Development of Emotional Intelligence Through an Intervention Program in Primary School Students.

Area of Science:

• Educational Psychology
• Child Development
• Socio-emotional Learning

Background:

• Examines emotional influence on primary school students in Andalusia, Spain.
• Assesses self-reported emotional intelligence (EI) and emotional regulation.
• Investigates gender differences and intervention effects on EI.

Purpose of the Study:

• Determine baseline EI scores in primary students.
• Correlate EI measures and emotional regulation.
• Evaluate an intervention program's impact on EI.

Main Methods:

• Quasi-experimental design with descriptive and correlational approaches.
• Sample: 149 primary education students.
• Instruments: Socio-demographic questionnaire, Emotional Education Questionnaire, WLEIS-S.

Main Results:

• Significant increase in emotional intelligence scores post-intervention (p < 0.05, p < 0.01).
• Large effect size (r > 0.5) observed in the experimental group.
• Intervention demonstrated a positive impact on EI.

Conclusions:

• Emotional education positively influences primary students' emotional well-being.
• EI is a key factor in children's socio-emotional development.
• Interventions can effectively enhance EI in young learners.