Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope |
| |
| Authors: | Joanna Papieska Jantine L Spilt Debora L Roorda Ferre Laevers |
| |
| Institution: | 1. KU Leuven, Faculty of Psychology and Educational Sciences, Research Centre for Experiential Education, Leuven, Belgium;2. KU Leuven, Faculty of Psychology and Educational Sciences, School Psychology and Child and Adolescent Development, Leuven, Belgium;3. Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands |
| |
| Abstract: | The aim of the study was to determine the effectiveness of a brief, teacher-led intervention (EMOscope) developed to promote children’s socioemotional competence. Our sample consisted of 339 Polish pupils and their 16 teachers from 16 third grade classrooms. Teachers in the experimental condition (8 teachers) were trained to deliver the EMOscope intervention. Data were collected at pre-test and post-test. Performance tests were administered to measure children’s social understanding and emotional awareness. Furthermore, peer ratings were used to measure children’s cooperative behaviour and teachers’ reported on children’s prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems. Multilevel regression analysis revealed that children in the experimental condition improved significantly on emotional self- and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems, and total difficulties. No effects were found, however, on teacher-rated prosocial behaviour, emotional problems, peer problems, and peer-rated cooperative behaviour. |
| |
| Keywords: | Socioemotional competence social understanding emotional awareness intervention primary school |
|
|
