Volume 23 Issue 8
Aug.  2025
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Article Navigation >  Chinese Journal of General Practice  > 2025  >  23(8): 1356-1359
CHENG Bo, ZHANG Wencai. Analysis of intervention effect of group psychological counseling on emotional intelligence of lower grade students in primary school[J]. Chinese Journal of General Practice, 2025, 23(8): 1356-1359. doi: 10.16766/j.cnki.issn.1674-4152.004133
Citation: CHENG Bo, ZHANG Wencai. Analysis of intervention effect of group psychological counseling on emotional intelligence of lower grade students in primary school[J]. Chinese Journal of General Practice, 2025, 23(8): 1356-1359. doi: 10.16766/j.cnki.issn.1674-4152.004133
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Analysis of intervention effect of group psychological counseling on emotional intelligence of lower grade students in primary school

doi: 10.16766/j.cnki.issn.1674-4152.004133
  • 1.

    Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China

Funds:

 23JYC015

  • Received Date: 2024-07-20
    Available Online: 2025-10-31
    Abstract
  •   Objective  To explore the effects of a group counseling emotional program-on the emotional intelligence of 7-9-year-old lower grades elementary school students to provide lessons for enhancing children's social-emotional competence and reducing behavioral problems.  Methods  Using the convenience sampling method, 65 lower primary school students enrolled in an off-campus educational institution in Beijing from April to June 2023 were selected as the study subjects and divided into an intervention group and a control group according to the enrolled courses. Each group was enrolled in 1 session per week for 90 minutes for a total of 11 sessions. Emotional intelligence was measured in both groups before and after the intervention, using the National Elementary School Children's Emotional Intelligence Scale for student self-assessment and the social competence and behavior evaluation-30 for parent other-assessment. Ultimately, 25 students in the intervention group and 35 in the control group were included in the study, and 24 parents in the intervention group and 34 in the control group were included in the study.  Results  For students' self-assessment, the intervention group's self-emotional management scores were significantly higher than the pre-intervention scores after the intervention [(14.44±3.90) points vs. (12.24±4.23) points], and the difference was statistically significant (t=-2.400, P=0.024); the self-motivation scores of the intervention group after the intervention [(19.60±5.12) points vs. (17.72±5.07) points], and the difference was statistically significant (t=-2.656, P=0.014). For the parent-other assessment, analysis of covariance showed that the difference between the post-intervention anger aggression intervention group [(25.92±5.76) points], controlling for the pre-intervention level, and the control group [(21.00±6.15) points], was statistically significant (F=9.264, P=0.004).  Conclusion  Group counseling is more effective in improving students' self-emotion awareness and self-emotion management and reducing anger aggression levels.

     

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