The teaching and strengthening of Emotional Intelligence in adolescent students and its covariation with mathematical performance

Introduction. The aim of this research is to contrast the results of the application of a model that strengthens emotional intelligence through training to adolescent students between two study groups. Method. The study is based on the quantitative approach type Quasi-experimental with exploratory scope in which participated 297 adolescents aged 12 to 16 years from five educational institutions organized into control and experimental groups. The instrument used was the BarOn Emotional Intelligence Inventory: version for young people (7-18) years old. Results. The descriptive analysis shows that there are improvements in the five variables of the experimental group, while in the control group there is a decrease in three variables and in two there is a small increase. In the analysis, the ANCOVA test was used to decrease heterogeneity and the mean in mathematics as a covariate. The results of intragroup effects and interaction between groups confirm that there are significant differences for all variables of the experimental group in the post-test. Discussion or Conclusion: With these findings, this study makes a contribution to the field of education by verifying that the teacher can strengthen all the variables related to emotional intelligence in students from their own classroom, it is only enough to have a model with methodological orienta-tions to run the process. In addition, it should be noted that increasing the level of the varia-bles of intrapersonality, interpersonality, adaptability, stress management and state of mind positively influences the well-being of students and their performance.