University of Malaga, Campus de Teatinos s/n, 29071 Malaga, Spain.
J Adolesc. 2013 Oct;36(5):883-92. doi: 10.1016/j.adolescence.2013.07.001. Epub 2013 Jul 31.
The aim of this study was to explore the effects of a two-year intervention grounded in the ability model of emotional intelligence (EI) on aggression and empathy among adolescents. Eight Spanish public schools volunteered to participate in the research. A total of 590 adolescents (46% boys) were randomly assigned to either the EI training group or control group conditions. Students in the EI training group reported lower levels of physical/verbal aggression, anger, hostility, personal distress and fantasy compared to students in the control group. Additionally, the EI program was particularly effective for males' empathic abilities. These findings confirm the effectiveness of social and emotional learning interventions in Spanish academic contexts and extend the literature of gender-related differences during adolescence. Study limitations and future research directions are also considered.
本研究旨在探讨基于情绪智力（EI）能力模型的两年干预对青少年攻击性和同理心的影响。八所西班牙公立学校自愿参与这项研究。共有 590 名青少年（46%为男生）被随机分配到 EI 培训组或对照组。与对照组相比，EI 培训组的学生报告的身体/言语攻击、愤怒、敌意、个人困扰和幻想水平较低。此外，EI 计划对男性的同理心能力特别有效。这些发现证实了社会和情感学习干预在西班牙学术环境中的有效性，并扩展了青少年时期性别差异相关文献。研究的局限性和未来的研究方向也被考虑在内。
