Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents

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...

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Autores: Rodríguez-Ledo, C. (C.)|||/items/86ea0478-6649-4ca4-8cd7-a1178ef230f6, Orejudo, S. (Santos)|||/items/382a7bc0-7713-4d75-b941-4ecbd7c0a0de, Cardoso-Moreno, M.J. (M. J.)|||/items/7ecddf3a-c4d3-4e6b-bba9-b5f40a28560f, Balaguer-Estaña, A.J. (Álvaro J.)|||/items/caae433c-624d-44d0-81cc-a201e777b015, Zarza-Alzugaray, J. (Javier)|||/items/a3688aa8-117e-4915-816c-4fa1bd08b03b
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universidad de Navarra
Repositorio:Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:inglés
OAI Identifier:oai:dadun.unav.edu:10171/65903
Acceso en línea:https://hdl.handle.net/10171/65903
Access Level:acceso abierto
Palabra clave:Mindfulness
Emotional intelligence
Program implementation
Enhancement
Adolescents
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spelling Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescentsRodríguez-Ledo, C. (C.)|||/items/86ea0478-6649-4ca4-8cd7-a1178ef230f6Orejudo, S. (Santos)|||/items/382a7bc0-7713-4d75-b941-4ecbd7c0a0deCardoso-Moreno, M.J. (M. J.)|||/items/7ecddf3a-c4d3-4e6b-bba9-b5f40a28560fBalaguer-Estaña, A.J. (Álvaro J.)|||/items/caae433c-624d-44d0-81cc-a201e777b015Zarza-Alzugaray, J. (Javier)|||/items/a3688aa8-117e-4915-816c-4fa1bd08b03bMindfulnessEmotional intelligenceProgram implementationEnhancementAdolescentsEmotional 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.Frontiers MediaDadun. Depósito Académico Digital Universidad de Navarra20232023-04-0520182018-01-0120182018-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10171/65903reponame:Dadun. Depósito Académico Digital de la Universidad de Navarrainstname:Universidad de NavarraInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dadun.unav.edu:10171/659032026-06-21T12:47:57Z
dc.title.none.fl_str_mv Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
title Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
spellingShingle Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
Rodríguez-Ledo, C. (C.)|||/items/86ea0478-6649-4ca4-8cd7-a1178ef230f6
Mindfulness
Emotional intelligence
Program implementation
Enhancement
Adolescents
title_short Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
title_full Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
title_fullStr Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
title_full_unstemmed Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
title_sort Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
dc.creator.none.fl_str_mv Rodríguez-Ledo, C. (C.)|||/items/86ea0478-6649-4ca4-8cd7-a1178ef230f6
Orejudo, S. (Santos)|||/items/382a7bc0-7713-4d75-b941-4ecbd7c0a0de
Cardoso-Moreno, M.J. (M. J.)|||/items/7ecddf3a-c4d3-4e6b-bba9-b5f40a28560f
Balaguer-Estaña, A.J. (Álvaro J.)|||/items/caae433c-624d-44d0-81cc-a201e777b015
Zarza-Alzugaray, J. (Javier)|||/items/a3688aa8-117e-4915-816c-4fa1bd08b03b
author Rodríguez-Ledo, C. (C.)|||/items/86ea0478-6649-4ca4-8cd7-a1178ef230f6
author_facet Rodríguez-Ledo, C. (C.)|||/items/86ea0478-6649-4ca4-8cd7-a1178ef230f6
Orejudo, S. (Santos)|||/items/382a7bc0-7713-4d75-b941-4ecbd7c0a0de
Cardoso-Moreno, M.J. (M. J.)|||/items/7ecddf3a-c4d3-4e6b-bba9-b5f40a28560f
Balaguer-Estaña, A.J. (Álvaro J.)|||/items/caae433c-624d-44d0-81cc-a201e777b015
Zarza-Alzugaray, J. (Javier)|||/items/a3688aa8-117e-4915-816c-4fa1bd08b03b
author_role author
author2 Orejudo, S. (Santos)|||/items/382a7bc0-7713-4d75-b941-4ecbd7c0a0de
Cardoso-Moreno, M.J. (M. J.)|||/items/7ecddf3a-c4d3-4e6b-bba9-b5f40a28560f
Balaguer-Estaña, A.J. (Álvaro J.)|||/items/caae433c-624d-44d0-81cc-a201e777b015
Zarza-Alzugaray, J. (Javier)|||/items/a3688aa8-117e-4915-816c-4fa1bd08b03b
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Dadun. Depósito Académico Digital Universidad de Navarra
dc.subject.none.fl_str_mv Mindfulness
Emotional intelligence
Program implementation
Enhancement
Adolescents
topic Mindfulness
Emotional intelligence
Program implementation
Enhancement
Adolescents
description 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.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018-01-01
2018
2018-01-01
2023
2023-04-05
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10171/65903
url https://hdl.handle.net/10171/65903
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Dadun. Depósito Académico Digital de la Universidad de Navarra
instname:Universidad de Navarra
instname_str Universidad de Navarra
reponame_str Dadun. Depósito Académico Digital de la Universidad de Navarra
collection Dadun. Depósito Académico Digital de la Universidad de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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