Emotional Education in Vulnerable Contexts. An Emotion- and Art-Based Intervention in a Primary School
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| Title: | Emotional Education in Vulnerable Contexts. An Emotion- and Art-Based Intervention in a Primary School |
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| Language: | English |
| Authors: | Paula Sarria-Martínez (ORCID |
| Source: | Online Submission. 2023 27(3):1-17. |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Intervention, Emotional Intelligence, Elementary School Students, Social Isolation, Disadvantaged Environment, Art Education, Music Education, Attention, Pretests Posttests, Program Effectiveness, Foreign Countries, Emotional Experience, Measures (Individuals) |
| Geographic Terms: | Spain |
| ISSN: | 1409-4258 |
| Abstract: | Objective: This study aimed to verify the effectiveness of an intervention based on Emotional Intelligence (EI) and the arts. Method: A didactic program was conducted to develop EI with 55 Primary Education students, ranging from 8 to 12 years old. The program focused on artistic and musical activities. The participants belonged to a school with high rates of marginality and social exclusion. The data were collected through a pretest, a post-test, and a deferred post-test, with the TMMS24-Questionnaire, to assess EI in three dimensions: attention, clarity, and emotional repair. Results: After data collection, the study analyzed the students' performance in the emotional dimensions; it found significant improvements in most of the dimensions studied. Conclusions: The main results show the usefulness of these programs in improving the EI of students in disadvantaged environments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED648075 |
| Database: | ERIC |
| Abstract: | Objective: This study aimed to verify the effectiveness of an intervention based on Emotional Intelligence (EI) and the arts. Method: A didactic program was conducted to develop EI with 55 Primary Education students, ranging from 8 to 12 years old. The program focused on artistic and musical activities. The participants belonged to a school with high rates of marginality and social exclusion. The data were collected through a pretest, a post-test, and a deferred post-test, with the TMMS24-Questionnaire, to assess EI in three dimensions: attention, clarity, and emotional repair. Results: After data collection, the study analyzed the students' performance in the emotional dimensions; it found significant improvements in most of the dimensions studied. Conclusions: The main results show the usefulness of these programs in improving the EI of students in disadvantaged environments. |
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| ISSN: | 1409-4258 |
