Dear Colleague,

Today, more than 30 years after the publication of the Emotional Intelligence (EI) Model by Salovey and Mayer (1990), we can affirm the relevance of EI on a person's psyche. Its implications are significant not only in the emotional life of the person, but in all psychosocial aspects of any person in today's society.

EI is usually used as an indicator of social adaptation, social success or psychological well-being, but its influence does not stop there, and it is possible to observe how it also has notable implications in the educational environment. On the one hand, its role is essential in the development of important prosocial values such as empathy. In addition, it has a potential capacity for application in educational and social contexts through Education in Values. On the other hand, its potential for self-regulation of a person's higher mental processes makes it a factor that strengthens learning and academic performance, since it favors motivation, persistence, the maintenance of long-term goals and the use of personal strengths.

From a social point of view, EI also has significant consequences on the educational environment through the Classroom Climate, generating an adequate social environment that strengthens individual and collective learning in a group of students, fostering in them an understanding of each other and cooperation.

In summary, the relationship between emotional management and the academic and social development of students deserves attention and further research so that its findings can help to better understand this relationship and work on it to achieve positive results at the individual and collective levels.

This Special Issue on the Implications of Emotional Intelligence on classroom climate and learning focuses on the current state of knowledge on “The impact of EI in the educational environment”. On the one hand, from the individual student's point of view, and from the collective and environmental perspective of the classroom. On the other hand, from the teacher's preparation and confrontation of his or her professional work.

We welcome a diversity of articles, such as conceptual and empirical articles, reviews, critical comments, and meta-analyses, for submission to this Special Issue. We will accept manuscripts from different disciplines, addressing topics related to the scope.

Topics:

·       Emotional intelligence in education

·       Emotional intelligence and classroom climate

·       Emotional intelligence, emotion regulation and academic performance

·       Teacher training in emotional management

·       Implications of Emotional Intelligence on the teaching-learning process

·       Implications of classroom climate on academic performance.

·       Emotional regulation and learning

Dr. Roberto Sanchez-Cabrero

Dr. Gema Pilar Saez Suanes

Guest Editors

Emotional Intelligence; Classroom Climate; Academic Performance; Teacher Professional Development; Emotional Regulation; Values formation