Evaluating the effectiveness of a theoretical-based emotional intelligence training programme for university students in Hong Kong

Abstract

Emotional intelligence (EI) is regarded by some authorities as an essential factor in influencing an individual’s success in life and their psychological wellbeing. Emotional intelligence can be conceptualized as utilizing emotion-related resources to regulate information and one’s behaviour relevant to daily life and interacting in society. EI is considered a significant predictor of life outcomes such as health, social relationships, and work performance. Researchers have studied aspects of EI over many years and have explored how various components of emotional intelligence play critical roles in an individual’s career development. To face different challenges effectively in the transition stages to adulthood and to enter the ever-changing job market today, undergraduate students need to have the necessary emotional resources. They will have to cope proactively with unpredictable situations and solve problems. Although emotional intelligence is therefore considered a vital meta-capacity involved in different vocational outcomes, very few studies have explicitly focused on the theorydriven training of emotional functioning for undergraduate students in Hong Kong, and the possible impact of such training on their development. The current research involved two stages of data collection. Study One explored factors that can influence the emotional intelligence of undergraduates. A total of 232 undergraduate students at a university in Hong Kong were invited to respond to a survey using emotional intelligence measures. This information then influenced the design and implementation of the training programme as Study Two. The programme focuses on building emotional resources. In Study Two, a pretest-posttest design with a treatment group (n=21) and a control group (n=19) was used to evaluate the effectiveness of the newly developed training. Students in the experimental group participated for one month in a 4-session programme lasting 2.5 hours each. The control group had no treatment during the time and pursued a regular timetable. At three different points in time (pre-training, post-training, and six months after the training), comparisons were made between these groups on their development and application of emotional intelligence. Findings indicated the relatively short duration emotional intelligence training programme’s effectiveness, which lead to significant improvement in treatment groups’ overall emotional intelligence level across time, while there was no significant change in the control group. Findings also revealed that the academic major influenced an individual’s emotional intelligence level. Students who participated in the intervention increased performance on emotional appraisal and expression in others, use of emotion and regulation of emotion. The results shed light on how emotional abilities can be strengthened and the study provided insights for career counselling interventions at the tertiary education level.