Improving Mental Health Through Emotional Intelligence Enhancement

NCT07591363 | Recruiting

• 2 other identifiers: DU-EI-MH-INT-01No. 39.09.0000.000.99 .11.23-9
• Study Type: interventional
• Target: 80
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Anxiety; Emotional Intelligence; Depression; Mental Health

Keywords

Emotional Intelligence Training; Mental Health; Anxiety; Depression; Latent Profile Analysis

Outcome Measures

Primary Outcomes (7)

• Mental Health Continuum-Short Form (MHC-SF)

  The Mental Health Continuum-Short Form (MHC-SF; Keyes et al., 2008) is a 14-item self-report instrument used to assess mental well-being across three domains: emotional well-being, social well-being, and psychological well-being. Respondents rate the frequency of their experiences over the past month on a 6-point Likert scale ranging from 0 (never) to 5 (every day). The total score ranges from 0 to 70, with higher scores indicating greater mental well-being. Subscale scores include emotional well-being (0-15), social well-being (0-25), and psychological well-being (0-30). Based on established criteria, individuals can be categorized as flourishing, moderate, or languishing depending on their pattern of responses across hedonic and eudaimonic well-being items. The Bangla version of the MHC-SF has demonstrated good psychometric properties, including acceptable reliability and validity in Bangladeshi populations.

  Baseline, immediately post-intervention, and 6-month follow-up

• Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF)

  The Bangla version of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides, 2009) is a 30-item self-report instrument used to assess trait emotional intelligence among secondary school teachers. The scale is based on trait emotional intelligence theory and provides a global trait EI score as well as four factor scores: Well-being, Self-control, Emotionality, and Sociability. Items are rated on a 7-point Likert scale ranging from 1 (completely disagree) to 7 (completely agree). Total scores are computed after reverse scoring relevant items, with higher scores indicating higher levels of trait emotional intelligence. The Bangla version of the TEIQue-SF has demonstrated good reliability and validity for use in Bangladeshi populations.

  Baseline, post-intervention (immediately after training), and 6-month follow-up

• Beck Anxiety Inventory (BAI)

  Anxiety symptoms among secondary school teachers will be assessed using the Bangla version of the Beck Anxiety Inventory (BAI) developed by Beck, Epstein, Brown, and Steer (1988). The BAI is a 21-item self-report questionnaire designed to measure the severity of anxiety symptoms experienced over the past week. Each item is rated on a 4-point Likert scale ranging from 0 (not at all) to 3 (severely), with total scores ranging from 0 to 63. Higher scores indicate greater levels of anxiety. Anxiety severity is categorized as low (0-21), moderate (22-35), and potentially concerning or severe (36 and above). The Bangla version of the BAI has demonstrated excellent psychometric properties, including high internal consistency (Cronbach's α = .929) and good reliability and validity for use among Bangladeshi populations.

  Baseline, post-intervention, and 6-month follow-up

• Beck Anxiety Inventory for Youth (BAI-Y)

  The Beck Anxiety Inventory for Youth (BAI-Y; Beck, Beck, Jolly, \& Steer, 2005) is a 20-item self-report measure designed to assess anxiety symptoms in children and adolescents aged 7-18 years. It evaluates both cognitive and somatic symptoms of anxiety experienced over the past week. Each item is rated on a 4-point Likert scale ranging from 0 (never) to 3 (always), with total scores ranging from 0 to 60. Higher scores indicate greater anxiety severity and psychological distress. Scores may also be converted into standardized T-scores (M = 50, SD = 10). The Bangla version of the BAI-Y has demonstrated good reliability and validity for use among Bangladeshi adolescents.

  Baseline, post-intervention, and 6-month follow-up

• Beck Depression Inventory (BDI-II)

  The Beck Depression Inventory-II (BDI-II; Beck, Steer, \& Brown, 1996) is a 21-item self-report instrument used to assess the severity of depressive symptoms in adolescents and adults aged 13 years and older. Each item is rated on a 4-point scale ranging from 0 to 3, based on symptoms experienced over the past two weeks. Total scores range from 0 to 63, with higher scores indicating more severe depressive symptoms. Standard cut-off scores classify depression as minimal (0-13), mild (14-19), moderate (20-28), and severe (29-63). The Bangla version of the BDI-II has demonstrated good reliability and validity in Bangladeshi populations.

  Baseline, post-intervention, and 6-month follow-up

• Beck Depression Inventory for Youth (BDI-Y)

  The Beck Depression Inventory for Youth (BDI-Y; Beck, Beck, Jolly, \& Steer, 2005) is a 20-item self-report questionnaire designed to assess depressive symptoms in children and adolescents aged 7-18 years. It measures emotional, cognitive, and somatic symptoms of depression experienced over the past two weeks. Each item is rated on a 4-point Likert scale ranging from 0 (never) to 3 (always), with total scores ranging from 0 to 60. Higher scores indicate greater severity of depressive symptoms. The Bangla version of the BDI-Y has demonstrated good reliability and validity for use among Bangladeshi adolescents.

  Baseline, post-intervention, and 6-month follow-up

• Trait Emotional Intelligence Questionnaire - Adolescent Short Form (TEIQue-ASF)

  The Bangla version of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF; Petrides et al., 2006) is a 30-item self-report instrument used to assess trait emotional intelligence among secondary school students aged 13-18 years. The scale measures global trait emotional intelligence and is based on trait EI theory. It is rated on a 7-point Likert scale ranging from 1 (completely disagree) to 7 (completely agree). Total scores are calculated after reverse scoring relevant items, with higher scores indicating higher levels of trait emotional intelligence. The Bangla version of the TEIQue-ASF has demonstrated acceptable reliability and validity for use among adolescents.

  Baseline, immediately post-intervention, and 6-month follow-up

Study Arms (2)

Emotional Intelligence Training Program

EXPERIMENTAL

Participants in this group received a structured Emotional Intelligence (EI) training program based on Goleman's four-domain model: self-awareness, self-management, social awareness, and relationship management. Students received four weekly sessions (2.5-3 hours each), while teachers received a condensed version delivered over two full training days. The program included interactive methods such as lectures, group discussions, role-plays, reflective exercises, and homework assignments.

Behavioral: Enhancing Emotional Intelligence

No Intervention Control Group

NO INTERVENTION

Participants in this group did not receive the Emotional Intelligence (EI) training during the study period. They completed assessments at baseline and post-test in parallel with the experimental group, following the same evaluation schedule to ensure comparability between groups. The 6-month follow-up assessment is scheduled to be completed in line with the study timeline to evaluate longer-term outcomes. After completion of the follow-up assessment, participants will be provided with a brief 1-hour psychoeducational session along with informational handouts as an ethical consideration to ensure equitable access to intervention-related information.

Interventions

Enhancing Emotional Intelligence BEHAVIORAL

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.

Emotional Intelligence Training Program

Eligibility Criteria

• Age: 12 Years - 17 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years.
• students (both boys and girls) enrolled in Classes 7 to 10 in coeducational Bangla-medium secondary schools in Dhaka city;
• teachers (male and female) who taught in these classes;
• teachers who provided informed consent to participate in the training;
• students who provided assent along with parental consent;
• 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
• individuals who expressed willingness to actively participate in the study.

You may not qualify if:

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• individuals with a reported history of severe mental illness;
• individuals with identifiable visual, hearing, or physical impairments that could interfere with participation in the program;
• teachers and students from English-medium or English-version schools;
• individuals unwilling or unable to provide voluntary informed consent/assent or to complete the full program;
• those who had previously attended any emotional intelligence training program; and
• 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.

Sponsors & Collaborators

• University of Dhaka: lead

Study Sites (1)

Secondary Schools (Bangla Medium), Dhaka City

Dhaka, 1100, Bangladesh

RECRUITING

MeSH Terms

Conditions

Anxiety Disorders; Depression; Psychological Well-Being

Condition Hierarchy (Ancestors)

Mental Disorders; Behavioral Symptoms; Behavior; Personal Satisfaction

Study Officials

• Jannatul Ferdous

  Assistant Professor, Department of Psychology, Jagannath University, Bangladesh

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Jannatul Ferdous

CONTACT

+880 1796640634; jannatul.psy.jnu@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD Researcher, Department of Psychology, University of Dhaka; Assistant Professor, Department of Psychology, Jagannath University

Model Details: A school-based, cluster-allocated quasi-experimental design was used, with schools assigned to either intervention or control groups. Both groups included teachers and students and followed parallel assessment schedules (baseline, post-test, and 6-month follow-up). The intervention group received a structured Emotional Intelligence (EI) training program, while the control group did not receive active training during the study period. The control group will only receive a brief psychoeducational session after completion of the follow-up assessment. The design allows comparison of changes in emotional intelligence and mental health outcomes across groups over time

Study Record Dates

• First Submitted: May 5, 2026
• First Posted: May 15, 2026
• Study Start: April 30, 2025
• Primary Completion (Estimated): July 1, 2026
• Study Completion (Estimated): September 1, 2026
• Last Updated: May 15, 2026

Record last verified: 2026-05

Data Sharing

• IPD Sharing: Will not share

Locations

BA (1)