Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior
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 experim...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Institute for Psychology
2020-11-01
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| Series: | Europe's Journal of Psychology |
| Subjects: | |
| Online Access: | https://ejop.psychopen.eu/index.php/ejop/article/view/2054 |
| _version_ | 1828081203756924928 |
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| author | Macarena-Paz Celume Thalia Goldstein Maud Besançon Franck Zenasni |
| author_facet | Macarena-Paz Celume Thalia Goldstein Maud Besançon Franck Zenasni |
| author_sort | Macarena-Paz Celume |
| collection | DOAJ |
| description | 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, η² =.16, and collaborative behavior, F(1, 124) = 29.8, p < .001, η² = .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. |
| first_indexed | 2024-04-11T03:31:38Z |
| format | Article |
| id | doaj.art-cf280b53d1624e6bbcdeb0e17dcc1445 |
| institution | Directory Open Access Journal |
| issn | 1841-0413 |
| language | English |
| last_indexed | 2024-04-11T03:31:38Z |
| publishDate | 2020-11-01 |
| publisher | PsychOpen GOLD/ Leibniz Institute for Psychology |
| record_format | Article |
| series | Europe's Journal of Psychology |
| spelling | doaj.art-cf280b53d1624e6bbcdeb0e17dcc14452023-01-02T06:24:36ZengPsychOpen GOLD/ Leibniz Institute for PsychologyEurope's Journal of Psychology1841-04132020-11-0116470772610.5964/ejop.v16i4.2054ejop.v16i4.2054Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative BehaviorMacarena-Paz Celume0Thalia Goldstein1Maud Besançon2Franck Zenasni3Laboratoire de Psychologie et d’Ergonomie Appliquées (LaPEA), Université de Paris, Paris, FranceSocial Skills, Imagination and Theatre Lab, Department of Psychology, George Mason University, Fairfax, VA, USALaboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Université de Rennes 2, Rennes, FranceLaboratoire de Psychologie et d’Ergonomie Appliquées (LaPEA), Université de Paris, Paris, FranceDrama 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, η² =.16, and collaborative behavior, F(1, 124) = 29.8, p < .001, η² = .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.https://ejop.psychopen.eu/index.php/ejop/article/view/2054socio-emotional competenciestheory of mindcollaborative behaviordrama pedagogychildren |
| spellingShingle | Macarena-Paz Celume Thalia Goldstein Maud Besançon Franck Zenasni Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior Europe's Journal of Psychology socio-emotional competencies theory of mind collaborative behavior drama pedagogy children |
| title | Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior |
| title_full | Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior |
| title_fullStr | Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior |
| title_full_unstemmed | Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior |
| title_short | Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior |
| title_sort | developing children s socio emotional competencies through drama pedagogy training an experimental study on theory of mind and collaborative behavior |
| topic | socio-emotional competencies theory of mind collaborative behavior drama pedagogy children |
| url | https://ejop.psychopen.eu/index.php/ejop/article/view/2054 |
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