Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents.
César Rodríguez-Ledo, Santos Orejudo, Maria Jesús Cardoso, Álvaro Balaguer, Javier Zarza-Alzugaray
Frontiers in Psychology 2018 DOI: 10.3389/fpsyg.2018.02162 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 156 |
| Population | Students aged 11-14 years old from a Spanish public high school |
| Measures | CDE-SEC, EQi-Youth Version, General Empathy Scale, Mindfulness on the School Scope Scale, social abilities and adjustment questionnaire BAS3 |
| Topics | Meditation |
| Keywords | Adolescents Emotional intelligence Enhancement Program implementation |
| Key findings | The authors report that emotional intelligence and mindfulness were related across many measured variables, with good mindfulness competence particularly associated with a higher general EI trait, better general empathy skills, and better social adjustment to school. They also report a significant effect on participants' interior and kinesthetic mindfulness competence after implementing the SEA program, suggesting mindfulness can be enhanced through direct classroom intervention. |
Abstract
Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants' mindfulness competence. The sample consisted of 156 students aged 11-14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants' interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cited by 10
- Mindfulness Abilities Are Associated with Anxiety Levels, Emotional Intelligence, and Perceived Self-Efficacy Sustainability March 7, 2023
- A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators. Frontiers in Psychology 2025
- Efectos psicológicos de una intervención de mindfulness realizada en la vuelta a la calma de la clase de Edu-cación Física: un estudio cuasi-experimental (Psychological effects of a mindfulness intervention performed during the cool down in the Physical Educa-tion class: a quasi-experimental study) Retos June 20, 2023
- The predictive values of state and trait mindfulness on emotion understanding in primary school children Frontiers in Psychology July 10, 2026
- The Impact of a 12-Week School-Based Mindfulness Programme on Emotional Intelligence: A Cross-National Study of Primary and Secondary Students in Spain and Italy. Journal of Intelligence July 1, 2026
and 5 more in the library
Cites 7
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice 2004
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of adolescence April 14, 2017
- Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial Developmental Psychology 2015
and 2 more in the library