与现场戏剧的深度接触增加了中学生的同理心和社会视角的接受

IF 1.7 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science Pub Date : 2022-07-18 DOI:10.1080/10888691.2022.2096610

R. Troxler, T. Goldstein, Steven J. Holochwost, Charles Beekman, Stephanie McKeel, M. Shami

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引用次数: 3

摘要

摘要:本研究以一场现场戏剧表演对社会情感的益处为基础，测试了不同种族和经济背景的年轻观众在观看同一场戏剧表演时，有无额外的表演前和表演后教育经历的社会认知结果的显著差异。我们通过实验操作和测试一种常见的艺术教育干预来扩展先前的工作:包括促进讨论和表演前指导在内的更深层次的参与策略。我们还通过具体检查基本的社会认知能力:社会视角和同理心，完善了先前对广义社会和情感技能的调查。本研究采用前后设计，随机对照组和治疗组。几个重要的研究结果表明，当与表演前和表演后的教育经历相结合时，学生的社会视角和同理心可以通过一次现场戏剧表演产生积极影响。

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Deeper engagement with live theater increases middle school students’ empathy and social perspective taking

Abstract Building on research showing social-emotional benefits from a single live theater performance, this study tests for significant differences in pre to post social-cognitive outcomes among a racially and economically diverse sample of young audiences who attended the same theater performance with or without additional pre- and post-show educational experiences. We extend previous work by experimentally manipulating and testing a common artistic educational intervention: deeper engagement strategies including facilitated discussions and pre-performance guides. We also refine previous investigations into generalized social and emotional skills by specifically examining foundational social-cognitive abilities: social perspective taking and empathy. This study utilizes a pre-post design with randomized control and treatment groups. Several significant findings suggest that when paired with educational pre- and post-show experiences, students’ social perspective taking and empathy can be positively impacted through a single live theater performance.

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来源期刊

Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

12.00

自引率

2.60%

发文量

期刊介绍： The focus of this multidisciplinary journal is the synthesis of research and application to promote positive development across the life span and across the globe. The journal publishes research that generates descriptive and explanatory knowledge about dynamic and reciprocal person-environment interactions essential to informed public dialogue, social policy, and preventive and development optimizing interventions. This includes research relevant to the development of individuals and social systems across the life span -- including the wide range of familial, biological, societal, cultural, physical, ecological, political and historical settings of human development.