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Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

Author

Listed:
  • Sara Vila

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

  • Raquel Gilar-Corbí

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

  • Teresa Pozo-Rico

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

Abstract

In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group ( n = 55) participated in the training programme; correspondingly, the second group (control) ( n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.

Suggested Citation

  • Sara Vila & Raquel Gilar-Corbí & Teresa Pozo-Rico, 2021. "Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century," IJERPH, MDPI, vol. 18(10), pages 1-20, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:10:p:5498-:d:558853
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    References listed on IDEAS

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    1. Raquel Gilar-Corbi & María-Virtudes Valdés & Leandro Navas & Francisco Pablo Holgado-Tello & Juan-Luis Castejón, 2021. "Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis," IJERPH, MDPI, vol. 18(4), pages 1-14, February.
    2. Pablo Luna & Jerónimo Guerrero & Javier Cejudo, 2019. "Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model," IJERPH, MDPI, vol. 16(10), pages 1-13, May.
    3. Kozakowski, Whitney, 2019. "Moving the classroom to the computer lab: Can online learning with in-person support improve outcomes in community colleges?," Economics of Education Review, Elsevier, vol. 70(C), pages 159-172.
    4. Rezapour, Maysam & Khanjani, Narges & Mirzai, Moghadameh, 2019. "Exploring associations between school environment and bullying in Iran: Multilevel contextual effects modeling," Children and Youth Services Review, Elsevier, vol. 99(C), pages 54-63.
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    Cited by:

    1. Donal Howley & Ben Dyson & Seunghyun Baek & Judy Fowler & Yanhua Shen, 2022. "Opening up Neat New Things : Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies," IJERPH, MDPI, vol. 19(18), pages 1-17, September.

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