Emotional intelligence in the educational field: a meta-analysis
Currently Emotional Intelligence is a key factor that affects the social and mental wellbeing of students, helping them to regulate and manage their emotions, which makes it easier for them to understand their environment and make the right decisions in the face of the different stressful moments that arise daily in class. which emphasizes that it must be a continuous and progressive element developed through educational entities. Hence the intention to carry out a meta-analysis in order to know the degree of reliability as well as the benefits reported by the programs of implementation of Emotional Intelligence in the students. The bibliographic search was carried out in the Web of Science, SCOPUS and PubMed database, obtaining a total of 20 articles published in the last two decades related to the subject analyzed and which met the inclusion criteria. Only longitudinal articles were included with which a meta-analysis was carried out, obtaining an average effect size of 0.73, analyzing in turn the effectiveness according to educational stage and duration of implementation, with Primary Education obtaining the best results. results according to the application of the programs (TE = 0.95), followed by Secondary Education, in turn, the effectiveness of the interventions was analyzed according to the duration of the program, obtained that the medium-term programs were the ones that reported the best results to the students. Reaching the conclusion that most of the programs contribute to the development and empowerment of the Emotional Intelligence of the students, equipping them with the necessary skills to face the situations that take place on a daily basis, as well as the ability to feel self-realized with the tasks carried out and with the applied effort.
Bisquerra-Alzina, R. (2009). Psicopedagogía de las emociones. Madrid: Editorial Síntesis.
*Castillo, R., Salguero, J. M., Fernández, P. y Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal Adolesc, 36, 883-892. doi: 10.1016/j.adolescence.2013.07.001
*Clarke, A. M., Bunting, B. y Barry, M. M. (2014). Evaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy’s Friends for children in disadvantaged primary schools. Health education research, 29(5), 786-798. doi: 10.1093/her/cyu047
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates
*Cotler, J. L., Di Tursi, D., Goldstein, I., Yates, J. y Del Belso, D. (2017). A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person. Information Systems Education Journal, 15(1), 12-25.
*Di Fabio, A. y Kenny, M. (2011). Promoting emotional intelligence and career decisión making among Italian high school students. Journal Career Assess. 19, 21–34. doi: 10.1177/1069072710382530
Dolev, N. y Leshem, S. (2017). Developing emotional intelligence competence among teachers. Teacher Development, 21(1), 21-39. doi: 10.1080/13664530.2016.1207093
*El Hassan, K. y Mouganie, Z. (2014). Implementation of the Social Decision-Making Skills Curriculum on primary students (Grades 1–3) in Lebanon. School Psychology International, 35(2), 167-175. doi: 10.1177/0143034312469758.
*El Hassan, K. y Kahil, R. (2005). The effect of “Living Values: An educational program” on behaviors and attitudes of elementary students in a prívate school in Lebanon. Early Childhood Educational Journal, 33(2), 81-90. doi: 10.1007/s10643-005-0028-0
Enns, A., Eldridge, G., Montgomery, C., y González, V. (2018). Perceived stress, coping strategies, and emotional intelligence: A cross-sectional study of university students in helping disciplines. Nurse education today, 68, 226-231. doi: 10.1016/j.nedt.2018.06.012
Frederickson, N., Petrides, K. y Simmonds, E. (2012). Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence. Personality and Individual Differences, 52(3), 323-328. doi: 10.1016/j.paid.2011.10.034
Fregoso-Bailón, O., López-Peñaloza, J., Navarro-Contreras, G. y Valadez-Sierra, M.D. (2013). Habilidades emocionales en estudiantes de educación secundaria. Uaricha, 10(23), 89-102.
*Garaigordobil, M. y Peña, A. (2015). Effects of an emotional intelligence program in variables related to the prevention of violence. Frontiers in psychology, 6. 1-11. doi:10.3389/fpsyg.2015.00743
*Gubbels, J., Segers, E. y Verhoeven, L. (2014). Cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program for gifted children. Journal for the Education of the Gifted, 37(4), 378-397. doi: 10.1177/0162353214552565
Hedges, L. V y Olkin, I. (1985). Statistical methods for meta-analysis. Orlando: Academic Press.
Hill, C., Bloom, H., Black, A. y Lipsey, M. (2008). Empirical Benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2(3), 172-177
Huedo-Medina, T., Sánchez-Meca, J., Marín-Martínez, F. y Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistics or I2 index? Psychological Methods, 11(2), 193-206.
IsHak, W., Nikravesh, R., Lederer, S., Perry, R., Oguyemi, D., y Bernstein, C. (2013). Burnout in medical students: a systematic review. Clin. Teach, 10(4), 242-245. doi: 10.1111/tet.12014
*Justo, C., De la Fuente, M. y Salvador, M. (2011). Impacto de un programa de entrenamiento en conciencia plena (mindfulness) en las medidas del crecimiento y la autorrealización personal. Psicothema, 23(1), 58-65
*Kramer, T., Caldarella, P., Christensen, L. y Shatzer, R. H. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303-309. doi: 10.1007/s10643-009-0354-8.
Mayer, J. D., Caruso, D. y Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298. doi: 10.1016/S0160-2896(99)00016-1
*Mi, K. y Hae, C. (2014). Sensory education program development, application and its therapeutic effect in children. Nutrition research and practice, 8(1), 112-119. doi: 10.4162/nrp.2014.8.1.112
*Munsawaengsub, M., Yimklib, M., Nanthamongkolchai, P. y Apinanthavech, M. (2009). Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents. Journal of the Medical Association of Thailand, 92(7), 13-20.
Ortiz-Sobrino, M. Á y Rodríguez-Barba, D. (2011). El perfil de entrada de los alumnos de grado en las facultades de comunicación de las universidades de Madrid: el caso de la summer media school de la fundación fides/ufv. Vivat. Academia, Revista de Comunicación, 114, 243-276. doi: 10.15178/va.2011.114.243-276
*Pertegal, M. L., Marcos, D., Gilar, R. y Jimeno, A. (2017). Development of Emotional Skills through Interdisciplinary Practices Integrated into a University Curriculum. Education Research International, 2, 1-12. doi.org/10.1155/2017/6089859
Petrides, K. (2016). Four thoughts on trait emotional intelligence. Emotion Review, 8(4), 345-348. doi: 10.1177/1754073916650504.
*Ponce, N. y Aguaded, E. (2017). Assessment of an educational intervention program in emotional intelligence. Dilemas contemporaneos-educacion politica y valores, 4(2), 1-33.
*Reyes, M., Brackett, M. A., Rivers, S., Elbertson, N. y Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 41(1), 82-99
*Rosenblatt, J. y Elias, M. (2008). Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transitio. The journal of primary prevention, 29(6), 535-555. doi: 10.1007/s10935-008-0153-9
*Ruiz, D., Castillo, R., Salguero, J. M., Cabello, R., Fernández, P. y Balluerka, N. (2012). Short-and midterm effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51(5), 462-467.doi: 10.1016/j.adolescence.2013.07.001
Suberviola-Ovejas, I. (2012). Competencia emocional y rendimiento académico en el alumnado universitario. Academia, Revista de comunicación, 14(11), 1-17. doi: 10.15178/va.2011.117E.1-17
Valentine, J. y Cooper, H. (2003). Effect size substantive interpretation guidilines: Issues in the interpretation of effect sizes. Washington: What Works Clearinghouse.
*Viguer, P., Cantero, M. J. y Bañuls, R. (2017). Enhancing emotional intelligence at school: Evaluation of the effectiveness of a two-year intervention program in Spanish pre-adolescents. Personality and Individual Differences, 113, 193-200. doi: 10.1016/j.paid.2017.03.036
*Waine, D. y Leslie, P. (2015). A comparison of emotional intelligence levels between students in experiential and didactic college programs. International Journal of Emotional Education, 7(2), 63-65.
*Wigelsworth, M., Humphrey, N. y N. Lendrum, A. (2013). Evaluation of a school-wide preventive intervention for adolescents: The Secondary Social and Emotional Aspects of Learning (SEAL) programme. School Mental Health, 5(2), 96-109. doi: 10.1007/s12310-012-9085-x
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.