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Improving Mental Health Through Emotional Intelligence Enhancement

ClinicalTrials.gov IDNCT07591363

PhaseNA

Enrollment80

SponsorUniversity of Dhaka

Age12 Years

SexALL

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Conditions studied

Emotional Intelligence, Anxiety, Depression, Mental Health

About this study

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.

Interventions

Behavioral: Enhancing Emotional Intelligence — A 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.

Primary outcomes

Mental Health Continuum-Short Form (MHC-SF) (Baseline, immediately post-intervention, and 6-month follow-up)
Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) (Baseline, post-intervention (immediately after training), and 6-month follow-up)
Beck Anxiety Inventory (BAI) (Baseline, post-intervention, and 6-month follow-up)
Beck Anxiety Inventory for Youth (BAI-Y) (Baseline, post-intervention, and 6-month follow-up)
Beck Depression Inventory (BDI-II) (Baseline, post-intervention, and 6-month follow-up)
Beck Depression Inventory for Youth (BDI-Y) (Baseline, post-intervention, and 6-month follow-up)
Trait Emotional Intelligence Questionnaire - Adolescent Short Form (TEIQue-ASF) (Baseline, immediately post-intervention, and 6-month follow-up)

Eligibility information

Inclusion Criteria: * Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years. 1. students (both boys and girls) enrolled in Classes 7 to 10 in coeducational Bangla-medium secondary schools in Dhaka city; 2. teachers (male and female) who taught in these classes; 3. teachers who provided informed consent to participate in the training; 4. students who provided assent along with parental consent; 5. Students identified as belonging to lower EI profiles (e.g., emotionally vulnerable or at-risk groups) based on latent profile analysis (LPA) of Trait Emotional Intelligence scores; and 6. individuals who expressed willingness to actively participate in the study. \- Exclusion Criteria:  1. individuals with a reported history of severe mental illness; 2. individuals with identifiable visual, hearing, or physical impairments that could interfere with participation in the program; 3. teachers and students from English-medium or English-version schools; 4. individuals unwilling or unable to provide voluntary informed consent/assent or to complete the full program; 5. those who had previously attended any emotional intelligence training program; and 6. Students identified as belonging to higher EI profiles (e.g., emotionally competent or well-adjusted groups) based on latent profile analysis (LPA) of Trait Emotional Intelligence scores. \-

Study locations

Secondary Schools (Bangla Medium), Dhaka City, Dhaka, 1100 Bangladesh

Before you participate: Varda Clinical is an independent discovery tool, not the study sponsor or a medical provider. Eligibility can only be determined by the official study team. Discuss potential risks and benefits with a qualified healthcare professional.

Source: ClinicalTrials.gov. Record last refreshed by Varda Clinical: 2026-09-27.