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Impact of the Mindful Emotional Intelligence Program on Emotional Regulation in College Students
Abstract
The present study tests the effectiveness of the Mindful Emotional Intelligence Program (PINEP) that appeared from the fusion of two concepts; emotional intelligence and mindfulness. The program was given as training to 136 mixed gender college studentsduring a two month period. The purpose of the study was to determine the impact of (PINEP) and to know how students regulate their emotions. Student emotional behavior wasevaluated before and after the PINEP program was carried out using self-report measures selected for their reliability. These were: mindfulness, burnout, engagement, neuroticism, extroversion, emotional regulation, and empathy. The results showed moderate significant differences (Cohen’s d) in the dimension of extroversion, burnout, engagement, acting with consciousness, refocus on planning, positive reappraisal, putting into perspective and empathy. The outcome pointed toward favorable changes in relation with the program PINEP as the students showed significant changes in the way they regulated their emotions after the training.
... Schutte and Malouff (2011) investigated the relationship between the three constructs and suggested that the core attentional and non-judgmental aspects of mindfulness may encourage individuals to develop better emotional regulation and general EI, leading to increased well-being. A study by Enríquez et al. (2017) adds further support to the mindfulness-EI relationship. In an experiment using a mindfulness intervention, pre-and post-test scores two months apart were obtained from self-report questionnaires measuring burnout, engagement, emotional regulation, empathy, and personality traits. ...
... In an experiment using a mindfulness intervention, pre-and post-test scores two months apart were obtained from self-report questionnaires measuring burnout, engagement, emotional regulation, empathy, and personality traits. The results of this study found that mindfulness training can increase EI, decrease anxiety and burnout, and improve emotional regulation (Enríquez et al., 2017). This result suggests that the combination of mindfulness and EI can positively impact well-being and enhance the resources needed to cope with demands. ...
... These findings suggest that high EI is linked to a greater tendency to practice self-care with mindful intention, such as eating a healthy diet, exercising, engaging in activities for relaxation, and seeking supportive relationships. Furthermore, research has theorized that mindfulness can improve EI (Enríquez et al., 2017) and that self-care training can also increase EI in students (Goudarzian et al., 2019). These previous findings, in combination with results from the current study, imply that the interrelationships between EI, well-being, and MSC have the potential to result in a greater tendency to practice MSC, and that the practice of MSC may result in enhanced EI. ...
Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression, poorer academic performance, and attrition from university. It is therefore important to investigate factors associated with these deleterious outcomes in order to assist educators develop effective programs to proactively address student well-being. The purpose of this study was to explore the associations between emotional intelligence (EI), student well-being, mindful self-care (MSC), and academic burnout. A further aim was to investigate the mediating role of MSC in the EI-burnout relationship. A sample of 216 university students (167 females; 78%) 18 years and older (M = 35.57, SD = 11.59) completed a battery of questionnaires associated with life satisfaction, EI, MSC, and academic burnout. Results found that EI was positively associated with well-being and MSC and negatively associated with each dimension of academic burnout. A series of multiple regression mediation analyses found that MSC mediated the relationship between EI and the exhaustion and efficacy dimensions of academic burnout. However, MSC did not mediate the relationship between EI and cynicism. The findings of this study suggest that MSC may be an important factor for improving student well-being and protecting against academic burnout.
... Thus, emotional intelligence training programs have shown to be effective in reducing burnout and emotional symptoms, and at the same time increase life satisfaction and self-esteem of the participants [33]. Similar results have been found in improving wellbeing and reducing burnout and school stress in young students [34][35][36][37]. Therefore, the second hypothesis of this study was that there is a negative correlation between school burnout and the components of emotional intelligence, such as stress management and mood. ...
... In view of all of the above, working on emotional competences in the school is confirmed as an effective measure for protecting from development of exhaustion and lowering its levels in secondary education [27,[34][35][36][37], protecting young people from this syndrome and its consequences, especially among those with performance levels below expected. According to Szczygiel and Mikolajczak [49], the protective role of emotional intelligence in developing burnout has scarcely been analyzed. ...
Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.
... In Colombia, for instance, Dereix-Calonge, Ruiz, Sierra, Peña-Vargas, and Ramírez (2019) showed favorable results suggesting a decrease in depression and anxiety scores after receiving an ACT-based intervention aimed at reducing repetitive negative thoughts. In Mexico, Enríquez, Ramos, and Esparza (2017) showed statistically significant changes in extraversion, refocus on planning, engagement, positive reappraisal, putting into perspective, empathy, and burnout after receiving an emotional regulation program based on mindfulness. In Brazil, Chiodelli, Mello, and Jesus (2018) showed a significant reduction in emotional regulation difficulties and a significant augmentation in mindful attention after administering a brief, mindfulness-based intervention for emotional regulation. ...
Given the high prevalence of emotional disorders among college students, its high social, emotional and economic costs, and a large treatment gap, we designed and evaluated a preventive group intervention based on the Unified Protocol for the transdiagnostic treatment of emotional disorders (UP; Barlow et al., 2011). A total sample of 128 college students in a state university in Bogotá (Colombia) was recruited for this quasi-experimental study with three assessment points: pre-treatment, post-treatment, and three-month follow-up. Participants were included in the control or intervention conditions based on non-random assignement. At the end of the intervention, group analysis suggested significant declines in transdiagnostic risk factors and neurotic temperament and gains in mindfulness, perceived control, and emotional dysregulation. Significant declines were found also for emotional variables such as stress, anxiety, and depression. These results suggest that a preventive intervention based on the Unified Protocol may have a significant impact on several transdiagnostic risk factors and emotional variables making it a promising prevention and mental health promotion program for college students. Since this is the first Colombian study on the matter, its replication and the use of larger and more diverse samples are recommended for future research.
... According to Vinci et al. (2014), mindfulness could be a viable way to help individuals understand and accept their emotions instead of avoiding them, which is important since it is thought that the presence of negative affect can greatly influence substance use behaviors. In their study, Enríquez et al. (2017) found that a mindfulness program implemented among college students had significant impacts on study participants, in that students were more able to put their emotional experiences into perspective, problem solve how to resolve issues, and be able to see positives in otherwise negative experiences. ...
The impacts of drinking behaviors are far-reaching, with college student drinking contributing to over 1,500 deaths and an estimated 696,000 assaults on college campuses each year (National Institute on Alcohol Abuse and Alcoholism [NIAAA], 2019). There are a variety of explanations to explain why college students engage in risky drinking behaviors. However, there is evidence to suggest that drinking and other substance use may be a result of complex psychological origins, including adverse childhood experiences (ACEs). This paper reviews the literature available on ACEs among college students, how these experiences impact alcohol use among this population, and potential areas for intervention, including those with a focus on mindfulness and social capital.
... La evidencia menciona que la dependencia a las drogas parte de la necesidad de escapar de las emociones consideradas como negativas, que dañan o alteran la salud mental de las personas, se ha observado que la no regulación de las emociones es una de las principales causas asociadas al consumo, ya que las personas consumidoras al experimentar dificultades o situaciones consideradas como estresantes, dolorosas o angustiantes buscan atenuar o minimizar dichas emociones y al no contar con habilidades que permitan la regulación emocional pueden llegar a utilizar estrategias desadaptativas como el abuso de drogas o el presentar alguna recaída en el consumo (5)(6)(7)(8)(9)(10)(11)(12)(13)(14) . ...
Objetivo: analizar la evidencia empírica disponible sobre los programas de intervención de Mindfulness e Inteligencia Emocional para la prevención de recaídas en personas en tratamiento. Metodología: en la estrategia de búsqueda se incluyeron descriptores en los idiomas inglés (Mindfulness, emotional intelligence, relapse prevention) y español (atención plena, inteligencia emocional, prevención de la recaída). Resultados: se identificó efecto significativo de la práctica de Mindfulness, sobre la inteligencia emocional al apoyar en la regulación de las emociones y su vez prevenir posibles recaídas. Conclusión: continuar investigando sobre el Mindfulness y sus efectos sobre la inteligencia emocional en diferentes contextos.
Descriptores: Mindfulness; Emotional intelligence; Relapse prevention
... PINEP is flexible in nature, allowing for its application to different populations and contexts [26]. Previous research on the effectiveness of the program have shown changes in immune modulation [20], improvements in the ability to identify, understand, assimilate and regulate emotions in groups of school teachers [4] effects on emotional intelligence (emotional repair), extroversion, mindfulness (acting consciously), empathy (putting things into perspective), and cognitive emotional regulation in a university population [10]. ...
The present study examines the effect of the Mindfulness and Emotional Intelligence Program (PINEP), adapted to the virtual learning platform Moodle where participants receive Mindfulness training in 12 sessions lasting an hour and a half. The sample consists of 89 people, assigned randomly to a control group on the waiting list and to an experimental group that undertakes the training. The results indicate that the participants who completed PINEP showed improvement in the variables of health, empathy and mindfulness, in comparison with the participants of the group on the waiting list.
Grief intervention and Mindfulness
This study assesses the effectof anintervention adapted from the FullEmotional Intelligence Program (PINEP, for its initials in Spanish) in adults who have suffered the loss of a loved one. The intervention lastedtwelve sessions, two and a half hours per week. The sample consisted of 17 adults ranging in age from26 to71 years(M=50.59; SD=14.44). Participants who completedthe intervention showed an increasedtolerance to distress bydeveloping mindfulness skills, and a decrease in state anxiety, trait anxiety, and depression. Therefore, PINEP, as an emotional management program promotes acceptance as a psychological strategy, in the face of emotional vulnerability and psychological suffering.Keywords:emotional regulation, trait-stateanxiety, depression, emotionalvulnerability, acceptance.
The application of mindfulness practice in education has been a growing area of interest in research. Some of the benefits of mindfulness practice in education include increased focus and concentration, decreased stress and anxiety, and improved overall well-being. While mindfulness in education has been studied in preschool, elementary, secondary, and tertiary settings, little research has been done examining the benefits of mindfulness in an online learning environment. As online learning continues to be an emerging trend in higher education, it is important for educators to consider alternative ways to support the holistic needs of online learners. This chapter explores the impact of mindfulness resources on the academic and emotional experience of the online learner.
El Programa Inteligencia Emocional Plena (PINEP; Ramos, Recondo & Enríquez, 2012) ha sido elaborado con la intención de desarrollar la Inteligencia Emocional haciendo uso de la herramienta Mindfulness.Las emociones perturbadoras son aquellas que nos alejan del momento presente, normalmente los individuos reaccionan frente a estas emociones evitándolas o implicándose excesivamente en las mismas.Mindfulness ayuda a los individuos a tomar contacto con dichas emociones con una actitud abierta, flexible compasiva y sin juicio. Convirtiéndose así, en una herramienta adecuada para la gestión emocional.
Background:
There is mounting evidence regarding the psychological benefits of mindfulness. Yet, does mindfulness really help people to cope with the recollection of acute stressors?
Method:
To address this question, we examined the effects of trait mindfulness and experimentally induced mindfulness in cognitive and emotional responses to the recollection of an acute stressor among 76 female college students.
Results:
Trait mindfulness was associated with fewer intrusive thoughts 24 hours after the stress induction, but not with affect balance immediately after the induction. Experimentally induced mindfulness showed the opposite pattern: it was associated with better affect balance immediately after the stress induction, but not with intrusive thoughts 24 hours later.
Conclusions:
These results suggest that even individuals predisposed to mindfulness may find it difficult to use mindfulness to cope effectively with memories of highly stressful events. Furthermore, our results suggest that the effects of brief mindfulness interventions may be too short-lived to really help people cope with such memories. Considered together, these findings highlight the importance of designing mindfulness-based interventions involving not only intensive practice but also specific training to help individuals use mindfulness to cope with acute stressors.
This is a study of the impact of the PINEP program, developed at the University of Malaga (Spain), which integrates the practice of mindfulness with training in emotional intelligence, on an experimental group of 90 school teachers contrasted with a control group of similar size and characteristics. The study has shown that the practice of mindfulness has significantly improved perceived emotional intelligence in the experimental group. The study was carried out over a period of nine weeks in two teacher training centers in Malaga.
To facilitate a multidimensional approach to empathy the Interpersonal Reactivity Index (IRI) includes 4 subscales: Perspective-Taking (PT) Fantasy (FS) Empathic Concern (EC) and Personal Distress (PD). The aim of the present study was to establish the convergent and discriminant validity of these 4 subscales. Hypothesized relationships among the IRI subscales between the subscales and measures of other psychological constructs (social functioning self-esteem emotionality and sensitivity to others) and between the subscales and extant empathy measures were examined. Study subjects included 677 male and 667 female students enrolled in undergraduate psychology classes at the University of Texas. The IRI scales not only exhibited the predicted relationships among themselves but also were related in the expected manner to other measures. Higher PT scores were consistently associated with better social functioning and higher self-esteem; in contrast Fantasy scores were unrelated to these 2 characteristics. High EC scores were positively associated with shyness and anxiety but negatively linked to egotism. The most substantial relationships in the study involved the PD scale. PD scores were strongly linked with low self-esteem and poor interpersonal functioning as well as a constellation of vulnerability uncertainty and fearfulness. These findings support a multidimensional approach to empathy by providing evidence that the 4 qualities tapped by the IRI are indeed separate constructs each related in specific ways to other psychological measures.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.