Search results for: Hen Meirav

This paper describes a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course.