Effects of a Preventive Intervention of Emotional Regulation in the School Context
Abstract In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public sch...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Universidade de Brasília
2021-01-01
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| Series: | Psicologia: Teoria e Pesquisa |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-37722020000100408&tlng=en |
| _version_ | 1798020220635316224 |
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| author | Nathalia Santos da Costa Vieira Zilda Aparecida Pereira Del Prette Amanda Margarida Oliveira Denise Fabiane Ribeiro Samantha Fernandes Silva Eder Moreira Raimundo Sofia Carvalho Teodoro Lucas Cordeiro Freitas Leonor Bezerra Guerra |
| author_facet | Nathalia Santos da Costa Vieira Zilda Aparecida Pereira Del Prette Amanda Margarida Oliveira Denise Fabiane Ribeiro Samantha Fernandes Silva Eder Moreira Raimundo Sofia Carvalho Teodoro Lucas Cordeiro Freitas Leonor Bezerra Guerra |
| author_sort | Nathalia Santos da Costa Vieira |
| collection | DOAJ |
| description | Abstract In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public schools were evaluated by Raven's Coloured Progressive Matrices (CPM), School Achievement Test (TDE) and Social Skills Rating System (SSRS-BR). After nine 50-minute meetings addressing ER strategies, evaluation of SS by the teacher indicated improvement in all aspects of SS in Intervention Group (IG) and worsening of the self-control in Comparison Group (CG). Self-evaluation of SS showed that IG overcame the initial difference in assertiveness and problem avoidance. Results suggest that ER programs can bring benefits to the development of SS. |
| first_indexed | 2024-04-11T16:53:55Z |
| format | Article |
| id | doaj.art-0a4a41f3f6ef48f0886d32d112eef110 |
| institution | Directory Open Access Journal |
| issn | 1806-3446 |
| language | English |
| last_indexed | 2024-04-11T16:53:55Z |
| publishDate | 2021-01-01 |
| publisher | Universidade de Brasília |
| record_format | Article |
| series | Psicologia: Teoria e Pesquisa |
| spelling | doaj.art-0a4a41f3f6ef48f0886d32d112eef1102022-12-22T04:13:20ZengUniversidade de BrasíliaPsicologia: Teoria e Pesquisa1806-34462021-01-013610.1590/0102.3772e3639Effects of a Preventive Intervention of Emotional Regulation in the School ContextNathalia Santos da Costa Vieirahttps://orcid.org/0000-0003-1965-8796Zilda Aparecida Pereira Del Prettehttps://orcid.org/0000-0002-0130-2911Amanda Margarida Oliveirahttps://orcid.org/0000-0001-7496-576XDenise Fabiane Ribeirohttps://orcid.org/0000-0001-6659-1075Samantha Fernandes Silvahttps://orcid.org/0000-0003-4219-1864Eder Moreira Raimundohttps://orcid.org/0000-0002-1255-0988Sofia Carvalho Teodorohttps://orcid.org/0000-0003-4747-6148Lucas Cordeiro Freitashttps://orcid.org/0000-0002-3860-9327Leonor Bezerra Guerrahttps://orcid.org/0000-0002-6598-8238Abstract In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public schools were evaluated by Raven's Coloured Progressive Matrices (CPM), School Achievement Test (TDE) and Social Skills Rating System (SSRS-BR). After nine 50-minute meetings addressing ER strategies, evaluation of SS by the teacher indicated improvement in all aspects of SS in Intervention Group (IG) and worsening of the self-control in Comparison Group (CG). Self-evaluation of SS showed that IG overcame the initial difference in assertiveness and problem avoidance. Results suggest that ER programs can bring benefits to the development of SS.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-37722020000100408&tlng=enemotional regulationpreventive interventionsocial skillsschool achievementacademic competence |
| spellingShingle | Nathalia Santos da Costa Vieira Zilda Aparecida Pereira Del Prette Amanda Margarida Oliveira Denise Fabiane Ribeiro Samantha Fernandes Silva Eder Moreira Raimundo Sofia Carvalho Teodoro Lucas Cordeiro Freitas Leonor Bezerra Guerra Effects of a Preventive Intervention of Emotional Regulation in the School Context Psicologia: Teoria e Pesquisa emotional regulation preventive intervention social skills school achievement academic competence |
| title | Effects of a Preventive Intervention of Emotional Regulation in the School Context |
| title_full | Effects of a Preventive Intervention of Emotional Regulation in the School Context |
| title_fullStr | Effects of a Preventive Intervention of Emotional Regulation in the School Context |
| title_full_unstemmed | Effects of a Preventive Intervention of Emotional Regulation in the School Context |
| title_short | Effects of a Preventive Intervention of Emotional Regulation in the School Context |
| title_sort | effects of a preventive intervention of emotional regulation in the school context |
| topic | emotional regulation preventive intervention social skills school achievement academic competence |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-37722020000100408&tlng=en |
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