Skip to main content

Advertisement

SpringerLink
Log in

Impact of emotional development intervention program on subjective well-being of university students

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

The present study aims to determine the effects of an intervention program based on Mayer and Salovey’s (1997) model of emotional intelligence. A total of 250 university students participated in this study (mean = 21.89; standard deviation = 2.60; 75.20% women), who were randomized to experimental group (number of subjects = 63) and control group (number of subjects = 187). The emotional education program comprised seven 2-h sessions during 2 months. Participants completed the trait meta-mood scale, basic empathy scale, satisfaction with life scale, scale of positive and negative experience, mood questionnaire, and depression anxiety and stress scale. Results showed that the intervention program significantly increased emotional intelligence, empathy, and positive mood, as well as subjective well-being at post-intervention. These changes disappeared at follow-up. No significant moderators were found, neither demographic variables nor initial levels of emotional symptoms. Implementing intervention programs at universities for developing student’s emotional competence might be beneficial for their subjective well-being and mental health.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Antúnez, Z., & Vinet, E. (2012). Escalas de Depresión, Ansiedad y Estrés (DASS-21): Validación de la Versión abreviada en Estudiantes Universitarios Chilenos. Terapia Psicológica, 30(3), 49–55.

    Article  Google Scholar 

  • Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: the APA publications and communications board task force report. American Psychologist, 73(1), 3–25.

    Article  Google Scholar 

  • Arco Tirado, J. L., López Ortega, S., Heilborn Diaz, V. A., & Fernández Martín, F. D. (2005). Terapia breve en estudiantes universitarios con problemas de rendimiento académico y ansiedad: Eficacia del modelo “La Cartuja”. International Journal of Clinical and Health Psychology, 5(3), 598–608.

    Google Scholar 

  • Arnett, J. J. (2010). Adolescence and emerging adulthood (4th ed.). Boston: Prentice Hall.

    Google Scholar 

  • Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12(1984), 314–319.

    Google Scholar 

  • Augusto-Landa, J. M., Martos, M. P., & López-Zafra, E. (2010). Emotional intelligence and personality traits as predictors of psychological well-being in Spanish undergraduates. Social Behavior and Personality: An International Journal, 38(6), 783–793.

    Article  Google Scholar 

  • Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90–96.

    Article  Google Scholar 

  • Bergin, A., & Pakenham, K. (2015). Law student stress: relationships between academic demands, social isolation, career pressure, study/life imbalance and adjustment outcomes in law students. Psychiatry, Psychology and Law, 22(3), 388–406.

    Article  Google Scholar 

  • Campbell, D. T., & Kenny, D. A. (1999). Methodology in the social sciences. A primer on regression artifacts. New York: Guilford Press.

  • Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36(5), 883–892.

    Article  Google Scholar 

  • Carrier, L. M., Spradlin, A., Brunce, J. P., & Rosen, L. D. (2015). Virtual empathy: Positive and negative impacts of going online upon empathy in young adults. Computers in Human Behavior, 52, 39–48. https://doi.org/10.1016/j.chb.2015.05.026.

  • Chalamandaris, A.-G., & Piette, D. (2015). School-based anti-bullying interventions: systematic review of the methodology to assess their effectiveness. Aggression and Violent Behavior, 24, 131–174. https://doi.org/10.1016/j.avb.2015.04.004.

    Article  Google Scholar 

  • Chambel, M. J., & Curral, L. (2005). Stress in academic life: work characteristics as predictors of student well-being and performance. Applied Psychology, 54(1), 135–147.

    Article  Google Scholar 

  • Cidad-Maestro, E., & Grandal-Martín, M. D. (2011). Formación en competencias socioemocionales para el éxito profesional de los estudiantes universitarios. In P. Fernández-Berrocal, N. Extremera, R. Palomera, D. Ruiz-Aranda, J. M. Salguero, & R. Cabello (Eds.), Inteligencia Emocional: 20 años de investigación y desarrollo (pp. 369–375). Santander: Fundación Botin.

    Google Scholar 

  • Clarke, A. M., Morreale, S., Field, C. A., Hussein, Y., & Barry, M. M. (2015). What works in enhancing social and emotional skills development during childhood and adolescence? London: Early Intervention Foundation.

    Google Scholar 

  • Coelho, V. A., Marchante, M., & Sousa, V. (2015). “Positive attitude”: a multilevel model analysis of the effectiveness of a social and emotional learning program for Portuguese middle school students. Journal of Adolescence, 43, 29–38.

    Article  Google Scholar 

  • de Carvalho, J. S., Pinto, A. M., & Marôco, J. (2017). Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: a quasi-experimental study. Mindfulness, 8(2), 337–350.

    Article  Google Scholar 

  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75.

    Article  Google Scholar 

  • Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156.

    Article  Google Scholar 

  • Dolev, N., & Leshem, S. (2017). What makes up an effective emotional intelligence training design for teachers? International Journal of Learning, Teaching and Educational Research, 16(10), 72–89.

    Article  Google Scholar 

  • Durlak, J. A. (2016). Programme implementation in social and emotional learning: basic issues and research findings. Cambridge Journal of Education, 46(3), 333–345. https://doi.org/10.1080/0305764X.2016.1142504.

    Article  Google Scholar 

  • Evans, C., Margison, F., & Barkham, M. (1998). The contribution of reliable and clinically significant change methods to evidence-based mental health. Evidence-Based Mental Health, 1(3), 70–72.

    Article  Google Scholar 

  • Extremera, N., & Rey, L. (2016). Ability emotional intelligence and life satisfaction: Positive and negative affect as mediators. Personality and Individual Differences, 102, 98–101. https://doi.org/10.1016/j.paid.2016.06.051.

    Article  Google Scholar 

  • Extremera, N., Durán, A., & Rey, L. (2007). Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios. [Emotional intelligence and its relationship with the levels of burnout, engagement and stress in university students]. Revista de Educación, 342, 239–256.

    Google Scholar 

  • Farrer, L. M., Gulliver, A., Bennett, K., Fassnacht, D. B., & Griffiths, K. M. (2016). Demographic and psychosocial predictors of major depression and generalised anxiety disorder in Australian university students. BMC Psychiatry, 16(1), 1–10.

    Article  Google Scholar 

  • Fernandez-Berrocal, P., & Extremera, N. (2004). Validity and reliability of the Spanish modified version of the trait meta-mood scale. Psychological Reports, 94(3), 751–755. https://doi.org/10.2466/pr0.94.3.751-755.

    Article  Google Scholar 

  • Fernández-Berrocal, P., Ruiz-Aranda, D., Salguero, J. M., Palomera, R., & Extremera, N. (2018). The relationship of Botín Foundation’s emotional intelligence test (TIEFBA) with personal and scholar adjustment of S. Revista de Psicodidactica, 23(1), 1–8.

    Article  Google Scholar 

  • Ferragut, M., & Fierro Bardají, A. (2012). Inteligencia emocional, bienestar personal y rendimiento académico en preadolescentes. Revista Latinoamericana de Psicologia, 44(3), 95–104.

    Google Scholar 

  • Ferrin, M., Moreno-Granados, J. M., Salcedo-Marin, M. D., Ruiz-Veguilla, M., Perez-Ayala, V., & Taylor, E. (2014). Evaluation of a psychoeducation programme for parents of children and adolescents with ADHD: Immediate and long-term effects using a blind randomized controlled trial. European Child and Adolescent Psychiatry, 23(8), 637–647.

    Article  Google Scholar 

  • Fisher, S. (1994). Stress in academic life: the mental assembly line. Buckingham: Open University Press.

    Google Scholar 

  • Fletcher, I., Leadbetter, P., Curran, A., & O’Sullivan, H. (2009). A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. Patient Education and Counseling, 76(3), 376–379.

    Article  Google Scholar 

  • Garaigordobil, M., & Maganto, C. (2011). Empatía y resolución de conflictos durante la infancia y la adolescencia. Revista Latinoamericana de Psicología, 43(2), 255–266.

  • Garaigordobil, M., & Martínez-Valderrey, V. (2016). Impact of cyberprogram 2.0 on different types of school violence and aggressiveness. Frontiers in Psychology, 7(428).

  • Górriz, A. B., Prado-Gascó, V. J., Villanueva, L., Ordóñez, A., & González, R. (2013). The MOOD questionnaire: adaptation and validation of the Spanish version. Psicothema, 25(2), 252–257.

    Google Scholar 

  • Harrell, F. E. (2015). Regression modeling strategies : with applications to linear models, logistic and ordinal regression, and survival analysis (Springer series in statistics (second)). Cham: Springer.

    Book  Google Scholar 

  • Hayes, A. F. (2015). An index and test of linear moderated mediation. Multivariate Behavioral Research, 50(1), 37–41.

    Article  Google Scholar 

  • Hodzic, S., Ripoll, P., Costa, H., & Zenasni, F. (2016). Are emotionally intelligent students more resilient to stress?. The moderating effect of emotional attention, claryty and repair. Behavioral Psychology / Psicología Conductual, 24, 253–272.

    Google Scholar 

  • Huebner, E. S., Suldo, S. M., Smith, L. C., & McKnight, C. G. (2004). Life satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41(1), 81–93.

    Article  Google Scholar 

  • Humphrey, N., Lendrum, A., Ashworth, E., Frearson, K., Buck, R., & Kerr, K. (2016). Implementation and process evaluation (IPE) for interventions in educational settings: a synthesis of the literature. London: Education Endowment Foundation.

    Google Scholar 

  • Jayalakshmi, V., & Magdalin, S. (2015). Emotional intelligence, resilience and mental health of women college students. Journal of Psychosocial Research, 10(2), 401–408.

    Google Scholar 

  • Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the basic empathy scale. Journal of Adolescence, 29(4), 589–611.

    Article  Google Scholar 

  • Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: an integrative meta-analysis and cascading model. Journal of Applied Psychology, 95(1), 54–78. https://doi.org/10.1037/a0017286.

    Article  Google Scholar 

  • Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: a complementary strategy for improving National Mental Health. American Psychologist, 62(2), 95–108.

    Article  Google Scholar 

  • Khordzanganeh, F., Heidarie, A. R., & Naderi, F. (2014). The relationship between emotional intelligence , happiness and resiliency with mental health in male and female high school students of ramhormoz city. Indian Journal of Fundamental and Applied Life Sciences: An Open Access, Online International Journal, 4(2), 633–641.

    Google Scholar 

  • Lanciano, T., & Curci, A. (2014). Incremental validity of emotional intelligence ability in predicting academic achievement. The American Journal of Psychology, 127(4), 447–461.

    Article  Google Scholar 

  • Látalová, V., & Pilárik, L. (2015). Predicting career decision-making strategies in women: the role of self-determination and perceived emotional intelligence. Studia Psychologica, 57(2), 95–114.

    Article  Google Scholar 

  • Lee, O. S., & Gu, M. O. (2014). Development and effects of emotional intelligence program for undergraduate nursing students: mixed methods research. Journal of Korean Academy of Nursing, 44(6), 682–696.

    Article  Google Scholar 

  • León-Pinilla, R., Prado-Gascó, V. J., & Jiménez Ivar, M. A. (2015). Scale of positive and negative experience ( SPANE ). Spain: Universitat Jaume I de Castelló.

    Google Scholar 

  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks: Sage Publications, Inc..

    Google Scholar 

  • Lipson, S. K., & Eisenberg, D. (2018). Mental health and academic attitudes and expectations in university populations: results from the healthy minds study. Journal of Mental Health, 27(3), 205.

    Article  Google Scholar 

  • Lockwood, P. L., Seara-Cardoso, A., & Viding, E. (2014). Emotion regulation moderates the association between empathy and prosocial behavior. PLoS ONE, 9(5), e96555. https://doi.org/10.1371/journal.pone.0096555.

  • Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: comparison of the depression anxiety stress scales (DASS) with the Beck depression and anxiety inventories. Behaviour Research and Therapy, 33(3), 335–343.

    Article  Google Scholar 

  • Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: does happiness lead to success? Psychological Bulletin, 131(6), 803–855.

    Article  Google Scholar 

  • Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: principles and updates. Emotion Review, 8(4), 290–300.

    Article  Google Scholar 

  • Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3–31). New York, NY: Basic Books. https://doi.org/10.1177/1066480710387486.

  • MECD. (2016). Facts and Figures of the Spanish University System. Academic Year 2015-2016. Ministry of Education, Culture and Sport, 169. Retrieved from: https://doi.org/http://www.mecd.gob.es/educacion-mecd/areas-educacion/universidades/estadisticas-informes/datos-cifras.html Accessed 30 April 2019.

  • Mercer, S. W., Jani, B. D., Maxwell, M., Wong, S. Y., & Watt, G. C. (2012). Patient enablement requires physician empathy: a cross-sectional study of general practice consultations in areas of high and low socioeconomic deprivation in Scotland. BMC Family Practice, 8(13), 6–9. https://doi.org/10.1186/1471-2296-13-6.

  • Mesurado, B., & Richaud, M. C. (2017). The Relationship Between Parental Variables, Empathy and Prosocial-Flow with Prosocial Behavior Toward Strangers, Friends, and Family. Journal of Happiness Studies, 18(3), 843–860. https://doi.org/10.1007/s10902-016-9748-7.

  • Mcknight, C. G., Huebner, E. S., & Suldo, S. (2002). Relationships among stressful life events, temperament, problem behavior, and global life satisfaction in adolescents. Psychology in the Schools, 39(6), 677–687.

    Article  Google Scholar 

  • Montoya-Castilla, I., Postigo, S., & González, R. (2016). Programa de educaión emocional para adolescentes: De la emoción al sentido (PREDEMA). Madrid: Pirámide.

    Google Scholar 

  • Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence: (how) is it possible? Personality and Individual Differences, 47(1), 36–41.

    Article  Google Scholar 

  • Parker, J. D. A., Taylor, R. N., Keefer, K. V., & Summerfeldt, L. J. (2018). Emotional intelligence and post-secondary education: what have we learned and what have we missed? In K. V. Keefer, J. D. A. Parker, & D. H. Saklofske (Eds.), Emotional intelligence in education: integrating research with practice (pp. 427–452). Cham: Springer International Publishing.

    Chapter  Google Scholar 

  • Paro, H. B. M. S., Silveira, P. S. P., Perotta, B., Gannam, S., Enns, S. C., Giaxa, R. R. B., et al. (2014). Empathy among medical students: is there a relation with quality of life and burnout? PloS One, 9(4), e94133. https://urldefense.proofpoint.com/v2/url?u=https-3A__doi.org_10.1371_journal.pone.0094133&d=DwIFaQ&c=vh6FgFnduejNhPPD0fl_yRaSfZy8CWbWnIf4XJhSqx8&r=Ekk4sx4jBO0tUWbfow-G_J1T2AFlHF5QM05H1aBanl0&m=t42Xo55BHx69KBddnkEGdHh8igOHGEczGkI2Qz-H640&s=myqV1eLMd8kGQ-c13bQu9slhPUXhYxZjcI2PxXRPhOs&e>=.

  • Piqueras, J. A., Garcia-Olcina, M., Rivera-Riquelme, M., Rodriguez-Jimenez, T., Martinez-Gonzalez, A. E., & Cuijpers, P. (2017). DetectaWeb project: study protocol of a web-based detection of mental health of children and adolescents. BMJ Open, 7(10).

  • Plaza, S. R. (2010). Egalitarian dialogue and instrumental dimension. Two principles of dialogic learning in the classroom. Psychology, Society, & Education, 2(1), 71–82.

    Article  Google Scholar 

  • Postareff, L., & Mattsson, M. (2017). The complex relationship between emotions , approaches to learning , study success and study progress during the transition to university. Higher Education, 73(3), 441–457. https://doi.org/10.1007/s10734-016-0096-7.

  • Postigo-Zegarra, S., Schoeps, K., Montoya-Castilla, I., & Escartí, A. (2019). Emotional education program for adolescents (PREDEMA): evaluation from the perspective of students and effects on socio-affective competences [Programa de educación emocional para adolescentes (PREDEMA): valoración desde la perspectiva de los participantes y sus efectos en las competencias socio-afectivas]. Infancia y Aprendizaje / Journal for the Study of Education and Development. https://doi.org/10.1080/02103702.2019.1578925.

  • Rieffe, C., Meerum Terwogt, M., & Bosch, J. D. (2004). Emotion understanding in children with frequent somatic complaints. European Journal of Developmental Psychology, 1(1), 31–47.

    Article  Google Scholar 

  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.

  • Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: exploring emotional intelligence using the trait meta-mood scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, & health (pp. 125–154). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015). Maintaining life satisfaction in adolescence: affective mediators of the influence of perceived emotional intelligence on overall life satisfaction judgments in a two-year longitudinal study. Frontiers in Psychology, 6(DEC).

  • Schoeps, K., Villanueva, L., Prado-Gascó, V. J., & Montoya-Castilla, I. (2018). Development of emotional skills in adolescents to prevent cyberbullying and improve subjective well-being. Frontiers in Psychology, 9(2050).

  • Schoeps, K, Tamarit, A., Barrera, U. de la, & Remedios, G. (2019). Effects of an emotional-skill training to prevent burnout syndrome in schoolteachers / Efectos de un entrenamiento en habilidades emocionales para prevenir el síndrome de burnout en profesores. Ansiedad y Estres.

  • Serrano, C., & Andreu, Y. (2016). Perceived emotional intelligence, subjective well-being, perceived stress, engagement and academic achievement of adolescents. Revista de Psicodidáctica, 21(2).

  • Sharp, J., & Theiler, S. (2018). A review of psychological distress among university students: pervasiveness, implications and potential points of intervention. International Journal for the Advancement of Counselling, 40(3), 193–212.

    Article  Google Scholar 

  • Silva, A. D., do Taveira, M. C., Marques, C., & Gouveia, V. V. (2015). Satisfaction with life scale among adolescents and young adults in Portugal: extending evidence of construct validity. Social Indicators Research, 120(1), 309–318.

    Article  Google Scholar 

  • Sommers-Spijkerman, M. P. J., Trompetter, H. R., Schreurs, K. M. G., & Bohlmeijer, E. T. (2018). Compassion-focused therapy as guided self-help for enhancing public mental health: a randomized controlled trial. Journal of Consulting and Clinical Psychology, 86(2), 101–115.

    Article  Google Scholar 

  • Storrie, K., Ahern, K., & Tuckett, A. (2010). A systematic review: students with mental health problems-a growing problem. International Journal of Nursing Practice, 16(1), 1–6.

    Article  Google Scholar 

  • Suldo, S. M., & Huebner, E. S. (2004). Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence? School Psychology Quarterly, 19(2), 93–105.

    Article  Google Scholar 

  • Thurber, C. A., & Walton, E. A. (2012). Homesickness and adjustment in university students. Journal of American College Health, 60(5), 415–419.

    Article  Google Scholar 

  • Üzar-Özçetin, Y. S., & Hiçdurmaz, D. (2017). Effects of structured group counseling on anger management skills of nursing students. Journal of Nursing Education, 56(3), 174–181.

    Article  Google Scholar 

  • Vergara, A. I., Alonso-Alberca, N., San-Juan, C., Aldás, J., & Vozmediano, L. (2015). Be water: direct and indirect relations between perceived emotional intelligence and subjective well-being. Australian Journal of Psychology, 67(1), 47–54.

    Article  Google Scholar 

  • Villadangos, M., Errasti, J., Amigo, I., Jolliffe, D., & García-Cueto, E. (2016). Characteristics of empathy in young people measured by the Spanish validation of the basic empathy scale. Psicothema, 28(3), 323–329.

    Google Scholar 

  • Wang, Y., Xie, G., & Cui, X. (2016). Effects of emotional intelligence and selfleadership on students’ coping with stress. Social Behavior and Personality, 44(5), 853–864.

    Article  Google Scholar 

  • Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., Bokkel, I., Tate, K., et al. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis. Cambridge Journal of Education, 46(3), 347–376.

    Article  Google Scholar 

  • World Medical Association. (2013). World medical association declaration of Helsinki: ethical principles for medical research involving human subjects. Journal of American Medical Association (JAMA), 310(20), 2191–2194.

    Article  Google Scholar 

Download references

Funding

The research reported in this article was supported by grants from the Spanish Ministry of Economy and Competitiveness (PSI2013-43943-R), the Valencia's Regional Government and European Social Fund (ACIF/2018/033), and the University of Valencia (UV-INV-PREDOC15-265738).

Author information

Authors and Affiliations

  1. Department of Personality, Assessment and Psychological Treatment, University of Valencia, Avenida Blasco Ibañez 21, 46010, Valencia, Spain

    Konstanze Schoeps PhD, Usue de la Barrera & Inmaculada Montoya-Castilla PhD

Authors
  1. Konstanze Schoeps PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Usue de la Barrera
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Inmaculada Montoya-Castilla PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Inmaculada Montoya-Castilla PhD.

Ethics declarations

The data were collected according to the standards of the Declaration of Helsinki (World Medical Association 2013), with permission from the Department of Education, Culture and Sport of the Valencian Community and the Ethics Commission of the University of Valencia (H1385330676977).

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

ESM 1

(DOCX 29 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Schoeps, K., de la Barrera, U. & Montoya-Castilla, I. Impact of emotional development intervention program on subjective well-being of university students. High Educ 79, 711–729 (2020). https://doi.org/10.1007/s10734-019-00433-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-019-00433-0

Keywords

Search

Navigation