Is It Possible to Enhance Adolescents' Trait Emotional Intelligence Through Service-Learning?

Service-learning interventions have been proposed as a context for examining trait emotional intelligence, a core socioemotional competence associated with cognitive and behavioral outcomes. This pilot quasi-experimental study examined whether participation in a PLACE model (Prepare, Link, Action, Celebrate, Effect) service-learning program was associated with differences in trait emotional intelligence; civic engagement attitudes and behaviors; academic motivation and perseverance; learning mindset; school belonging; dropout intentions; and grade point average among secondary school students. Participants were assigned to an intervention group (n = 30) or a control group (n = 27). Data were collected using validated instruments, including the Trait Emotional Intelligence Questionnaire, the Civic Engagement Scale, and the Students' Engagement and Motivation Scale 3.0, along with a single-item measure of dropout intention and official grade point average records. Analyses of covariance, controlling for baseline scores, revealed no statistically significant group differences. Effect sizes showed a mixed pattern, with small effects favoring both groups depending on the outcome. These patterns should be interpreted cautiously, as the study was underpowered to detect small effects. Overall, the findings do not support intervention efficacy but may inform future research with larger samples.