Effectiveness of an emotional intelligence program to improve performance and coexistence in the classroom
DOI:
https://doi.org/10.71112/jmhj8n24Keywords:
emotional intelligence, academic performance, school well-being, socio-emotional learning, classroom climateAbstract
This study evaluated the effectiveness of an emotional intelligence (EI) program in improving academic performance and school well-being among upper elementary and high school students at a public institution. A quasi-experimental design was used with an experimental and a comparison group, using validated instruments such as the EQ-i: YV and the School Climate Scale (CES). The intervention, developed over 12 weeks, included sessions on the perception, regulation, and practical application of emotions in the school context. The results showed significant increases in the academic performance of students in the experimental group compared to the comparison group, as well as improvements in group cohesion, conflict resolution, and the emotional climate of the classroom. These findings support the idea that EI-based programs not only contribute to cognitive learning but also strengthen students' social and emotional well-being. The systematic integration of SEL programs into the school curriculum and teacher training is recommended to ensure the sustainability of their long-term effects.
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