effectiveness of emotional intelligence training in perceived stress and problem-solving skills in students

Background: based on the research, intervention programs in educational institutions that target emotional competence, such as life skills training programs emphasizing emotional skills, have been successful in the promotion of social adaptation.  objectives: the present study aimed to assess the effects of emotional intelligence training on students’ perceived stress levels and problem-solving skills. methods: this quasi-experimental study was conducted based on a pretest-posttest control group design with a two-month follow-up period design. a total of 70 participants were selected via the available sampling technique and randomly assigned to two groups (n=35 in each group). during the pre-test and post-test phases, all participants completed the perceived stress scale by cohen et al. and the problem-solving questionnaire by hepner and patterson. the experimental group received training according to the bar-on emotional intelligence protocol in eight 90-minute sessions, while both groups were observed throughout the study. the data collected was analyzed using spss software. results: the results of covariance analysis demonstrated that the intervention was successful in the enchantment of personal-solving confidence and personal control (p<0.05); however, there was no significant improvement in the avoidance style component (p<0.05). the effect size measurement (partial eta square) indicated that the intervention had a more marked impact on personal control than personal-solving confidence (r=0.472). conclusion: as evidenced by the obtained results, emotional intelligence training can lower perceived stress levels and enhance problem-solving skills by aiding the recognition and management of emotions.