SynthesisF1000Research2025
The effects of emotional intelligence training programs on educators: a systematic review.
Synthesis in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Toward a Culturally Situated SDT-EI Model of emotional intelligence in physical education: a narrative review.Frontiers in psychology · 2026Review
- Understanding how emotional intelligence shapes teachers' reflective and creative teaching: the moderating role of teacher autonomy.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article examines the evolution of emotional intelligence (EI) in teacher training using a systematic assessment of 67 publications published from 2013 to 2024 in the Scopus and Web of Science databases. The primary purpose is to identify ways and programs designed to enhance the emotional competences of educators. The evaluation, adhering to PRISMA principles, includes a bibliometric analysis that facilitates the assessment of scientific trends, geographical distribution of output, and strategic subjects within the discipline. The findings indicate that the most efficacious programs integrate Social-Emotional Learning (SEL), mindfulness techniques, emotional journaling, and virtual simulations, fostering competencies such as emotional self-regulation, empathy, and stress management. While short-term and adaptable programs demonstrate immediate advantages, additional research is required about their long-term viability. The virtualization of training in emotional intelligence and the utilization of reflecting technologies are prominent rising themes. The United States and Spain comprise the majority of the research, but Latin America exhibits minimal involvement, underscoring the necessity for contextualized approaches. Similarly, scientific collaboration networks and approved instruments for the assessment of emotional intelligence, such as EQ-i, MSCEIT, and TMMS, are recognized. The study underscores the significance of accompanying tactics and learning communities to guarantee the continuity and efficacy of the programs. In conclusion, a comprehensive, integrated, technologically facilitated, and context-aware strategy is recommended to improve educational quality. This evaluation provides an organized perspective on effective models and existing deficiencies, directing future research and program development.
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Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.