoting Optimal Adolescent Development from a Developmental and Contextual Framework. The Counseling Psychologist, 24(3), 475-481. https://doi.org/10.1177/0011000096243007

Mayer, J. D., Salovey, P., & Caruso, D. R. (2023). MSCEIT. Test de Inteligencia Emocional Mayer-Salovey- Caruso. Ediciones TEA.

Noguera, J. M. S., Aranda, D. R., Martín, R. P., Berrocal, P. F., Pacheco, N. E., & González, R. C. (2014). Programa INTEMO. Guía para mejorar la inteligencia emocional de los adolescentes. Ediciones Pirámide.

Pirsoul, T., Parmentier, M., Sovet, L., & Nils, F. (2023). Emotional intelligence and career¾related outcomes: A meta-analysis. Human Resource Management Review, 33(3), 100967. https://doi.org/10.1016/j.hrmr.2023.100967

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Smith, J. & Shaw, N. (2012). Enacting Service Learning across HE disciplines: An exploration of pedagogical principles. In Campbell, M. (Ed.). Collaborative education: Investing in the future- Proceedings of the 2012 Australian Collaborative Education Network (ACEN) National Conference. Australian Collaborative Education Network (ACEN), Australia, pp. 266-271