Influence of Penn Resiliency Programme on Emotional Intelligence of SS2 Students in Toro LGA of Bauchi State

Adibsereshki, N., Hatamizadeh, N., Sajedi, F., & Kazemnejad, A. (2019). The effectiveness of a resilience intervention program on emotional intelligence of adolescent students with hearing loss. Children, 6(3), 48. https://doi.org/10.3390/children6030048 Arif, Z. M., Raman, A., & Don, Y. (n.d.). The influence of emotional quotient (EQ) towards novice teachers’ work stress and organizational commitment. International Journal of Academic Research and Development, 2, 11–17. Bastounis, A., Callaghan, P., Banerjee, A., & Michail, M. (2016). The effectiveness of the Penn Resiliency Programme and its adapted versions in reducing depression and anxiety and improving explanatory style: A systematic review and meta-analysis. Journal of Adolescence, 52, 37–48. https://doi.org/10.1016/j.adolescence.2016.08.005 Brunwasser, S. M., & Gillham, J. E. (2018). Identifying moderators of response to the Penn Resiliency Program: A synthesis study. Prevention Science, 19(Suppl 1), 38–48. https://doi.org/10.1007/s11121-017-0830-8 Horowitz, H. (2019). Developing resilience in female first-year college students: An emotional intelligence education intervention (Doctoral dissertation). Wilmington University. Jiayuan, M., & Hidayat, R. (2025). The mediating role of emotional intelligence and emotional resistance between interpersonal mindfulness and teacher-student interaction among teachers in China. Current Psychology, 44(4), 2805–2819. https://doi.org/10.1007/s12144-022-03691-0 Kashif, M. F., Nasir, M., & Shaheen, F. (2024). Effect of emotional intelligence on resilience among university students at undergraduate level. Pakistan Social Sciences Review, 8(1), 370–382. Kasim, T. S. A. T., & Majid, A. A. (2020). Stress and coping strategies amongst Islamic education novice teachers. Jurnal Usuluddin, 48(2), 195–226. Lay, Y. F., & Ngui, G. K. (2025). The effects of emotional intelligence, self-efficacy, subjective well-being, and resilience on student teachers’ perceived stress during practicum: A Malaysian perspective. In Student and teacher mental health and well-being in schools: Asian contexts and perspectives (pp. 163–188). Springer Nature Singapore. Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3–4), 133–165. https://doi.org/10.1037/bul0000418 Osinubi, O. T. (2018). Adverse childhood experiences, resilience and mental health problems among secondary school adolescents in Ibadan, South West Nigeria (Doctoral dissertation). University of Ibadan, Nigeria. Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., ... Wang, T. (2014). Application of the Pennsylvania resilience training program on medical students. Personality and Individual Differences, 61, 47–51. https://doi.org/10.1016/j.paid.2013.11.015 Ray, E. C., Arpan, L., Oehme, K., Perko, A., & Clark, J. (2020). Examining the implementation of a universal approach to student resilience. Journal of Higher Education Management, 35(3), 4–15. Rine, C. (2025). A descriptive study of emotional intelligence among teachers and administrators in a public suburban Pennsylvania school district (Doctoral dissertation). Franklin University. Veix, M. (2024). Emotional intelligence skills and the relation to success in college students: An www.ijee.io interpretive phenomenological study (Doctoral dissertation). Drexel University. Willis, M. L. (2014). Emotional intelligence as a predictor of college student retention and success (Doctoral dissertation). University of Nebraska-Lincoln.