Development of emotional intelligence of students of pre-school and elementary education
Vol.32,No.3(2022)
The aim of the study is to verify the effect of innovative teaching on changes in the emotional intelligence of preschool and elementary education students. The secondary goal is to present to the reader the procedures and the added value of the educational activities used for both students and teachers. It is an intervention study using a quantitative approach. The interventions consisted of the activities of the development project Don‘t be afraid of experiencing during the academic year 2021/2022 consisting in changing the approach of teachers to teaching aimed at developing the emotional intelligence of students. To determine the effects of the intervention, 98 male and female students were tested with the MSCEIT emotional intelligence test (pretest and posttest). There was no statistically significant change in the emotional intelligence of male and female students during the approximately 7 months of intervention.
experiencing, development of emotional intelligence, undergraduate teacher training, intervention study
Barber, B., Stolz, E., & Olsen, J. (2005). Parental support, psychological control, and behavioral control: Assessing relevance across time, culture, and method. Monographs of the Society for Research in Child Development, 70(4), 1–13.
Bar-On, R. (2005). The Bar-On model of emotional-social intelligence. In P. Fernández-Berrocal and N. Extremera (Guest Editors), Special Issue on Emotional Intelligence. Psicothema, 17.
Barrett, L. F. (2016). The theory of constructed emotion: An active inference account of interoception and categorization. Social Cognitive and Affective Neuroscience, 12(1), 1–23.
Blatchford, P. Edmonds, S., & Martin, C. (2003). Class size, pupil attentiveness and peer relations. British Journal of Educational Psychology, 73(1), 15–36.
Bornstein, M. H., Davidson, L., Keyes, C. L. M., & Moore, K. A. (2003). Well-being: Positive development across the life course. Psychology Press.
Bowles, T., Jimerson, S., Haddock, A., Nolan, J., Jablonski, S., Czub, M., & Coelho, V. (2017). A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal. Journal of Relationships Research, 8(E16).
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051–1095.
Chakrabarti, G., & Chatterjea, T. (2018). Intelligence, emotions or the emotional intelligence: Theories and evidence in global context. In G. Chakrabarti & T. Chatterjea, Employees’ emotional intelligence, motivation & productivity, and organizational excellence (s. 11–50). Palgrave Macmillan.
Ciarrochi, J. E., Forgas, J., & Mayer, J. D. (2006). Emotional intelligence in everyday life. Psychology Press, Taylor & Francis.
Cohen-Katz, J., Sternlieb, J. L., Hansen, S. E., &. Dostal, J. A. (2016). Developing emotional intelligence in the clinical learning environment: A case study in cultural transformation. Journal of Graduate Medical Education, 8(5), 692–698.
Copay, A. G., Subach, B. R., Glassman, S. D., Polly, D. W., & Schuler, T. C. (2007). Understanding the minimum clinically important difference: A review of concepts and methods. The Spine Journal, 7(5), 541–546.
Corcoran, R. P., & Tormey, R. (2010). Teacher education, emotional competencies and development education. Procedia – Social and Behavioral Sciences, 2(2), 2448–2457.
Corcoran, R. P., & Tormey, R. (2013). Does emotional intelligence predict student teachers’ performance? Teaching and Teacher Education, 35, 34–42.
Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2017). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72.
Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: The role of teachers’ emotional intelligence ability in predicting students’ achievement. The American Journal of Psychology, 127(4), 431–445.
Datu, J. A. D., & Fong, R. W. (2018). Examining the association of grit with test emotions among Hong Kong Chinese primary school students. School Psychology International, 39(5), 510–525.
Day, Ch., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403–415.
Dolev, N., & Leshem, S. (2017). Developing emotional intelligence competence among teachers. Teacher Development, 21(1), 21–39.
Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social-emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316–326.
Ekman, P., & Friesen, W. V. (1971). Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 11, 124–129.
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (s. 683–704). Cambridge University Press.
Fogarty, G. J. (2008). Intelligence: Theories and issues. In J. Athanasou, Adult educational psychology (s. 181–208). Brill–Sense.
French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright & A. Zander (Eds.), Group dynamics (s. 259–269). Harper & Row.
French, N. K. (1993). Elementary teacher stress and class size. Journal of Research & Development in Education, 26(2), 66–73.
Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628–639.
Goetz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35(1), 44–58.
Goleman, D. (2011). Emoční inteligence. Metafora.
Gutiérrez-Moret, M., Ibáñez-Martinez, R., Aguilar-Moya, R., & Vidal-Infer, A. (2016). Assessment of emotional intelligence in a sample of prospective secondary education teachers. Journal of Education for Teaching, 42(2), 123–134.
Herpertz, S., Schütz, A. & Nezlek, J. (2016). Enhancing emotion perception, a fundamental component of emotional intelligence: Using multiple-group SEM to evaluate a training program. Personality and Individual Differences, 95, 11–19.
Hladík, J., & Andrysová, P. (2019). Emotional intelligence of university students in central Europe: Crosscultural comparison between Czech and Slovak students. Sociológia a spoločnosť, 4(2), 1–14.
Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., & Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148.
Huang, Y., Richter, E., Kleickmenn, T., & Richter, D. (2022). Class size affects preservice teachers’ physiological and psychological stress reactions: An experiment in a virtual reality classroom. Computers & Education, 184, Article 104503.
Chromková Manea, B., & Rabušic, L. (2019). Marriage, childbearing and single motherhood: Trends in attitudes and behaviour in Czechia and Slovakia from 1991 to 2017. Sociální studia / Social studies, 16(2).
Kaščák, O. (2009). Rituály a skryté kurikulum alebo Kam v pedagogike zaradiť rituálne štúdie? Teoretická (a biografická) rekonštrukcia. Studia Paedagogika, 14(2), 29–40.
Keltner, D. (2019). The power paradox: How we gain and lose influence. Penguin Books.
Keltner, D., & Lerner, J. S. (2010). Emotion. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (s. 317–352). John Wiley & Sons.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2017). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 1–20.
Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis. Educational Research Review, 25, 120–148.
MacCann, C., Jiang, Y., Brown, L., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological bulletin, 146(2), 150–186.
Mänty, K., Järvenoja, H., & Törmänen, T. (2020). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation. International Journal of Educational Research, 102, Article 101589.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (s. 3–31). Basic Books.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2012). MSCEIT – Test emoční inteligence. Příručka. Autoři českého vydání: (P. Humpolíček, A. Slezáčková. Hogrefe) – Testcentrum.
McClelland, D. C. (1973). Testing for competence rather than for “intelligence”. American Psychologist, 28(1), 1–14.
Mehešová, M. (2017). Social-emotional health of university students and the importance of its research. Acta Educationis Generali, 7(2), 79–85.
Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47(1), 36–41.
Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society, & Education, 7(3), 279–294.
Petrovič, J., & Dmitrijevič, D. (2020). Emotional education in 20th century Serbian pedagogy. Science and teaching in educational context.
Schneider, W. J., & Flanagan, D. P. (2014). The relationship between theories of intelligence and intelligence tests. In S. Goldstein, D. Princiotta, & J. A. Naglieri (Eds.), Handbook of intelligence (s. 317–340). Springer.
Shuttleworth, M. (2018). Pretest-posttest designs. Sage.
Slaski, M. & Cartwright, S. (2003). Emotional intelligence training and its implications for stress, health and performance. Stress and Health, 19(4), 233–239.
Sobotka, T., Šťastná, A., Zeman, K., Hamplová, D., & Kantorová, V. (2008). Czech Republic: A rapid transformation of fertility and family behaviour after the collapse of state socialism. Demographic Research, 19(14), 403–454.
Starý, K., Dvořák, D., Greger, D., & Duschinská, K. (2012). Profesní rozvoj učitelů. Karolinum.
Strenze, T. (2015). Intelligence and success. In S. Goldstein, D. Princiotta, & J. A. Naglieri (Eds.), Handbook of intelligence (s. 405–413). Springer.
Stuchlíková, I. (2013). Základy psychologie emocí. Portál.
Szeles H. M. (2015) Developing emotional intelligence in student nurse leaders: A mixed methodology study. Asia-Pacific Journal of Oncology Nursing, 2(2), 89–98.
Tesch, A.D. (2016). Implementing pre‐post test designs in higher education evaluations. New Directions for Evaluation, 2016, 85–96.
Torres, L. H., Bonilla, R. E. B., & Moreno, A. K. Á. (2016). Empathy in future teachers of the Pedagogical and Technological University of Colombia. Home, 5(1).
Turner, J. H., & Stets, J. E. (2005). The sociology of emotions. Cambridge University Press.
Vališová, A., Kasíková, H. a kol. (2011). Pedagogika pro učitele. Grada.
Vlčková, K., Lojdová, K., Lukas, J., Mareš, J., Šalamounová, Z., Kohoutek, T., & Ježek, S. (2015). Z posluchárny za katedru: Mocenské vztahy ve výuce studentu učitelství. Masarykova univerzita.
Wagner, J., Lüdtke, O., Robitzsch, A., Göllner, R., & Trautwein, U. (2017). Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors. Journal of Personality, 86(3), 481–497.
Wang, Y. Q., Hawk, S. T., Tang, Y. L., Schlegel, K., & Zou, H. (2019). Characteristics of emotion recognition ability among primary school children: Relationships with peer status and friendship quality. Child Indicators Research, 12(4), 1369–1388.
White, C. N., & Buchanan, T. W. (2016). Empathy for the stressed. Adaptive Human Behavior and Physiology, 2(4), 311–324.
Yang, Q., Tian, L. L., Huebner, E. S., & Zhu, X. (2019). Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model. School Psychology, 34(3), 328–340.
Yavich, R., & Rotnitsky, I. (2020). Multiple intelligences and success in school studies. International Journal of Higher Education, 9(16), 107–117.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © 2023 Stanislav Michek, Marie Herynková, Vladimíra Hornáčková, Iva Košek Bartošová, Yveta Pohnětalová, Jana Marie Havigerová