The IESA Program: An Emotional Intelligence Intervention for First-Year Higher Education Students (IESA)
The IESA Program, an Emotional Intelligence-Based Intervention, in First-Year Higher Education Students: A Study of Student Outcomes
The IESA Program is an Emotional Intelligence (EI) intervention designed for first-year higher education students. The program is based on an ability-based EI framework and focuses on the development of four core emotional abilities: identifying, understanding, using, and managing emotions.
The intervention aims to support students as they transition into higher education and face personal, social, and academic challenges. The IESA Program is delivered in a group format and consists of ten weekly sessions.
調査の概要
詳細な説明
The IESA Program is a structured group intervention designed for first-year higher education students. The program operationalizes the ability-based model of emotional intelligence (Mayer & Salovey, 1997) and is delivered through ten weekly, two-hour sessions. Each session includes structured group activities and guided reflection to develop key emotional abilities.
Primary Outcomes:
The primary goal of the program is to foster students' emotional skills, specifically: Perception of emotions, comprehension of emotions, facilitation of emotions, and management of emotions.
Secondary Outcomes:
The program also targets additional outcomes, including: Adaptation to higher education, encompassing social, emotional, study, career, and institutional aspects; Mental health improvement, assessed by reductions in stress, depression, and anxiety; Academic performance, measured by Grade Point Average (GPA) The IESA Program is intended to support students in navigating the personal, social, and academic challenges associated with the transition to higher education.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Porto、ポルトガル、4200-072
- Portucalense University
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参加基準
適格基準
就学可能な年齢
- 大人
健康ボランティアの受け入れ
説明
Inclusion Criteria:
- Enrolled in the first year of higher education for the first time
- Aged between 18 and 25 years
- Willing to participate in the study (intervention or control group)
Exclusion Criteria:
- Current psychopathological diagnosis
- High frequency of ongoing psychology sessions
- Significant negative life events within the past two weeks
Additional Notes:
Participants who meet exclusion criteria will still be allowed to attend the IESA Program sessions for ethical reasons. However, their data will be systematically excluded from statistical analyses to ensure data integrity.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：防止
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
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実験的：IESA Program Intervention
Participants in this arm receive the IESA Program, a structured group intervention designed for first-year higher education students. Sessions include structured group activities and guided reflection exercises that aim to develop four core emotional abilities: identifying, understanding, using, and managing emotions. |
The IESA Program is a structured group intervention designed for first-year higher education students. It is based on the ability-based model of emotional intelligence (Mayer & Salovey, 1997) and focuses on developing four core emotional abilities: identifying, understanding, using, and managing emotions. The program consists of ten weekly sessions, each lasting two hours. Sessions are delivered in a group format and include structured activities, interactive exercises, and guided reflection to engage students in applying emotional intelligence skills in personal, social, and academic contexts. This intervention is distinct from other programs as it specifically targets first-year higher education students during their transition to university, operationalizes the ability-based model of emotional intelligence, and combines skill development with reflective group activities over a fixed ten-week period. |
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介入なし：Control Group
Participants in this arm are placed on a waiting list and do not receive the IESA Program during the study period.
They continue with their usual educational activities and may participate in the IESA Program after the study ends.
No additional interventions are provided during the waiting period.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Trait Meta-Mood Scale-24 (TMMS-24) Attention Subscale Score
時間枠：Baseline (pre-intervention) and immediately post-intervention (after the 10-week program)
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Emotional attention will be assessed using the Attention subscale of the Trait Meta-Mood Scale-24 (TMMS-24).
The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree").
Scores range from 8 to 40, with higher scores indicating greater attention to one's emotional states.
Very high scores may reflect excessive focus on emotions.
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Baseline (pre-intervention) and immediately post-intervention (after the 10-week program)
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Trait Meta-Mood Scale-24 (TMMS-24) Clarity Subscale Score
時間枠：Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Emotional clarity will be assessed using the Clarity subscale of the Trait Meta-Mood Scale-24 (TMMS-24).
The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree").
Scores range from 8 to 40, with higher scores indicating greater understanding of one's emotions.
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Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Trait Meta-Mood Scale-24 (TMMS-24) Emotional Repair Subscale Score
時間枠：Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Emotional regulation will be assessed using the Emotional Repair subscale of the Trait Meta-Mood Scale-24 (TMMS-24).
The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree").
Scores range from 8 to 40, with higher scores indicating greater ability to regulate emotional states.
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Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Depression Anxiety and Stress Scale-21 (DASS-21) Depression Subscale Score
時間枠：Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Depressive symptoms will be assessed using the Depression subscale of the Depression Anxiety and Stress Scale-21 (DASS-21).
The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time").
Scores range from 0 to 21, with higher scores indicating greater severity of depressive symptoms.
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Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Depression Anxiety and Stress Scale-21 (DASS-21) Anxiety Subscale Score
時間枠：Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Anxiety symptoms will be assessed using the Anxiety subscale of the Depression Anxiety and Stress Scale-21 (DASS-21).
The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time").
Scores range from 0 to 21, with higher scores indicating greater severity of anxiety symptoms.
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Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Depression Anxiety and Stress Scale-21 (DASS-21) Stress Subscale Score
時間枠：Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Stress symptoms will be assessed using the Stress subscale of the Depression Anxiety and Stress Scale-21 (DASS-21).
The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time").
Scores range from 0 to 21, with higher scores indicating greater severity of stress symptoms.
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Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
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Semester Grade Point Average (GPA)
時間枠：Baseline (pre-intervention) and at the end of the semester following the 10-week program.
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Academic performance will be assessed using students' self-reported semester Grade Point Average (GPA).
GPA will be reported according to the institutional grading system.
Higher GPA values indicate better academic performance.
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Baseline (pre-intervention) and at the end of the semester following the 10-week program.
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Higher Education Adaptation Questionnaire (QAES) Total Score
時間枠：Baseline (pre-intervention) and at the end of the semester following the 10-week program.
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Adaptation to higher education will be assessed using the Higher Education Adaptation Questionnaire (QAES), a 40-item self-report measure assessing academic adaptation, interpersonal adaptation, personal-emotional adaptation, institutional adaptation, career development, and course commitment.
Responses are rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree").
Total scores range from 40 to 200, with higher scores indicating better adaptation to higher education.
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Baseline (pre-intervention) and at the end of the semester following the 10-week program.
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協力者と研究者
スポンサー
捜査官
- 主任研究者：Alexandra M. Araújo, PhD、Portucalense University
- 主任研究者：Rosario Cabello, PhD、University of Malaga
- 主任研究者：Fátima M. Teixeira, Master's (Doctoral Student)、Portucalense University
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- https://doi.org/10.54499/2023 (その他の識別子：Foundation for Science and Technology)
- 2023.04864.BD (その他の助成金/資金番号：FCT - Fundação para a Ciência e Tecnologia, I.P.)
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個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
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