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Introduction This pilot study examines the effects of the Meta-Emotions Program, a structured training designed to enhance emotional intelligence and meta-emotional intelligence in teachers. Meta-emotional intelligence is a multidimensional construct, grounded in meta-cognition theory and EI theory, which takes into account beliefs about emotions, self-perceptions and self-evaluations about one’s own emotional functioning. Method Based on the ability EI model and the SEL framework, the program consists of seven sessions (21 h total) integrating theoretical discussions, experiential learning, and reflective practices. A key feature of the intervention is the meta-emotional diary, a digital tool that facilitates continuous self-monitoring of emotional experiences. A quasi-experimental pre-post design was employed, involving 46 teachers, who were divided into an intervention group ( n = 24) and a control group ( n = 22). Emotional abilities were assessed using the MSCEIT, while meta-emotional dimensions were measured through the IE-ACCME Test scales. Results Results revealed no significant improvements in emotional abilities; however, meta-emotional intelligence significantly increased, with notable changes in meta-emotional beliefs and meta-emotional self-evaluation. Participants in the intervention group exhibited a reduction in the discrepancy between self-perceived and actual emotional abilities, indicating enhanced self-awareness. Additionally, teachers demonstrated a reduced tendency to underestimate their emotional abilities. Discussion These findings suggest that short-term, targeted interventions for teachers may effectively improve meta-emotional dimensions but might not be sufficient to enhance emotional intelligence abilities.
Geraci et al. (Thu,) studied this question.