Table 2 Overview of the main characteristics of the studies of Gilar-Corbí et al. (2018) and Jennings et al. (2017)

Gilar-Corbí et al. (2018)

To develop emotional intelligence in students

192 Spanish university students

Random assignment to

3 experimental groups (classroom, online and coaching modality) and a control group

Measure of both:

Self-reported trait EI with the short version of the Emotional Quotient Inventory (EQ-i:S; Bar-On 2002). Five dimensions of EI (intrapersonal intelligence, interpersonal intelligence, adaptation, stress management and mood, 51 items)

Ability EI with the Situational Test of Emotional Understanding, STEU and the Situational Test of Emotion Management, STEM; (MacCann and Roberts 2008). The STEU and STEM measure individuals’ abilities to understand their own and others’ emotions (the STEU) and the ability to manage emotions effectively (the STEM). Real-life scenarios are proposed and, for each situation, one correct answer is identified

All the participants completed pre-test questionnaires, in particular measuring their (initial) level of EI, then the experimental group had three different kinds of training:

a) a classroom-mediated modality –two-hours sessions—combined with an online e-learning platform;

b) only the e-learning platform, with virtual materials being available online;

c) a coaching-mediated modality—20 min per week—combined with the e-learning platform and the classroom sessions

In the three modalities, there were individualized online tutorials and for a) and c) modalities, also face-to-face tutorials

The training lasted seven sessions of 2 h each, once per week

Results showed that EI scores between the pre-test and the post-test increased for both self-reported and ability measures for the three experimental groups compared to the control group. Moreover, in the experimental groups, the scores of the group with the coaching modality increased the most compared to the other two experimental groups. These results allowed the authors to conclude that it is possible, through several modalities, to learn and improve emotional competences

Jennings et al. (2017)

The program aimed at developing the social and emotional competences of teachers by giving them a training in emotional competences. The aim was to improve classroom interactions as well as the teaching experience of teachers, and to reduce teachers’ distress

224 elementary school teachers from 36 schools in the region of New York City

Double randomization process (across schools and teachers):

Experimental group

Control group

Participants completed a pre- and post-intervention measure

Participants in the experimental group received training from the CARE (Cultivating Awareness and Resilience in Education) for Teachers program (Jennings et al. 2013)

The study participants took part in a five-day training course, six hours per day (for a total of 30 h of instruction). In addition, they were provided with a workbook and audio recordings to practice learning, as well as three individual calls from a coach to deepen and support the teachers’ lessons

The results showed that the CARE teachers scored higher on the various measures of the program, including higher levels of emotion regulation and mindfulness, than the control group. In addition, the level of distress among the CARE teachers was lower than among the other teachers. Overall, this study demonstrates the effectiveness of training aimed at improving emotional competences in a teachers’ sample