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The teaching and reinforcement of emotional intelligence in adolescent students and its covariation with mathematics achievement

Abstract:

Introduction. The aim of this research was to contrast the results of two study groups when applying a model that uses training to reinforce emotional intelligence. Method. The study is based on a quantitative, quasi-experimental, exploratory approach, using control and experimental groups. A total of 297 adolescent participants, ages 12 to 16, were selected from five schools. The instrument used was the BarOn Emotional Quotient Inventory, youth version, for ages 7-18 [EQ-i:YV]. Results. The descriptive analysis showed improvements in the five variables for the experi-mental group, while in the control group there was a decline in three variables and a small increase in two. In the analyses, the ANCOVA test was used to reduce sample heterogeneity, with average grade in Mathematics as a covariate. The results from intragroup effects and the interaction between groups confirmed significant differences at the post-test, for the experi-mental group, in all variables. Discussion and conclusions. These findings make a contribution to the field of education by verifying that the teacher is able, within their own classroom, to reinforce all the student varia-bles related to emotional intelligence. The only requirement is having a model with methodo-logical guidance for executing the process. In addition, it should be noted that an increase in the variables of intrapersonality, interpersonality, adaptability, stress management and mood has a positive influence on students’ well-being and performance.