Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Background: Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. Methods: The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one’s own emotions and others’ emotions, identifying and understanding the impact one’s own feelings in adopting decisions, expressing one’s own emotions and the stress experienced, and managing both one’s own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. Results: The results showed a significant improvement in the EI of students in the experimental group compared with the control group. Conclusions: This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom. Trial registration: The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html.This research was supported by the Spanish Ministry of Economy and Competitiveness under Grant number EDU2015-64562-R

Assessment and re-design of learning activities from young social work students’ perceptions and experiences: an empirical study on the subject “social work with groups” of the University of Alicante (Spain)

Background. This article aims to incorporate students’ visions in the design of learning activities based on an analysis of their perceptions and evaluations of their experience working in small groups carried out in the subject ”Social Work with Groups” of a Social Work Program (University of Alicante, Spain). Method. We followed a quantitative approach, using a survey to collect data. Participants were social work students (n = 69). Univariate and bivariate data analysis was carried out, and we used parametric and non-parametric tests, depending on the group sample size. Results. Students believe that the activity contributes to achievement of learning objectives and skill and content acquisition and consolidation. Global satisfaction with the evaluation system and the activity was adequate. We found some differences by group in terms of associations between perception and satisfaction and some sociodemographic and academic variables. Conclusion. The experience was evaluated positively by the students. The activity design puts students at the center of the teaching and learning process