The aim of this study was to explore the effects of a two-year intervention grounded in the ability model of emotional intelligence (EI) on aggression and empathy among adolescents. Eight Spanish public schools volunteered to participate in the research. A total of 590 adolescents (46% boys) were randomly assigned to either the EI training group or control group conditions. Students in the EI training group reported lower levels of physical/verbal aggression, anger, hostility, personal distress and fantasy compared to students in the control group. Additionally, the EI program was particularly effective for males' empathic abilities. These findings confirm the effectiveness of social and emotional learning interventions in Spanish academic contexts and extend the literature of gender-related differences during adolescence. Study limitations and future research directions are also considered.
Aggressive behavior and interpersonal conflicts among children and youth continue to be common problems in educational systems across the globe (Dinkes, Kemp, & Baum, 2009). Aggression is widely defined as “a response that delivers noxious stimuli to another organism” (Buss, 1961). Manifestations of aggression are linked to several aspects of psychosocial maladjustment or mental disorders and are negatively associated with prosocial behavior and adaptive social functioning, especially during adolescence (Card, Stucky, Sawalani, & Little, 2008; Kaltiala-Heino, Rimpelä, Rantanen, & Rimpelä, 2000; Loeber & Hay, 1997). As a result, aggressive behavior in high school settings leads to a significant decline in school climate and, consequently, reduces the quality of teaching and learning therein (Furrer & Skinner, 2003; Kaplan, Peck, & Kaplan, 1997).
During adolescence, one factor that buffers against aggression is empathy, defined as both the cognitive and affective substrates of “sharing” others' negative experiences (Davis, 1983). Associations between aggression and empathy are well documented, especially among the young population (Escrivá, García, & Navarro, 2002; Gini, Albiero, Benelli, & Altoe, 2007; Kaukiainen et al., 1999; Mehrabian, 1997; Miller & Eisenberg, 1988; Richardson, Hammock, Smith, & Gardner, 1994; Sanmartín, Carbonell, & Baños, 2011). In addition, adolescents' empathic abilities have been negatively associated with relational peer victimization, social problems, and internalizing disorders, such as depression (Gleason, Jensen-Campbell, & Ickes, 2009). Therefore, empathy plays an important role in the promotion of psychological and social adjustment in youth.
The present work has important implications for the reduction of aggression and development of empathy during adolescence. The present findings extend the evidence of the effectiveness of SEL interventions, showing their impact in different academic contexts from those traditionally tested. Results also suggest gender differences should be considered in the evaluation of SEL interventions' effectiveness to ensure programs target and improve outcomes unique to each gender. Ultimately, this study provides empirical support for the current EI program as an effective way to enhance social functioning among adolescents and, subsequently, encourage optimal relationships in high school settings.
