Handbook Of Positive Psychology in the Schools (second edition)
Chapter 30: Emotional Intelligence: School-Based Research and Practice in Italy
SUGGESTED READINGS
Bar-On, R. (2007). How important is it to education people to be emotionally intelligent, and can
it be done? In R. Bar-on, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally
intelligent (pp. 1–14). Westport, CT: Praeger.
This chapter describes the Bar-On EQ-i scales and the relation of EI with multiple
individual outcomes (e.g. subjective well-being, physical health, social interaction, and
work and school performance). Additionally, the chapter reviews findings on programs
designed to enhance EI.
Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic
performance and social and emotional competence with the RULER feeling words curriculum.
Learning and Individual Differences, 22, 218–224. doi:10.1016/j.lindif.2010.10.002
This empirical article examined the influence of a social-emotional learning (SEL)
program, the RULER Feeling Words Curriculum, on social, emotional, and academic
competence. Participants included 5th and 6th grade students (N = 273) in the US
context. This study provides support for the notion that SEL programs can improve
important student outcomes.
Di Fabio, A., & Kenny, M. E. (2011). Promoting emotional intelligence and career decision
making among Italian high school students. Journal of Career Assessment, 19, 21–34.
doi:10.1177/1069072710382530
This article reports findings from a study evaluating the efficacy of a training program
based on the ability-based model of emotional intelligence (EI) in the Italian context. The
article reviews relevant literature and provides a description of the intervention and
evaluation of its efficacy among Italian high school students, including changes in EI and
in decisional problems.
Di Fabio, A., & Kenny, M. E. (2012). Emotional intelligence and perceived social support
among Italian high school students. Journal of Career Development, 39, 459–473.
doi:10.1177/0894845311421005
This study examines the relationship of performance and self-report measures of EI and
personality traits with perceived social support among Italian high school students. EI, as
assessed by both self-report and performance- based assessment explained social support,
beyond the contribution of personality traits.