通过对小学学生的干预计划来发展情绪智能
David Molero1,2, Gemma Sánchez-Narváez1, Raquel Jiménez-delaTorre1
1Department of Education, University of Jaén, Campus las Lagunillas s/n, 23071 Jaén, Spain.
European journal of investigation in health, psychology and education
|December 24, 2025
概括
情感教育显著改善了小学学生的情感智力. 这种干预对他们的情感福祉产生了积极的影响,为年轻学习者带来了持久的好处.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 社会情感学习 社会情感学习
背景情况:
- 检查了在西班牙安达卢西亚的小学学生的情感影响.
- 评估自我报告的情绪智能 (EI) 和情绪调节.
- 调查性别差异和对EI的干预影响.
研究的目的:
- 确定初级学生的基本EI分数.
- 相关的EI措施和情绪调节.
- 评估干预计划对EI的影响.
主要方法:
- 准实验性设计,具有描述性和相关性方法.
- 样本:149名小学教育学生.
- 工具:社会人口调查问卷,情感教育调查问卷,WLEIS-S.
主要成果:
- 干预后情绪智力得分显著增加 (p < 0.05,p < 0.01).
- 在实验组中观察到大的效应大小 (r > 0.5).
- 干预表明对EI产生积极影响.
结论:
- 情感教育积极影响小学学生的情感福祉.
- 情感教育是儿童社会情感发展的关键因素.
- 干预措施可以有效地提高年轻学习者的情感体验.
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