MindMasters 2: A 3-Month Pilot Study Evaluating Grade 3 Children’s Social and Emotional Skills

IF 3.3 4区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Canadian Journal of School Psychology Pub Date : 2020-06-01 DOI:10.1177/0829573519827209

Alexandre Santos, Corrine Langill

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引用次数: 1

Abstract

The purpose of this pilot study was to evaluate the preliminary effects of a curriculum resource on elementary school children’s social and emotional skills. In total, 98 Grade 3 children were randomly allocated to either a control or experimental group and evaluated before and after a 3-month implementation period. Experimental group showed improved prosocial behaviors (p < .01), concern for others (p = .02), and emotional skills (p < .01) over time, as well as improved relaxation levels (p < .01) after partaking in relaxation activities. Compared with the control group, experimental group’s emotional skills were significantly higher at posttest (p < .01). No significant differences were observed for children’s self-perceptions (p > .05). Results from this study indicate that the curriculum resource may facilitate the development of children’s social and emotional skills. A future definitive randomized-controlled trial should strive for a longer implementation period in response to small effect sizes, taking into account target population, sample size, and persistence of effects over the life span and in different environmental contexts.

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心智大师2：一项为期3个月的试点研究，评估三年级儿童的社交和情感技能

这项试点研究的目的是评估课程资源对小学儿童社交和情感技能的初步影响。总共有98名三年级儿童被随机分配到对照组或实验组，并在实施3个月前后进行评估。随着时间的推移，实验组的亲社会行为（p<0.01）、对他人的关心（p=0.02）和情绪技能（p<0.01）都有所改善，参与放松活动后的放松水平也有所提高（p<0.01）。与对照组相比，实验组在后测中的情绪技能显著高于对照组（p<0.01）。儿童的自我认知没有显著差异（p>0.05）。本研究的结果表明，课程资源可以促进儿童社交和情绪技能的发展。未来的最终随机对照试验应争取更长的实施期，以应对较小的影响，同时考虑到目标人群、样本量和影响在整个寿命内和不同环境中的持续性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.