Design and evaluation of an Emotional Education program: Impact on the self-reported Emotional Intelligence of Compulsory Secondary Education students

The study carried out in this thesis stems from the main conceptual, methodological advances in emotional education and the purpose of designing an educational programme for emotional 3rd and 4th ESO Tutorship which is called the EMMA programme. It has been implemented at a public high school in the Vallès Oriental (Catalonia) where teachers have also attended a tailored-made emotional training course. An empirical analysis perspective has been the starting point to measure the EMMA programme effectiveness. It comes from a quasi-experimental design with experimental and collaborator groups, non equivalent, using a previous-test, a post-previous-test and a post-test. The TMMS24 self-inform model has been used, while the post-test model has been extended, creating the TMMS-24+, which adds several items to detect possible improving effects in some aspects we have worked on (self-knowledge, self-control, empathy, assertiveness…) Possible improvements due to the expected increasing in emotional intelligence; as well as students’ level of satisfaction regarding their tutorship. Moreover the evaluation of its effectiveness from a quantitative perspective, has been completed with a qualitative analysis. The evaluation of the programme lets us come to the following conclusions: 1. The implementation of our emotional education programme has improved the students’ self-reported emotional intelligence meaningfully. 2. The students’ level of satisfaction regarding tutorship activities has largely improved in relation to previous school years. 3. Students’ perception of their classroom environment and level of academic achievement has improved meaningfully. 4. Teachers show a high rate of satisfaction towards our training and programme activities. 5. More than 70% of teachers who have completed their training in emotional education feel capable of implementing the programme in their own classes. To finish we have identified some difficulties to formulate improvement proposals related to its design, implementation, participation of different agents, the programme of activities, measuring instruments, widespreading of results, the Education Administration and the means of communication.