Enhancing Emotional Intelligence in Adolescents Through Creativity-Based Experiential Group Training: A Controlled Pretest–Posttest Study

Background: Emotional intelligence (EI) is an important component of adolescents’ psychological adjustment and social functioning. Creativity-based experiential approaches may support EI development through active emotional processing, reflection, and interpersonal learning; however, empirical evidence in adolescents remains limited. Methods: This quasi-experimental controlled pretest–posttest study included 47 adolescents who self-selected into an experimental group (n = 24) or control group (n = 23) according to their preference regarding participation in the training program. EI was assessed using the Schutte Self-Report Emotional Intelligence Test (SSEIT). The experimental group completed a 12-week creativity-based experiential programme, while the control group continued usual activities. Results: At post-intervention, the experimental group had significantly higher overall EI (p < 0.001, d = 1.60), AES (p < 0.001, d = 1.34), and ERO (p < 0.001, d = 1.24) scores than the control group. Although post-intervention ERS scores were also higher in the experimental group, a large ERS difference was already present at baseline and the experimental group showed no favorable descriptive change in this dimension. Utilization of emotions in problem solving did not differ significantly between groups (p = 0.090, d = 0.50). Conclusions: Participation in creativity-based experiential training was associated with higher post-intervention overall EI, AES, and ERO scores, but demonstrated limited effectiveness for ERS and UEPS. The small sample and insufficient statistical power, together with the non-randomized design and baseline ERS imbalance, preclude firm or causal conclusions. Larger randomized controlled studies using multimethod assessments and long-term follow-up are needed to establish causality, durability, and the mechanisms underlying these associations.