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Original ArticleOpen Access
Effect of Promoting Self-Esteem by Participatory Learning Process on Emotional Intelligence among Early Adolescents
Munsawaengsub C 
,
Yimklib S ,
Nanthamongkolchai S ,
Apinanthavech S
,
Yimklib S ,
Nanthamongkolchai S ,
Apinanthavech S Objective: To study the effect of promoting self-esteem by participatory learning program on emotional intelligence
among early adolescents.
Material and Method: The quasi-experimental study was conducted in grade 9 students from two schools in
Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34
students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to
Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental
group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the
comparative group received the handbook for self study. Assessment the effectiveness of program was done by
pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation
and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage,
mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test.
Results: Before program implementation, both groups had no statistical difference in mean score of emotional
intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both
immediately and 4 weeks later with statistical significant (p = 0.001 and < 0.001). At 4 weeks after experiment,
the mean score in experimental group was higher than the mean score at immediate after experiment with
statistical significance (p < 0.001).
Conclusion: The program to promote self-esteem by participatory learning process could enhance the emotional
intelligence in early adolescent. This program could be modified and implemented for early adolescent in the
community.
Keywords: Self-esteem, Participatory learning, Emotional intelligence, Early adolescent
among early adolescents.
Material and Method: The quasi-experimental study was conducted in grade 9 students from two schools in
Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34
students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to
Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental
group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the
comparative group received the handbook for self study. Assessment the effectiveness of program was done by
pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation
and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage,
mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test.
Results: Before program implementation, both groups had no statistical difference in mean score of emotional
intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both
immediately and 4 weeks later with statistical significant (p = 0.001 and < 0.001). At 4 weeks after experiment,
the mean score in experimental group was higher than the mean score at immediate after experiment with
statistical significance (p < 0.001).
Conclusion: The program to promote self-esteem by participatory learning process could enhance the emotional
intelligence in early adolescent. This program could be modified and implemented for early adolescent in the
community.
Keywords: Self-esteem, Participatory learning, Emotional intelligence, Early adolescent
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