The Differences in Emotional Intelligence Within Schools That Have Adopted Glasser’s Choice Theory: A Causal-Comparative Analysis

The purpose of this quantitative, causal-comparative study was to determine if statistically significant differences exist in the emotional intelligence (EI) of students in classrooms that have adopted Glasser’s choice theory (CT) compared to schools that have not (NCT). CT, the guiding theory, defines social-emotional learning (SEL) practices and seeks to improve relationships, internal locus of control, and motivation while fostering an engaged learning environment. Research clarifies the need for social-emotional health to support academic achievement; however, the specifics of these relationships require further clarification. The participants were a convenience sample of 59 private and public elementary school students from North Carolina and Norfolk, VA, during the 2024-2025 school year. The Schutte Self Report Emotional Intelligence Test (SSEIT) was used to measure emotional intelligence (EI). A non-experimental, causal-comparative research design was employed, and three independent t-tests and one Mann–Whitney U test were conducted to determine the differences between the means of the CT and NCT groups on the four subscales: emotion perception, utilizing emotions, managing self-relevant emotions, and managing others’ emotions. Findings indicated the CT group exhibited elevated scores in managing self-relevant emotions compared to the NCT group, however, this difference was only marginally significant after applying a Bonferroni correction (p = .012). No statistically significant differences were found in the remaining subscales. Results suggest that CT practices may be associated with improvements in specific aspects of emotional intelligence (EI), although differential effects across the broader spectrum of EI require further investigation using a larger sample and more comprehensive assessments.