Claims

Online EI workshops combined with mindfulness training significantly predicted peer-assessed EI growth, while neither intervention alone did

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

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The interaction between the online intervention and mindfulness was statistically significant for peer EI post-test scores, meaning neither intervention alone was sufficient. → 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

Multiple regression analysis of peer EI post-test scores from a 3x2 factorial quasi-experiment (n=159). The Online x Mindfulness interaction had a coefficient of 3.25 (p = .04); adjusted R-squared was .55. The article reports this as a statistically significant interaction without a standardised effect size.

"the interaction between the online intervention and mindfulness was statistically significant. This means that while neither the emotional intelligence interventions nor the mindfulness intervention alone were sufficient to have a significant impact , the combination of these two types of instruction may be sufficient to improve students' overall EI"

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-03
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.