Enhancing Mental Well-being through Psychological Education: The Role of Emotional Intelligence Development

Francine Ndayiragije

doi:10.47667/ijphr.v2i2.219

Auteurs

Francine Ndayiragije Faculty of Psychology, University of Burundi

DOI:

https://doi.org/10.47667/ijphr.v2i2.219

Trefwoorden:

Psychological Education, Emotional Intelligence, Mental Well-Being

Samenvatting

The purpose of this study is to investigate the relationship between psychological education, emotional intelligence, and favourable mental health outcomes. The study uses a mixed-methods research approach to investigate the quantitative and qualitative characteristics of the link between psychological education treatments and emotional intelligence development, as well as their aggregate impact on individuals' mental well-being. 285 participants were given quantitative assessments of emotional intelligence and mental well-being, while in-depth interviews gave qualitative insights into their experiences with psychological education. The quantitative data show a high positive association between emotional intelligence and mental well-being, which is backed by a hierarchical regression analysis confirming emotional intelligence's predictive significance in mental health outcomes. The transforming influence of psychological education interventions on emotional awareness, control, and interpersonal interactions is further emphasized by qualitative analysis. The combination of quantitative and qualitative data emphasizes psychological education's potential as a tool for promoting emotional fortitude and wellbeing. This study adds to the growing body of research on educational approaches that foster emotional intelligence and advance overall mental health.

##plugins.generic.usageStats.downloads##

##plugins.generic.usageStats.noStats##

Referenties

Brackett, M. A., & Katulak, N. A. (2006). Emotional intelligence in the classroom: Skill-based training for teachers and students. In Handbook of emotional intelligence (pp. 485-501). San Francisco, CA: Jossey-Bass.

Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20483

Extremera, N., Ruiz-Aranda, D., Pineda-Galán, C., & Salguero, J. M. (2019). Emotional intelligence and its relation with hedonic and eudaimonic well-being: A prospective study. Journal of Happiness Studies, 20(7), 2241-2254. https://doi.org/10.1016/j.paid.2011.02.029

Goleman, D. P. (1995). Emotional Intelligence: Why it Can Matter More than IQ for Character, Health and Lifelong Achievement Bantam Books New York USA [25] Mayer JD, Roberts RD, Barsade SG 2008 Human abilities: Emotional intelligence. Annu. Rev. Psychol, 59, 507-536.

Keyes, C. L. (2009). Brief description of the mental health continuum short form (MHC-SF). Retrieved from http://www.sociology.emory.edu/ckeyes/

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-34). New York, NY: Basic Books.

Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on occupational stress and organizational commitment. The international Journal of organizational analysis, 10(4), 327-342. https://doi.org/10.1108/eb028956

Petrides, K. V., & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and individual differences, 29(2), 313-320. https://doi.org/10.1016/S0191-8869(99)00195-6

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5