Improving Mental Health Through Emotional Intelligence Enhancement
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age12-17
SponsorUniversity of Dhaka
About this trial
The present study examined the effects of an emotional intelligence (EI)-based training program on emotional intelligence and mental health outcomes among secondary school teachers and students in Dhaka City, Bangladesh.
The study addressed whether the EI-based intervention improves emotional intelligence and reduces psychological distress, including anxiety and depression, while enhancing overall wellbeing (emotional, social, and psychological).
A quasi-experimental design was employed, comparing participants who received a structured EI training program with a control group. The intervention was based on Goleman's mixed model of emotional intelligence, focusing on four core domains: self-awareness, self-management, social awareness, and relationship management.
Participants were assessed at multiple time points using standardized measures of emotional intelligence, anxiety, depression, and mental health continuum. The study also incorporated a follow-up assessment to examine outcomes over time.
The findings aim to contribute to understanding the role of emotional intelligence in promoting mental health and to inform school-based psychological intervention strategies.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years.
students (both boys and girls) enrolled in Classes 7 to 10 in coeducational Bangla-medium secondary schools in Dhaka city;
teachers (male and female) who taught in these classes;
teachers who provided informed consent to participate in the training;
Disqualifiers
individuals with a reported history of severe mental illness;
individuals with identifiable visual, hearing, or physical impairments that could interfere with participation in the program;
teachers and students from English-medium or English-version schools;
individuals unwilling or unable to provide voluntary informed consent/assent or to complete the full program;
Trial design
Design model
Parallel
Treatments tested in this trial
Enhancing Emotional Intelligence
BehavioralA structured, evidence-based Emotional Intelligence (EI) training program was developed using Goleman's mixed model, focusing on self-awareness, self-management, social awareness, and relationship management. The manual was culturally adapted for Bangladesh and refined through expert review and pilot testing. The intervention was delivered over four weeks for students (one 2.5-3 hour session per week) and two intensive days for teachers (two sessions per day, \~150 minutes each). Interactive methods included lectures, group discussions, role-plays, reflective exercises, and homework tasks to enhance EI skills and real-life application. The program aimed to improve emotional competencies and psychological wellbeing among participants.
Treatment groups
80 Participants
are divided into 2 treatment groupsGroup A: Emotional Intelligence Training ProgramExperimental treatment 1 intervention
Group B: No Intervention Control GroupNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Mental Health Continuum-Short Form (MHC-SF)
The Mental Health Continuum-Short Form (MHC-SF; Keyes et al., 2008) is a 14-item self-report instrument used to assess mental well-being across three domains: emotional well-being, social well-being, and psychological well-being. Respondents rate the frequency of their experiences over the past month on a 6-point Likert scale ranging from 0 (never) to 5 (every day). The total score ranges from 0 to 70, with higher scores indicating greater mental well-being. Subscale scores include emotional well-being (0-15), social well-being (0-25), and psychological well-being (0-30). Based on established criteria, individuals can be categorized as flourishing, moderate, or languishing depending on their pattern of responses across hedonic and eudaimonic well-being items. The Bangla version of the MHC-SF has demonstrated good psychometric properties, including acceptable reliability and validity in Bangladeshi populations.
Time frame
Baseline, immediately post-intervention, and 6-month follow-up2
Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF)
The Bangla version of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides, 2009) is a 30-item self-report instrument used to assess trait emotional intelligence among secondary school teachers. The scale is based on trait emotional intelligence theory and provides a global trait EI score as well as four factor scores: Well-being, Self-control, Emotionality, and Sociability. Items are rated on a 7-point Likert scale ranging from 1 (completely disagree) to 7 (completely agree). Total scores are computed after reverse scoring relevant items, with higher scores indicating higher levels of trait emotional intelligence. The Bangla version of the TEIQue-SF has demonstrated good reliability and validity for use in Bangladeshi populations.
Time frame
Baseline, post-intervention (immediately after training), and 6-month follow-up3
Beck Anxiety Inventory (BAI)
Anxiety symptoms among secondary school teachers will be assessed using the Bangla version of the Beck Anxiety Inventory (BAI) developed by Beck, Epstein, Brown, and Steer (1988). The BAI is a 21-item self-report questionnaire designed to measure the severity of anxiety symptoms experienced over the past week. Each item is rated on a 4-point Likert scale ranging from 0 (not at all) to 3 (severely), with total scores ranging from 0 to 63. Higher scores indicate greater levels of anxiety. Anxiety severity is categorized as low (0-21), moderate (22-35), and potentially concerning or severe (36 and above). The Bangla version of the BAI has demonstrated excellent psychometric properties, including high internal consistency (Cronbach's α = .929) and good reliability and validity for use among Bangladeshi populations.
Time frame
Baseline, post-intervention, and 6-month follow-up4
Beck Anxiety Inventory for Youth (BAI-Y)
The Beck Anxiety Inventory for Youth (BAI-Y; Beck, Beck, Jolly, \& Steer, 2005) is a 20-item self-report measure designed to assess anxiety symptoms in children and adolescents aged 7-18 years. It evaluates both cognitive and somatic symptoms of anxiety experienced over the past week. Each item is rated on a 4-point Likert scale ranging from 0 (never) to 3 (always), with total scores ranging from 0 to 60. Higher scores indicate greater anxiety severity and psychological distress. Scores may also be converted into standardized T-scores (M = 50, SD = 10). The Bangla version of the BAI-Y has demonstrated good reliability and validity for use among Bangladeshi adolescents.
Time frame
Baseline, post-intervention, and 6-month follow-upSponsors and contacts
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Source ClinicalTrials.gov