Generate summary for article using Artificial Intelligence tools
| Id | 659 | |
| Author | Pereira N.S., Marques-Pinto A. | |
| Title | Including dance instruction in an after-school socio-emotional learning program significantly improved students’ self-management and relationship skills: A quasi experimental study | |
| Reference | Pereira N.S., Marques-Pinto A.; Including dance instruction in an after-school socio-emotional learning program significantly improved students’ self-management and relationship skills: A quasi experimental study ;Arts in Psychotherapy vol:53 issue: page:36.0 |
|
| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85012911390&doi=10.1016%2fj.aip.2017.01.004&partnerID=40&md5=e989702863df588a06e3fb9296108e26 |
|
| Abstract | The present study sets out to assess the efficacy of a socio-emotional learning after-school program, Experiencing Emotions, on the socio-emotional skills of middle school pupils, as well as on their well-being and school engagement. The program provides educational dance within the curriculum. The sample included 83 middle school pupils from three portuguese state schools, aged between 9 and 13 years, 45 of the pupils participated in the program and 38 of the pupils participated in individual after-school control activities. Self-report questionnaires were filled in by the pupils and questionnaires were completed by the teachers at the beginning and the end of the program. Results revealed a significant increase in the socio-emotional skills of the pupils who participated in the program in the domains of self-management and relationship skills, comparing with the pupils who participated in the control condition. No significant differences were found between the intervention and the control groups in emotional, psychological and social well-being, or in the behavioral dimension of school engagement. Implications for research and practice are discussed. © 2017 Elsevier Ltd |
Including dance instruction in an after-school socio-emotional learning program significantly improved students’ self-management and relationship skills: A quasi experimental study. Furthermore the efficacy of these programs may be broadened to target a larger spectrum of pupils one of the factors deemed important for the success of such interventions. Since Education through Art activities to our knowledge have not yet been used in the context of SEL programs the present study aims to assess the efficacy of the Experiencing Emotions program on the socio-emotional skills of middle school pupils and also to ascertain the effects of the intervention on these pupils emotional psychological and social well-being and on the behavioral dimension of school engagement. Overall the findings of the present study indicate that the Experiencing Emotions SEL program may contribute to increasing middle school pupils socio-emotional skills in the domains of selfmanagement and relationship skills. First the design does not allow for an analysis of the advantages of a SEL program using Education through Art in comparison with the SEL programs usually developed in after-school settings.
MESOC has received funding
from Horizon 2020 - the EU Framework Programme
for Research and Innovation (2014-2020) -
under Grant Agreement n°870935.
We take your privacy seriously and WE DO NOT process any personal data or any information that reveals personal identity or information that can be linked to such information to identify directly or indirectly.
2021 © CD