The IESA Program is an Emotional Intelligence (EI) intervention designed for first-year higher education students. The program is based on an ability-based EI framework and focuses on the development of four core emotional abilities: identifying, understanding, using, and managing emotions. The intervention aims to support students as they transition into higher education and face personal, social, and academic challenges. The IESA Program is delivered in a group format and consists of ten weekly sessions.
The IESA Program is a structured group intervention designed for first-year higher education students. The program operationalizes the ability-based model of emotional intelligence (Mayer \& Salovey, 1997) and is delivered through ten weekly, two-hour sessions. Each session includes structured group activities and guided reflection to develop key emotional abilities. Primary Outcomes: The primary goal of the program is to foster students' emotional skills, specifically: Perception of emotions, comprehension of emotions, facilitation of emotions, and management of emotions. Secondary Outcomes: The program also targets additional outcomes, including: Adaptation to higher education, encompassing social, emotional, study, career, and institutional aspects; Mental health improvement, assessed by reductions in stress, depression, and anxiety; Academic performance, measured by Grade Point Average (GPA) The IESA Program is intended to support students in navigating the personal, social, and academic challenges associated with the transition to higher education.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
NONE
Enrollment
178
The IESA Program is a structured group intervention designed for first-year higher education students. It is based on the ability-based model of emotional intelligence (Mayer \& Salovey, 1997) and focuses on developing four core emotional abilities: identifying, understanding, using, and managing emotions. The program consists of ten weekly sessions, each lasting two hours. Sessions are delivered in a group format and include structured activities, interactive exercises, and guided reflection to engage students in applying emotional intelligence skills in personal, social, and academic contexts. This intervention is distinct from other programs as it specifically targets first-year higher education students during their transition to university, operationalizes the ability-based model of emotional intelligence, and combines skill development with reflective group activities over a fixed ten-week period.
Portucalense University
Porto, Portugal
Trait Meta-Mood Scale-24 (TMMS-24) Attention Subscale Score
Emotional attention will be assessed using the Attention subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater attention to one's emotional states. Very high scores may reflect excessive focus on emotions.
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program)
Trait Meta-Mood Scale-24 (TMMS-24) Clarity Subscale Score
Emotional clarity will be assessed using the Clarity subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater understanding of one's emotions.
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Trait Meta-Mood Scale-24 (TMMS-24) Emotional Repair Subscale Score
Emotional regulation will be assessed using the Emotional Repair subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater ability to regulate emotional states.
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Depression Subscale Score
Depressive symptoms will be assessed using the Depression subscale of the Depression Anxiety and Stress Scale-21 (DASS-21). The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time"). Scores range from 0 to 21, with higher scores indicating greater severity of depressive symptoms.
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Anxiety Subscale Score
Anxiety symptoms will be assessed using the Anxiety subscale of the Depression Anxiety and Stress Scale-21 (DASS-21). The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time"). Scores range from 0 to 21, with higher scores indicating greater severity of anxiety symptoms.
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Stress Subscale Score
Stress symptoms will be assessed using the Stress subscale of the Depression Anxiety and Stress Scale-21 (DASS-21). The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time"). Scores range from 0 to 21, with higher scores indicating greater severity of stress symptoms.
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Semester Grade Point Average (GPA)
Academic performance will be assessed using students' self-reported semester Grade Point Average (GPA). GPA will be reported according to the institutional grading system. Higher GPA values indicate better academic performance.
Time frame: Baseline (pre-intervention) and at the end of the semester following the 10-week program.
Higher Education Adaptation Questionnaire (QAES) Total Score
Adaptation to higher education will be assessed using the Higher Education Adaptation Questionnaire (QAES), a 40-item self-report measure assessing academic adaptation, interpersonal adaptation, personal-emotional adaptation, institutional adaptation, career development, and course commitment. Responses are rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Total scores range from 40 to 200, with higher scores indicating better adaptation to higher education.
Time frame: Baseline (pre-intervention) and at the end of the semester following the 10-week program.
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