Emotional IntelligenceEI-MHNCT07591363
Improving Mental Health Through Emotional Intelligence Enhancement
A study testing Enhancing Emotional Intelligence in people with Emotional Intelligence and Anxiety, run by University of Dhaka at 1 site in Bangladesh.
Trial 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. Read more about this study
- Who is it for?
- Ages 12 to 17 yearsHealthy volunteers can take part
- Conditions the study is for
- Emotional Intelligence, Anxiety, Depression
- What is being tested?
- Enhancing Emotional Intelligence
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 80 participants
- Where
- 1 siteBangladesh
- Study dates
- 30 Apr 2025to Sep 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 12 to 17 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- 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.
- -
Who cannot join
- <!-- -->
- 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.
- -
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Bangladesh1 site, 1 recruiting
- Recruiting
Secondary Schools (Bangla Medium), Dhaka City
Dhaka, 1100
Jannatul Ferdous, +880 1796640634, jisan0391@gmail.com
jisan0391@gmail.com
About this study
Official title: Promoting Mental Health of Secondary School Teachers and Students Through Enhancing Their Emotional Intelligence in Dhaka City
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).
Read more
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.
Read the detailed description
The present study is a school-based, multi-phase quasi-experimental research conducted among secondary school teachers and students in Bangla-medium schools in Dhaka City, Bangladesh. The study focuses on the role of emotional intelligence (EI) in shaping mental health outcomes and evaluates the effectiveness and sustainability of an EI-based training intervention designed to improve psychological wellbeing among educational populations.
Adolescence and early adulthood are critical developmental stages characterized by emotional, cognitive, and social transitions. During this period, individuals are particularly vulnerable to psychological distress, including anxiety and depression, while also developing foundational emotional and interpersonal competencies. Similarly, teachers operate in high-demand educational environments that often contribute to emotional strain, burnout, and reduced wellbeing. In this context, emotional intelligence has emerged as a key protective factor that may enhance both emotional regulation and mental health outcomes.
Objectives of the Study
The primary objective of the study was to examine whether a structured Emotional Intelligence training program could improve emotional intelligence and mental health outcomes among secondary school teachers and students.
The specific objectives included:
- To assess the effectiveness of EI-based training in improving emotional intelligence among teachers and students;
- To evaluate the impact of the intervention on anxiety and depression levels To examine changes in overall mental health, including emotional, social, and psychological wellbeing;
- To determine the sustainability of intervention effects over a six-month follow-up period;
- To explore EI as a protective psychological factor within educational settings.
Theoretical Framework: The study is grounded in Goleman's mixed model of emotional intelligence, which conceptualizes EI through four core domains: Self-awareness; Self-management; Social awareness; and Relationship management. This framework emphasizes both intrapersonal and interpersonal competencies essential for adaptive functioning in academic and social environments.
Mental health in this study is conceptualized using the dual-continua model, which views mental health not merely as the absence of illness but as a combination of psychological wellbeing and psychological distress. This aligns with the Mental Health Continuum framework, which includes emotional wellbeing, social wellbeing, and psychological wellbeing as positive indicators, alongside anxiety and depression as indicators of distress.
Study Design: The study employed a quasi-experimental pretest-posttest control group design with a six-month follow-up assessment. A cluster-level allocation strategy was used, where schools rather than individuals were assigned to experimental and control conditions to minimize contamination effects.
The design included:
- Experimental group receiving EI training intervention; and
- Control group receiving no active intervention during the study period;
- Repeated assessments at baseline, post-intervention, and follow-up.
This design allowed for evaluation of both immediate and long-term effects of the intervention on emotional intelligence and mental health outcomes.
Study Setting: The study was conducted in four Bangla-medium secondary schools located in Dhaka City, Bangladesh. Two schools were from Dhaka North City Corporation and two from Dhaka South City Corporation. Schools were selected based on administrative approval, accessibility, and willingness to participate in a longitudinal school-based intervention study.
Sampling Technique: A multi-stage sampling strategy was employed.
At the school level, four secondary schools were selected through convenience sampling based on institutional permission and logistical feasibility. At the cluster level, these schools were randomly assigned to experimental and control conditions using a lottery method.
At the student level, participants were selected from Classes 9 and 10 based on latent profile analysis (LPA) of trait emotional intelligence scores. Students belonging to lower EI profiles, specifically emotionally vulnerable and at-risk groups, were included. All participants in the lowest profile group were included, while proportionate stratified random sampling was used for moderately low EI profiles.
At the teacher level, total population sampling was used. All teachers teaching Classes 6 to 10 were invited to participate, and inclusion was based on informed consent.
This multi-stage approach ensured both representativeness and feasibility in a school-based research context.
Sample Size Determination: Sample size estimation was conducted using multiple approaches.
A formula-based method using baseline variability in mental health outcomes suggested a required range of approximately 44-63 participants per group, assuming a moderate effect size.
A priori power analysis using G*Power (repeated-measures ANOVA design) indicated a minimum requirement of approximately 56 participants after adjusting for expected attrition.
Findings from previous EI intervention studies also supported small to moderate sample sizes ranging from 30 to 100 participants in similar educational contexts.
Considering statistical requirements, prior literature, attrition risk, and field feasibility, the final sample size for student was set at approximately 80-100 participants, with 40-50 participants per group.
Intervention Description: The intervention consisted of a structured Emotional Intelligence training program developed using an evidence-based manual grounded in Goleman's model. The manual was culturally adapted for the Bangladeshi educational context and refined through expert review and pilot testing.
The program targeted four EI domains:
- Self-awareness: emotional recognition and self-reflection;
- Self-management: emotion regulation, cognitive restructuring, growth mindset, and anger management;
- Social awareness: empathy development and active listening; and
- Relationship management: interpersonal effectiveness and non-violent communication.
The training was delivered using interactive teaching methods, including lectures, group discussions, role-plays, reflective exercises, and homework tasks to ensure experiential learning and real-life application.
Student Intervention: Students received four weekly sessions, each lasting approximately 2.5 to 3 hours. Each session focused on one EI domain, allowing gradual skill development and reflection between sessions.
Teacher Intervention: The teacher training followed the same structure but was condensed due to institutional constraints. It was delivered over two intensive days across two weeks. Each day included two sessions of approximately 150 minutes, covering two EI domains per day.
Assessment Procedure: Both experimental and control groups were assessed at three time points: Baseline (pretest); Post-intervention; and Six-month follow-up (ongoing).
The control group did not receive EI training during the study period but will receive a brief psychoeducational session and informational materials after completion of follow-up assessments as an ethical consideration.
Outcome Measures
Primary outcomes included:
- Emotional Intelligence measured using TEIQue-SF (teachers) and TEIQue-ASF (students);
- Mental health outcomes assessed using the Mental Health Continuum-Short Form (MHC-SF);
- Anxiety measured using Beck Anxiety Inventory (BAI/BAI-Y); and
- Depression measured using Beck Depression Inventory-II (BDI-II/BDI-Y).
Higher EI and MHC-SF scores indicated improved outcomes, while lower anxiety and depression scores indicated reduced psychological distress.
Fidelity and Quality Assurance: To ensure intervention fidelity, structured checklists were completed after each session. The principal investigator conducted periodic observations using standardized fidelity monitoring tools. Research assistants maintained attendance records and documented session activities.
No audio or video recordings were used to maintain confidentiality. Data quality was ensured through triangulation of facilitator checklists, observation notes, and participant feedback.
Ethical Considerations: Ethical approval was obtained from the Ethical Review Committee of the Faculty of Biological Sciences, University of Dhaka. Written informed consent was obtained from teachers, while parental consent and student assent were obtained for student participants. Participation was voluntary, and confidentiality was strictly maintained throughout the study.
Summary
This study provides a structured evaluation of an Emotional Intelligence-based intervention within a real-world educational setting. By integrating emotional intelligence development with mental health outcomes, the study contributes to understanding the role of EI as a protective psychological factor among secondary school teachers and students in Bangladesh.
- Conditions
- Emotional Intelligence, Anxiety, Depression, Mental Health
- Being tested
- Enhancing Emotional Intelligence
- Keywords
- Emotional Intelligence Training, Mental Health, Anxiety, Depression, Latent Profile Analysis
- Medical subject headings
- Anxiety Disorders, Depression, Psychological Well-Being
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Enhancing Emotional IntelligenceBehavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: Baseline, immediately post-intervention, and 6-month follow-up
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 May 2026
- Study start30 Apr 2025
- Primary completionJul 2026 (estimated)
- Study completionSep 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Emotional IntelligenceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- 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
- Masking
- None (open label)
- Enrolment
- 80 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University of Dhaka
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Jannatul Ferdous, University of Dhaka
- Investigators
- Jannatul Ferdous, Principal investigator, Assistant Professor, Department of Psychology, Jagannath University, Bangladesh
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07591363
- Sponsor's protocol ID
- DU-EI-MH-INT-01
- Other IDs
- No. 39.09.0000.000.99 .11.23-9
- Acronym
- EI-MH
- Status last verified
- May 2026
- First submitted
- 5 May 2026
- Last updated
- 15 May 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data (IPD) will not be publicly shared due to the sensitive nature of the psychological data (e.g., anxiety, depression, and wellbeing) collected from school-based participants, including minors. Ensuring confidentiality and protecting participant privacy are primary ethical priorities of this study. However, de-identified, aggregated data may be made available upon reasonable request for academic purposes, subject to ethical approval and data use agreements.
Study at a glance
From the registry record, last updated by the sponsor on 15 May 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Promoting Mental Health of Secondary School Teachers and Students Through Enhancing Their Emotional Intelligence in Dhaka City
- ClinicalTrials.gov ID
- NCT07591363
- Acronym / sponsor ID
- EI-MH / DU-EI-MH-INT-01
- Conditions
- Emotional Intelligence, Anxiety, Depression, Mental Health
- Keywords
- Emotional Intelligence Training, Mental Health, Anxiety, Depression, Latent Profile Analysis
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 80 participants (estimated)
- Lead sponsor
- University of DhakaUniversity, hospital or other
- Study start
- 30 Apr 2025 (actual)
- Primary completion
- Jul 2026 (estimated)
- Study completion
- Sep 2026 (estimated)
- First posted
- 15 May 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
The present study is a school-based, multi-phase quasi-experimental research conducted among secondary school teachers and students in Bangla-medium schools in Dhaka City, Bangladesh. The study focuses on the role of emotional intelligence (EI) in shaping mental health outcomes and evaluates the effectiveness and sustainability of an EI-based training intervention designed to improve psychological wellbeing among educational populations.
Adolescence and early adulthood are critical developmental stages characterized by emotional, cognitive, and social transitions. During this period, individuals are particularly vulnerable to psychological distress, including anxiety and depression, while also developing foundational emotional and interpersonal competencies. Similarly, teachers operate in high-demand educational environments that often contribute to emotional strain, burnout, and reduced wellbeing. In this context, emotional intelligence has emerged as a key protective factor that may enhance both emotional regulation and mental health outcomes.
Objectives of the Study
The primary objective of the study was to examine whether a structured Emotional Intelligence training program could improve emotional intelligence and mental health outcomes among secondary school teachers and students.
The specific objectives included:
- To assess the effectiveness of EI-based training in improving emotional intelligence among teachers and students;
- To evaluate the impact of the intervention on anxiety and depression levels To examine changes in overall mental health, including emotional, social, and psychological wellbeing;
- To determine the sustainability of intervention effects over a six-month follow-up period;
- To explore EI as a protective psychological factor within educational settings.
Theoretical Framework: The study is grounded in Goleman's mixed model of emotional intelligence, which conceptualizes EI through four core domains: Self-awareness; Self-management; Social awareness; and Relationship management. This framework emphasizes both intrapersonal and interpersonal competencies essential for adaptive functioning in academic and social environments.
Mental health in this study is conceptualized using the dual-continua model, which views mental health not merely as the absence of illness but as a combination of psychological wellbeing and psychological distress. This aligns with the Mental Health Continuum framework, which includes emotional wellbeing, social wellbeing, and psychological wellbeing as positive indicators, alongside anxiety and depression as indicators of distress.
Study Design: The study employed a quasi-experimental pretest-posttest control group design with a six-month follow-up assessment. A cluster-level allocation strategy was used, where schools rather than individuals were assigned to experimental and control conditions to minimize contamination effects.
The design included:
- Experimental group receiving EI training intervention; and
- Control group receiving no active intervention during the study period;
- Repeated assessments at baseline, post-intervention, and follow-up.
This design allowed for evaluation of both immediate and long-term effects of the intervention on emotional intelligence and mental health outcomes.
Study Setting: The study was conducted in four Bangla-medium secondary schools located in Dhaka City, Bangladesh. Two schools were from Dhaka North City Corporation and two from Dhaka South City Corporation. Schools were selected based on administrative approval, accessibility, and willingness to participate in a longitudinal school-based intervention study.
Sampling Technique: A multi-stage sampling strategy was employed.
At the school level, four secondary schools were selected through convenience sampling based on institutional permission and logistical feasibility. At the cluster level, these schools were randomly assigned to experimental and control conditions using a lottery method.
At the student level, participants were selected from Classes 9 and 10 based on latent profile analysis (LPA) of trait emotional intelligence scores. Students belonging to lower EI profiles, specifically emotionally vulnerable and at-risk groups, were included. All participants in the lowest profile group were included, while proportionate stratified random sampling was used for moderately low EI profiles.
At the teacher level, total population sampling was used. All teachers teaching Classes 6 to 10 were invited to participate, and inclusion was based on informed consent.
This multi-stage approach ensured both representativeness and feasibility in a school-based research context.
Sample Size Determination: Sample size estimation was conducted using multiple approaches.
A formula-based method using baseline variability in mental health outcomes suggested a required range of approximately 44-63 participants per group, assuming a moderate effect size.
A priori power analysis using G*Power (repeated-measures ANOVA design) indicated a minimum requirement of approximately 56 participants after adjusting for expected attrition.
Findings from previous EI intervention studies also supported small to moderate sample sizes ranging from 30 to 100 participants in similar educational contexts.
Considering statistical requirements, prior literature, attrition risk, and field feasibility, the final sample size for student was set at approximately 80-100 participants, with 40-50 participants per group.
Intervention Description: The intervention consisted of a structured Emotional Intelligence training program developed using an evidence-based manual grounded in Goleman's model. The manual was culturally adapted for the Bangladeshi educational context and refined through expert review and pilot testing.
The program targeted four EI domains:
- Self-awareness: emotional recognition and self-reflection;
- Self-management: emotion regulation, cognitive restructuring, growth mindset, and anger management;
- Social awareness: empathy development and active listening; and
- Relationship management: interpersonal effectiveness and non-violent communication.
The training was delivered using interactive teaching methods, including lectures, group discussions, role-plays, reflective exercises, and homework tasks to ensure experiential learning and real-life application.
Student Intervention: Students received four weekly sessions, each lasting approximately 2.5 to 3 hours. Each session focused on one EI domain, allowing gradual skill development and reflection between sessions.
Teacher Intervention: The teacher training followed the same structure but was condensed due to institutional constraints. It was delivered over two intensive days across two weeks. Each day included two sessions of approximately 150 minutes, covering two EI domains per day.
Assessment Procedure: Both experimental and control groups were assessed at three time points: Baseline (pretest); Post-intervention; and Six-month follow-up (ongoing).
The control group did not receive EI training during the study period but will receive a brief psychoeducational session and informational materials after completion of follow-up assessments as an ethical consideration.
Outcome Measures
Primary outcomes included:
- Emotional Intelligence measured using TEIQue-SF (teachers) and TEIQue-ASF (students);
- Mental health outcomes assessed using the Mental Health Continuum-Short Form (MHC-SF);
- Anxiety measured using Beck Anxiety Inventory (BAI/BAI-Y); and
- Depression measured using Beck Depression Inventory-II (BDI-II/BDI-Y).
Higher EI and MHC-SF scores indicated improved outcomes, while lower anxiety and depression scores indicated reduced psychological distress.
Fidelity and Quality Assurance: To ensure intervention fidelity, structured checklists were completed after each session. The principal investigator conducted periodic observations using standardized fidelity monitoring tools. Research assistants maintained attendance records and documented session activities.
No audio or video recordings were used to maintain confidentiality. Data quality was ensured through triangulation of facilitator checklists, observation notes, and participant feedback.
Ethical Considerations: Ethical approval was obtained from the Ethical Review Committee of the Faculty of Biological Sciences, University of Dhaka. Written informed consent was obtained from teachers, while parental consent and student assent were obtained for student participants. Participation was voluntary, and confidentiality was strictly maintained throughout the study.
Summary
This study provides a structured evaluation of an Emotional Intelligence-based intervention within a real-world educational setting. By integrating emotional intelligence development with mental health outcomes, the study contributes to understanding the role of EI as a protective psychological factor among secondary school teachers and students in Bangladesh.
Study design
- Primary purpose
- Treatment
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- 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
| Arm | Type | Receives |
|---|---|---|
| Emotional Intelligence Training Program | Experimental | Behavioral: Enhancing Emotional IntelligenceParticipants 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. |
| 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. |
Who may qualify
- Ages
- 12 to 17 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (8 listed)
- Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years.
- -
Key exclusion criteria (8 listed)
- <!-- -->
- -
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Enhancing Emotional IntelligenceA 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. | Behavioural | Emotional Intelligence Training Program |
Primary outcome
Mental Health Continuum-Short Form (MHC-SF)
Time frame: Baseline, immediately post-intervention, and 6-month follow-up
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.
Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF)
Time frame: Baseline, post-intervention (immediately after training), and 6-month follow-up
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.
Beck Anxiety Inventory (BAI)
Time frame: Baseline, post-intervention, and 6-month follow-up
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.
Beck Anxiety Inventory for Youth (BAI-Y)
Time frame: Baseline, post-intervention, and 6-month follow-up
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.
Beck Depression Inventory (BDI-II)
Time frame: Baseline, post-intervention, and 6-month follow-up
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.
Beck Depression Inventory for Youth (BDI-Y)
Time frame: Baseline, post-intervention, and 6-month follow-up
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.
Trait Emotional Intelligence Questionnaire - Adolescent Short Form (TEIQue-ASF)
Time frame: Baseline, immediately post-intervention, and 6-month follow-up
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.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 May 2026.
- Individual participant dataSharing planned: No. Individual participant data (IPD) will not be publicly shared due to the sensitive nature of the psychological data (e.g., anxiety, depression, and wellbeing) collected from school-based participants, including minors. Ensuring confidentiality and protecting participant privacy are primary ethical priorities of this study. However, de-identified, aggregated data may be made available upon reasonable request for academic purposes, subject to ethical approval and data use agreements.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Jannatul Ferdous principal investigator
Assistant Professor, Department of Psychology, Jagannath University, Bangladesh
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Enhancing Emotional Intelligence in people with Emotional Intelligence and Anxiety, run by University of Dhaka at 1 site in Bangladesh.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 8 inclusion and 8 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 15 May 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Bangladesh. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Jannatul Ferdous (+880 1796640634, jannatul.psy.jnu@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Mental Health Continuum-Short Form (MHC-SF) (time frame: Baseline, immediately post-intervention, and 6-month follow-up). The study lists 7 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 May 2026.