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Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program

Author

Listed:
  • María-José Cantero

    (Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain)

  • Raquel Bañuls

    (Edipsicólogos Center, 46970 Valencia, Spain)

  • Paz Viguer

    (Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain)

Abstract

There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.

Suggested Citation

  • María-José Cantero & Raquel Bañuls & Paz Viguer, 2020. "Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program," IJERPH, MDPI, vol. 17(20), pages 1-13, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:20:p:7621-:d:431409
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