Effect of an Emotional Competencies Program on the Emotional Quotient of Primary School Students

Abstract

Children and youth should be supported in many areas, including in the development of their emotional quotient (EQ). That EQ will help the child grow until maturity, and use emotion appropriately and reasonably. They should be able to manage their own life and happily adjust to their surroundings. EQ in children aged 6-11 years can be assessed using three attributes: goodness, intelligence, and happiness. Goodness refers to the ability to control one's emotions, the ability to pay attention to and understand the emotions of others, and the ability to admit mistakes. Intelligence refers to the ability to be committed and try, ability to adapt to problems, and the ability to be assertive. Happiness means self-satisfaction, self-adjustment, and cheerfulness. By measuring EQ level, it is possible to assess how well a child has developed their EQ, and it can be used to track emotional development. 

This was quasi-experimental research, which applied a two-group repeated-measures design. The effect of applying emotional competencies for EQ enhancement of primary school students in Chatrakan District, Phitsanulok Province, Thailand was tested in an experimental group (n=30) versus a comparison group (n=30). The duration of the experimental period was 10 weeks: 6 weeks for the program, and a follow-up at week 10. Activities were arranged 1-2 times per week, lasting 50-60 minutes each time. Before starting the experiment, a general information questionnaire was administered to all participating children, along with the EQ assessment for children aged 6-11 years. A class teacher carried out the assessments. The experimental group was exposed to 5 activities: (1) role-plays; (2) meditation and calmness training; (3) motivation group activities; (4) group activities for self-understanding and other aspects of self-awareness; and (5) recreational activities. After every activity, activities were jointly summarized. Data were expressed as percentage, mean and standard deviation, and analyzed using the independent t-test and repeated measures ANOVA. The level of statistical significance was considered to be p <0.05.

          The results showed that the overall EQ score, and EQ score when considered by topic (goodness, intelligence, happiness), were significantly different within the experimental group before and after the program, and at follow up (p <0.001). There was a significant difference between-groups in overall EQ after the program period (p =0.034). However, at follow-up, the experimental group had a lower mean EQ score than just after the experiment. Even so, the EQ score at follow-up remained higher than before the trial. This study indicated that the program to enhance EQ (goodness, intelligence, happiness) could be used to develop EQ, and could be appropriately applied in other areas. Relevant officials should allow teachers to modify the program’s design to suit their area, and apply the program in their schools.