Emamimoghadam, Z., Davoudi, M., Behnam vashhani, H., Amin yazdi, A. (2013). The effect of teaching emotional intelligence skills on response to educational stress in high school girls. Evidence Based Care, 3(1), 27-36. doi: 10.22038/ebcj.2013.567
Zahra Emamimoghadam; Malihe Davoudi; Hamidreza Behnam vashhani; Amir Amin yazdi. "The effect of teaching emotional intelligence skills on response to educational stress in high school girls". Evidence Based Care, 3, 1, 2013, 27-36. doi: 10.22038/ebcj.2013.567
Emamimoghadam, Z., Davoudi, M., Behnam vashhani, H., Amin yazdi, A. (2013). 'The effect of teaching emotional intelligence skills on response to educational stress in high school girls', Evidence Based Care, 3(1), pp. 27-36. doi: 10.22038/ebcj.2013.567
Emamimoghadam, Z., Davoudi, M., Behnam vashhani, H., Amin yazdi, A. The effect of teaching emotional intelligence skills on response to educational stress in high school girls. Evidence Based Care, 2013; 3(1): 27-36. doi: 10.22038/ebcj.2013.567
The effect of teaching emotional intelligence skills on response to educational stress in high school girls
Evidence Based Care Research Centre, Instructor of Pediatric Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract
Background: Stress is one of the major causes of physical and mental illnesses, which could interfere with individual's functions. Emotional intelligence skill is one of the controlling skills of stress and its negative consequences. Aim: To investigate the effect of teaching emotional intelligence skills on response to educational stress in high school girls. Methods: This experimental study was performed on 100 students of Mashhad high schools, who were randomly assigned in two experimental and control groups. The experimental group received a six-session teaching program on emotional intelligence, while control group received no intervention. Gadzella Student-Life Stress Inventory was used as a study tool. Data were analyzed by SPSS version 11.5 using independent t-test and paired t-test. Results: Both groups experienced changes in physiological response to stress as the mean score of stress decreased in experimental group and increased in control group (P<0.001). Mean score of emotional intelligence in response to educational stress decreased significantly in both groups, but the independent t-test showed that the experimental group had a significant decline (P<0.001). Mean scores of behavioral and cognitive responses decreased after intervention in experimental group (P<0.001). Mean score of Overall response to stress decreased after intervention in experimental group as well (P<0.003). Conclusion: Offering courses on emotional intelligence in schools can be effective in reducing the consequences of educational stress.
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