Developing Children's Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior

被引：13

作者：

Celume, Macarena-Paz ^{[1
,2
]}

Goldstein, Thalia ^{[3
]}

Besancon, Maud ^{[4
]}

Zenasni, Franck ^{[1
]}

机构：

[1] Univ Paris, Lab Psychol & Ergon Appliquees LaPEA, Paris, France

[2] Ctr Res & Interdisciplinar, Paris, France

[3] George Mason Univ, Dept Psychol, Social Skills Imaginat & Theatre Lab, Fairfax, VA 22030 USA

[4] Univ Rennes 2, Lab Psychol Cognit Comportement Commun LP3C, Rennes, France

来源：

EUROPES JOURNAL OF PSYCHOLOGY | 2020年 / 16卷 / 04期

关键词：

socio-emotional competencies; theory of mind; collaborative behavior; drama pedagogy; children; ASPERGER-SYNDROME; PRETEND-PLAY; EMPATHY; PROGRAM; ADULTS; METAANALYSIS; AUTISM; SCHOOL; SKILLS; IMPACT;

D O I：

10.5964/ejop.v16i4.2054

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Drama pedagogy training (DPT) is a drama-based-pedagogy focused on socio-emotional-learning (SEL) development, over academic or artistic. This study aims to see if DPT promotes theory of mind (ToM) and collaborative behavior in 126 French children aged 9-10 years old, randomly assigned to an experimental group (DPT), either a control group for 6 weeks. Post-tests showed large effects of training on ToM, F(1, 124) = 24.36, p < .001, eta(2) =.16, and collaborative behavior, F(1, 124) = 29.8, p < .001, eta(2) = .19. T-test showed significant differences on ToM (t = -4.94, p < .001) and collaborative behavior (t = -5.46, p < .001), higher for DPT. Effects of type of school and grade are discussed. Results confirm the hypotheses.

引用

页码：707 / 726

页数：20

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