gender differences in the effect of resilience training on emotional intelligence in at-risk students in shiraz, iran

Background: adolescence is one of the most important and challenging stages in life. psychological, cognitive and emotional changes during this period can expose adolescents to high risk behaviors. objectives: the current study examined the effectiveness of resilience training on emotional intelligence (ei) and assessed gender differences in this regard among adolescents living in the outskirts of shiraz, iran. methods: this pre-post study included 191 students and used an intervention consisting of nine resilience-training sessions. the evaluated outcomes were ei and its 15 components. the paired-samples and independent-samples t-tests were used to analyze the data. results: out of 191 students, 88 (46.1%) were boys. before and after the intervention, the mean ei score for boys was 312.52 ± 37.79 and 327.31 ± 37.75, while for girls, it was 310.74 ± 30.05 and 312.20 ± 29.51, respectively. following the intervention, the scores of boys in problem-solving (p = 0.007), happiness (p = 0.001), emotional self-awareness (p = 0.044), optimism (p = 0.029), self-regard (p = 0.046), impulse control (p = 0.013), and social responsibility (p = 0.042), as well as the total score of ei (p = 0.005), increased significantly. however, only the optimism score (p = 0.004) rose significantly in girls post-intervention. in addition, there were significant differences in the mean of problem-solving (p = 0.006), happiness (p = 0.001), impulse control (p = 0.042), and the total score (p = 0.035) between boys and girls, before and after the intervention. conclusions: resilience training may help moderate high-risk behaviors among adolescents living on the outskirts of iran’s major cities, particularly boys. based on the gender differences in ei components, it was suggested that female adolescents required significantly more attention. nonetheless, gender differences in ei components were contentious, and it was concluded that a variety of factors, including the socio-cultural context, may be involved.