Students in intervention groups reported greater EI skill improvements than control students in interviews¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who received either type of EI intervention were more likely to report improvements in monitoring their own emotions, monitoring others' emotions, empathizing, and working collaboratively than control students. → Cotler 2017

Evidence¶

Cotler 2017¶

Cotler, J. L., DiTursi, D., Goldstein, I., Yates, J., & DelBelso, D. (2017). A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person. Information Systems Education Journal, 15(1). https://eric.ed.gov/?id=EJ1135358

q2 · i? · causal · r2

Interviews with 21 students across the six experimental groups at semester end. Reported improvement in empathizing ranged from 25% (control) to 100% (online); reported improvement in collaborative teamwork ranged from 63% (control) to 100% (face-to-face). Self-reported percentages only; no effect size printed.

"students who received either type of intervention were more likely to report changes in specific EI skills than those who did not recei ve any intervention. Notably, we saw little differentiation between the face -to-face and online groups"

Discussion¶

Related Claims¶

• No significant difference in EI growth between online and face-to-face intervention groups — related
• Adolescents who engaged more with Crystals' empathy training mechanics showed greater increases in empathic accuracy-related RTPJ activation, controlling for total playtime — related