Mental HealthIESANCT07659210
The IESA Program: An Emotional Intelligence Intervention for First-Year Higher Education Students
A study testing IESA Program in people with Mental Health and Emotional Intelligence, run by Portucalense University at 1 site in Portugal.
Trial summary
The IESA Program is an Emotional Intelligence (EI) intervention designed for first-year higher education students. The program is based on an ability-based EI framework and focuses on the development of four core emotional abilities: identifying, understanding, using, and managing emotions. Read more about this study
- Who is it for?
- Ages 18 to 25 yearsHealthy volunteers can take part
- Conditions the study is for
- Mental Health, Emotional Intelligence, Adjustment
- What is being tested?
- IESA Program
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 178 participants
- Where
- 1 sitePortugal
- Study dates
- 17 Feb 2025to 31 Oct 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 25 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Enrolled in the first year of higher education for the first time
- Aged between 18 and 25 years
- Willing to participate in the study (intervention or control group)
Who cannot join
- Current psychopathological diagnosis
- High frequency of ongoing psychology sessions
- Significant negative life events within the past two weeks
- Additional Notes:
- Participants who meet exclusion criteria will still be allowed to attend the IESA Program sessions for ethical reasons. However, their data will be systematically excluded from statistical analyses to ensure data integrity.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The IESA Program, an Emotional Intelligence-Based Intervention, in First-Year Higher Education Students: A Study of Student Outcomes
The IESA Program is an Emotional Intelligence (EI) intervention designed for first-year higher education students. The program is based on an ability-based EI framework and focuses on the development of four core emotional abilities: identifying, understanding, using, and managing emotions.
The intervention aims to support students as they transition into higher education and face personal, social, and academic challenges. The IESA Program is delivered in a group format and consists of ten weekly sessions.
Read the detailed description
The IESA Program is a structured group intervention designed for first-year higher education students. The program operationalizes the ability-based model of emotional intelligence (Mayer \& Salovey, 1997) and is delivered through ten weekly, two-hour sessions. Each session includes structured group activities and guided reflection to develop key emotional abilities.
Primary Outcomes:
The primary goal of the program is to foster students' emotional skills, specifically: Perception of emotions, comprehension of emotions, facilitation of emotions, and management of emotions.
Secondary Outcomes:
The program also targets additional outcomes, including: Adaptation to higher education, encompassing social, emotional, study, career, and institutional aspects; Mental health improvement, assessed by reductions in stress, depression, and anxiety; Academic performance, measured by Grade Point Average (GPA) The IESA Program is intended to support students in navigating the personal, social, and academic challenges associated with the transition to higher education.
- Conditions
- Mental Health, Emotional Intelligence, Adjustment, Adaptation
- Being tested
- IESA Program
- Keywords
- emotional intelligence, mental health, Higher Education, Undergraduate students
- Medical subject headings
- Psychological Well-Being
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
IESA ProgramOther
The IESA Program is a structured group intervention designed for first-year higher education students. It is based on the ability-based model of emotional intelligence (Mayer \& Salovey, 1997) and focuses on developing four core emotional abilities: identifying, understanding, using, and managing emotions.
The program consists of ten weekly sessions, each lasting two hours. Sessions are delivered in a group format and include structured activities, interactive exercises, and guided reflection to engage students in applying emotional intelligence skills in personal, social, and academic contexts.
This intervention is distinct from other programs as it specifically targets first-year higher education students during their transition to university, operationalizes the ability-based model of emotional intelligence, and combines skill development with reflective group activities over a fixed ten-week period.
| Study group | Role | What they receive |
|---|---|---|
| IESA Program Intervention | Experimental | Participants in this arm receive the IESA Program, a structured group intervention designed for first-year higher education students.
Sessions include structured group activities and guided reflection exercises that aim to develop four core emotional abilities: identifying, understanding, using, and managing emotions. Receives: Other: IESA Program |
| Control Group | No intervention | Participants in this arm are placed on a waiting list and do not receive the IESA Program during the study period. They continue with their usual educational activities and may participate in the IESA Program after the study ends. No additional interventions are provided during the waiting period. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Trait Meta-Mood Scale-24 (TMMS-24) Attention Subscale Score
Emotional attention will be assessed using the Attention subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater attention to one's emotional states. Very high scores may reflect excessive focus on emotions.
Measured: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program)
Trait Meta-Mood Scale-24 (TMMS-24) Clarity Subscale Score
Emotional clarity will be assessed using the Clarity subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater understanding of one's emotions.
Measured: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Trait Meta-Mood Scale-24 (TMMS-24) Emotional Repair Subscale Score
Emotional regulation will be assessed using the Emotional Repair subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater ability to regulate emotional states.
Measured: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Secondary outcomes (5)
Depression Anxiety and Stress Scale-21 (DASS-21) Depression Subscale Score
Depressive symptoms will be assessed using the Depression subscale of the Depression Anxiety and Stress Scale-21 (DASS-21). The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time"). Scores range from 0 to 21, with higher scores indicating greater severity of depressive symptoms.
Measured: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Anxiety Subscale Score
Anxiety symptoms will be assessed using the Anxiety subscale of the Depression Anxiety and Stress Scale-21 (DASS-21). The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time"). Scores range from 0 to 21, with higher scores indicating greater severity of anxiety symptoms.
Measured: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Stress Subscale Score
Stress symptoms will be assessed using the Stress subscale of the Depression Anxiety and Stress Scale-21 (DASS-21). The subscale contains 7 items rated on a 4-point Likert scale from 0 ("Did not apply to me at all") to 3 ("Applied to me very much or most of the time"). Scores range from 0 to 21, with higher scores indicating greater severity of stress symptoms.
Measured: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Semester Grade Point Average (GPA)
Academic performance will be assessed using students' self-reported semester Grade Point Average (GPA). GPA will be reported according to the institutional grading system. Higher GPA values indicate better academic performance.
Measured: Baseline (pre-intervention) and at the end of the semester following the 10-week program.
Higher Education Adaptation Questionnaire (QAES) Total Score
Adaptation to higher education will be assessed using the Higher Education Adaptation Questionnaire (QAES), a 40-item self-report measure assessing academic adaptation, interpersonal adaptation, personal-emotional adaptation, institutional adaptation, career development, and course commitment. Responses are rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Total scores range from 40 to 200, with higher scores indicating better adaptation to higher education.
Measured: Baseline (pre-intervention) and at the end of the semester following the 10-week program.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Jun 2026
- Study start17 Feb 2025
- Primary completion15 May 2025
- Study completion31 Oct 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Mental HealthStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 178 participants (actual)
Sponsor and investigators
- Lead sponsor
- Portucalense University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Alexandra M. Araújo, PhD, Principal investigator, Portucalense UniversityRosario Cabello, PhD, Principal investigator, University of MalagaFátima M. Teixeira, Master's (Doctoral Student), Principal investigator, Portucalense University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07659210
- Sponsor's protocol ID
- https://doi.org/10.54499/2023
- Other IDs
- 2023.04864.BD, 2023
- Acronym
- IESA
- Status last verified
- Feb 2026
- First submitted
- 8 Jun 2026
- Last updated
- 22 Jun 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Identified individual participant data will not be shared publicly. The data will be anonymized and analyzed for publication purposes only.
Study at a glance
From the registry record, last updated by the sponsor on 22 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The IESA Program, an Emotional Intelligence-Based Intervention, in First-Year Higher Education Students: A Study of Student Outcomes
- ClinicalTrials.gov ID
- NCT07659210
- Acronym / sponsor ID
- IESA / https://doi.org/10.54499/2023
- Conditions
- Mental Health, Emotional Intelligence, Adjustment, Adaptation
- Keywords
- emotional intelligence, mental health, Higher Education, Undergraduate students
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 178 participants (actual)
- Lead sponsor
- Portucalense UniversityUniversity, hospital or other
- Study start
- 17 Feb 2025 (actual)
- Primary completion
- 15 May 2025 (actual)
- Study completion
- 31 Oct 2025 (actual)
- First posted
- 22 Jun 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The IESA Program is an Emotional Intelligence (EI) intervention designed for first-year higher education students. The program is based on an ability-based EI framework and focuses on the development of four core emotional abilities: identifying, understanding, using, and managing emotions.
The intervention aims to support students as they transition into higher education and face personal, social, and academic challenges. The IESA Program is delivered in a group format and consists of ten weekly sessions.
Detailed description
The IESA Program is a structured group intervention designed for first-year higher education students. The program operationalizes the ability-based model of emotional intelligence (Mayer \& Salovey, 1997) and is delivered through ten weekly, two-hour sessions. Each session includes structured group activities and guided reflection to develop key emotional abilities.
Primary Outcomes:
The primary goal of the program is to foster students' emotional skills, specifically: Perception of emotions, comprehension of emotions, facilitation of emotions, and management of emotions.
Secondary Outcomes:
The program also targets additional outcomes, including: Adaptation to higher education, encompassing social, emotional, study, career, and institutional aspects; Mental health improvement, assessed by reductions in stress, depression, and anxiety; Academic performance, measured by Grade Point Average (GPA) The IESA Program is intended to support students in navigating the personal, social, and academic challenges associated with the transition to higher education.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| IESA Program Intervention | Experimental | Other: IESA ProgramParticipants in this arm receive the IESA Program, a structured group intervention designed for first-year higher education students. Sessions include structured group activities and guided reflection exercises that aim to develop four core emotional abilities: identifying, understanding, using, and managing emotions. |
| Control Group | No intervention | –Participants in this arm are placed on a waiting list and do not receive the IESA Program during the study period. They continue with their usual educational activities and may participate in the IESA Program after the study ends. No additional interventions are provided during the waiting period. |
Who may qualify
- Ages
- 18 to 25 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- Enrolled in the first year of higher education for the first time
- Aged between 18 and 25 years
- Willing to participate in the study (intervention or control group)
Key exclusion criteria (5 listed)
- Current psychopathological diagnosis
- High frequency of ongoing psychology sessions
- Significant negative life events within the past two weeks
- Participants who meet exclusion criteria will still be allowed to attend the IESA Program sessions for ethical reasons. However, their data will be systematically excluded from statistical analyses to ensure data integrity.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| IESA ProgramThe IESA Program is a structured group intervention designed for first-year higher education students. It is based on the ability-based model of emotional intelligence (Mayer \& Salovey, 1997) and focuses on developing four core emotional abilities: identifying, understanding, using, and managing emotions. The program consists of ten weekly sessions, each lasting two hours. Sessions are delivered in a group format and include structured activities, interactive exercises, and guided reflection to engage students in applying emotional intelligence skills in personal, social, and academic contexts. This intervention is distinct from other programs as it specifically targets first-year higher education students during their transition to university, operationalizes the ability-based model of emotional intelligence, and combines skill development with reflective group activities over a fixed ten-week period. | Other | IESA Program Intervention |
Primary outcome
Trait Meta-Mood Scale-24 (TMMS-24) Attention Subscale Score
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program)
Emotional attention will be assessed using the Attention subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater attention to one's emotional states. Very high scores may reflect excessive focus on emotions.
Trait Meta-Mood Scale-24 (TMMS-24) Clarity Subscale Score
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Emotional clarity will be assessed using the Clarity subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater understanding of one's emotions.
Trait Meta-Mood Scale-24 (TMMS-24) Emotional Repair Subscale Score
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Emotional regulation will be assessed using the Emotional Repair subscale of the Trait Meta-Mood Scale-24 (TMMS-24). The subscale consists of 8 items rated on a 5-point Likert scale from 1 ("Strongly disagree") to 5 ("Strongly agree"). Scores range from 8 to 40, with higher scores indicating greater ability to regulate emotional states.
5 secondary outcomes
Depression Anxiety and Stress Scale-21 (DASS-21) Depression Subscale Score
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Anxiety Subscale Score
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Depression Anxiety and Stress Scale-21 (DASS-21) Stress Subscale Score
Time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program).
Semester Grade Point Average (GPA)
Time frame: Baseline (pre-intervention) and at the end of the semester following the 10-week program.
Higher Education Adaptation Questionnaire (QAES) Total Score
Time frame: Baseline (pre-intervention) and at the end of the semester following the 10-week program.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 22 Jun 2026.
- Individual participant dataSharing planned: No. Identified individual participant data will not be shared publicly. The data will be anonymized and analyzed for publication purposes only.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Alexandra M. Araújo, PhD principal investigator
Portucalense University
Rosario Cabello, PhD principal investigator
University of Malaga
Fátima M. Teixeira, Master's (Doctoral Student) principal investigator
Portucalense University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing IESA Program in people with Mental Health and Emotional Intelligence, run by Portucalense University at 1 site in Portugal.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 22 Jun 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Portugal. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Trait Meta-Mood Scale-24 (TMMS-24) Attention Subscale Score (time frame: Baseline (pre-intervention) and immediately post-intervention (after the 10-week program)). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 22 Jun 2026.