Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents

Abstract

Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants’ mindfulness competence. The sample consisted of 156 students aged 11–14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants’ interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.

Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia

“…From our point of view, it is likely that the direct relationship between the practice of mindfulness and some of the dimensions of emotional intelligence, such as clarity and emotional repair, may have some influence (De la Fuente et al, 2010), as well as emotional regulation (Huang et al, 2019). On the other hand, some authors (Rodríguez-Ledo et al, 2018) have found positive relationships between the capacities of mindfulness and emotional intelligence. Rodríguez-Ledo et al (2018) point out that individuals who practice mindfulness present higher scores in intrapersonal competences (e.g., emotional self-perception or emotional self-regulation) and interpersonal competences (e.g., empathy, emotional regulation of others or coping with life’s adverse situations) that compound the emotional intelligence construct.…”

“…On the other hand, some authors (Rodríguez-Ledo et al, 2018) have found positive relationships between the capacities of mindfulness and emotional intelligence. Rodríguez-Ledo et al (2018) point out that individuals who practice mindfulness present higher scores in intrapersonal competences (e.g., emotional self-perception or emotional self-regulation) and interpersonal competences (e.g., empathy, emotional regulation of others or coping with life’s adverse situations) that compound the emotional intelligence construct. In our opinion, an interesting aspect of the results obtained is the appearance of an improvement in the TEI in the follow-up.…”

Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study

“…In fact, implementation of programs that target emotional intelligence, and especially the adaptability and interpersonal factors of it, should become a priority in schools to improve not only the learning processes of their students, but also their present and future well-being. Many studies have shown the effectiveness of EI school interventions in improving a student's EI, either when learning a second language [72] or in the regular school setting [73]. These interventions boost more positive classroom emotions and alleviate negative ones, facilitating the learning process of the students.…”

Bibliometric Analysis on Emotional Intelligence Research

“…There has been emerging interest in EI among adolescents over recent years due to evidence from several studies regarding its importance in early ages for variables such as academic performance, social interaction, self-concept and social adaptation [35]; [36]; [37]. Keywords containing 'adolescent' were repeated 145 times.…”