Comparing the Effectiveness of Quality Circle Time (QCT) Training versus Mindfulness Training on the Emotional Intelligence of Elementary School Students in the Educational Setting

Document Type : Article extracted From phd dissertation

Authors
Khadijeh Mahdavi-Asl 1
Alinaghi Aghdasi 2
Alireza Alireza Aghdamibaher 2
Javad Mesrabadi 3
1 PhD Student in Educational Psychology, Department of Psychology,Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2 Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3 Department of Educational Sciences, Azarbaijan shahid madani University, Tabriz, Iran.
10.22034/he.2025.556544.1161
Abstract
Emotional intelligence ( the ability to perceive, understand, and regulate emotions) constitutes a foundational competence for psychological adjustment and academic success. Yet, in achievement-oriented educational systems such as Iran’s, the cultivation of socio-emotional skills remains marginal. This study aimed to compare the effectiveness of two theoretically distinct but complementary interventions (Quality Circle Time (QCT) and mindfulness training) on the EI of elementary school students. Adopting a quasi-experimental design with pretest–posttest–follow-up and control group, 45 female students (ages 10–12) were randomly assigned to a QCT group, a mindfulness group, or a no-intervention control. EI was measured using the Schering Emotional Intelligence Scale (Iranian version). Both interventions were implemented over 10–12 weekly sessions, and data were analyzed via mixed ANOVA using SPSS-24. Results revealed significant main effects of time (F(2,42)=35.18, p<.001, η²=.46) and a significant time × group interaction (F(4,42)=9.83, p<.001, η²=.31), indicating substantial and sustained improvements in EI for both intervention groups compared to the control. These findings affirm that EI is a malleable, educable construct and that both intrapersonal (mindfulness-based) and interpersonal (QCT-based) learning pathways effectively enhance emotional competence. The study underscores the necessity of embedding culturally responsive emotional education within Iranian schools to foster adaptive development and psychological resilience. The findings indicated that both Quality Circle Time (QCT) training and mindfulness training are effective on the emotional intelligence of primary school students, with QCT training demonstrating greater effectiveness. This research can be beneficial for policymaking and developing programs and interventions based on Quality Circle Time (QCT) and mindfulness training to enhance the emotional intelligence of primary school students in Tehran.

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Human Ecology
Volume 4, Issue 12
Autumn 2025
Pages 1453-1465