No significant difference in EI growth between online and face-to-face intervention groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Neither the face-to-face nor the online intervention mode was a statistically significant independent variable in the regressions, and interviews showed little differentiation between modes. → 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 · r1

Eight multiple regressions run in R on Trait EI and Peer EI measures from the quasi-experiment. Intervention mode (face-to-face vs. online) was not statistically significant for either measure; the article reports no effect size for this null finding.

"Examining the regressions using the Trait EI measure, the only independent variable that was statistically significant was the pre -test score. When looking at the Peer EI measure, individual independent variables were not statistically significant"

Discussion¶

Learner Variables¶

• Emotional Intelligence — outcome: instruction changes it

Related Claims¶

• Students in intervention groups reported greater EI skill improvements than control students in interviews — related
• Online EI workshops combined with mindfulness training significantly predicted peer-assessed EI growth, while neither intervention alone did — related
• Pre-test scores were the only statistically significant predictor of Trait EI post-test scores — related