Content Analysis of Emotional Intelligence Development Components in Educational Programs
Keywords:
Emotional intelligence, educational programs, thematic analysis, emotional skills, social-emotional learningAbstract
This study aimed to identify and analyze the components of emotional intelligence development within educational programs through thematic content analysis. This qualitative research employed a thematic analysis method. Data were collected via semi-structured interviews with 18 education experts, curriculum planners, and experienced educators in Tehran. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Data were coded and analyzed using NVivo software. Credibility was ensured through member checking and peer debriefing. Thematic analysis revealed three main themes: emotional awareness, emotional regulation, and social-emotional skills and empathy. In total, 18 subthemes and numerous open codes were extracted. Findings indicated that emotional intelligence components are mostly embedded implicitly within educational content, lacking a systematic framework. Additionally, the roles of teachers and classroom environments were highlighted as pivotal in fostering emotional development. Developing emotional intelligence in schools requires structured, localized, and evidence-based programs. Enhancing teachers’ emotional skills, designing coherent educational interventions, and fostering emotionally safe school climates are essential strategies to achieve this goal.
Downloads
References
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88–103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). Core SEL competencies. https://casel.org
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 27(1), 13–32. https://doi.org/10.1353/foc.2017.0001
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197–215. https://doi.org/10.1207/s15327965pli1503_02
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
