How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal

Abstract

Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by most of the mandatory subjects of both Primary and Secondary Schools. The second stratum of CHC model is composed of similar cognitive abilities as 1997-Ability Emotional Intelligence Model (perception, using, understanding, and managing emotions), which is different from trait EI approaches - that consider EI has personality traits as well. It has pointed out that the capacities of the CHC-model second stratum are connected to the capabilities of AEI. Therefore, any educational activity that optimizes perception, understanding, attentional control or planning is affecting the development of AEI. Promoting AEI involves hot information processing. It is convenient to use transversely hot information processing - this means that this information has special meaning for the people. Connecting hot information to mandatory subjects teaching would develop the abilities of EI. Both Sciences and Natural Sciences pedagogic devices can improve emotional perception. However, Social Sciences and Humanities foster both emotional understanding and knowledge. Finally, the different contingencies that occur in school life scenarios are suitable for training of emotional regulation.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

“…Efforts to support the mental health of school children have historically been guided by research noting the short- and long-term benefits of fostering emotional intelligence (EI)—a constellation of cognitive abilities that contribute to adaptive emotional information processing and emotion regulation (Mayer & Salovey, 1997). Specifically, school districts have begun implementing intervention programs—often classified as social-emotional learning (SEL)—to support children as they work to understand and regulate emotional states, develop positive relationships, and make responsible decisions (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020; Mestre, 2020). SEL appears promising in promoting social, emotional, and mental health; preventing mental health problems; and promoting academic outcomes (Centers for Disease Control and Prevention, 2009; Dix et al, 2012; Lyon et al, 2013).…”

The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality

“…While the present study clearly speaks against a cascade from EU to EM to academic achievement and in favor of EU having a direct effect on the outcome (comparable to the effects of VI and O), it does not provide any direct insights into the mechanisms by which this effect was exerted. Nevertheless, the fact that EU incrementally predicted GPA and that its effect on the latter was not mediated by EM resonates with the proposition that EU contributes to school achievement in its own right, namely, as a resource for mastering those aspects of the curriculum that require an understanding of human emotions and emotionally driven (inter)actions, as is the case in the language arts and humanities [ 14 , 60 ]. As for EM, it should be noted that the mechanisms by which this EI branch was hypothesized to affect school achievement (see Section 1.3 ) are somewhat less direct: Unlike emotional vocabulary and understanding, which may be directly invested in mastering certain academic contents, knowledge about effective ways to regulate emotions (i.e., EM as operationalized by EI tests) first has to be translated into actual emotion management, and then there might be other intermediate steps—e.g., establishing good social relations at school [ 27 , 28 ]—before EM abilities can be reflected in learning and, finally, achievement.…”

The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

“…By integrating social-emotional development into the school curriculum, schools provide students with the opportunity to develop holistically and contribute to positive classroom climate. Key competences in this domain include self-awareness, self-management, responsible decision-making, relationship skills, and social awareness (CASEL, 2020;Greenberg, 2023;Mestre, 2020).…”