Influencia de un programa de aprendizaje socio-emocional sobre la inteligencia emocional autopercibida

The study of Emotional Intelligence (EI) is not something new, however the programs and studies about its development are not ample in our context. There are a vast number of researches in the Anglo-Saxon literature, which have not been replicated besides not being carried out similar studies in Spanish-speaking contexts. In this paper we analyze the medium-term effectiveness, in high school students (2ºBachillerato), for an intervention program in Emotional Intelligence as self-perceived trait. We designed a program of Social and Emotional Learning (SEL) from common programs of known use, following a structure of activities around of the areas of EI established by Salovey and Mayer and the recommendations made by the Collaborative for Academic, Social and Emotional Learning group (CASEL group) based on effective programs. We use a pretest-posttest design with control group and value the results with the Trait Meta-Mood Scale (TMMS). In addition we assessed the differences produced in the IE, in relation with the academic result and the gender of the participants. The results suggest that such intervention has a limited effect, with a positive trend. This is consistent with previous studies with similar limitation, although is possible the measuring instrument is not sufficiently sensitive to small changes, with would limit the significance of the differences