From Awareness to Action: Examining EI Gains After a School-Based 3-Month Intervention

Roopsi Mehta, Appeksha Naikare

Abstract: The present study investigates the effectiveness of a structured three-month Emotional Intelligence (EI) intervention program implemented among school students. The 14-week intervention consisted of sequential modules focusing on self-awareness, emotional identification, mindfulness, emotional regulation, and decision-making. A pre?post experimental design was used with a sample of 50 students from two private schools. EI was assessed using the Emotional Intelligence Scale (EIS?SANS) developed by Arun Kumar Singh and Shruti Narain. Paired-sample t-test results indicated significantly higher EI scores following the intervention (M = 24.36, SD = 3.029) compared to pre-test scores (M = 20.24, SD = 4.322), t(49) = 20.067, p = .001. A large effect size was observed (Cohen?s d = 1.103), demonstrating substantial practical significance. The findings support the role of structured EI programs in enhancing adolescent emotional competencies. Implications for educators and recommendations for further research are discussed.

Keywords: emotional intelligence, mindfulness, adolescent development, intervention, self-regulation

How to Cite?: Roopsi Mehta, Appeksha Naikare, "From Awareness to Action: Examining EI Gains After a School-Based 3-Month Intervention", Volume 14 Issue 12, December 2025, International Journal of Science and Research (IJSR), Pages: 689-691, https://www.ijsr.net/getabstract.php?paperid=SR251204194419, DOI: https://dx.doi.org/10.21275/SR251204194419