Emotional Education in Vulnerable Contexts. An Emotion- and Art-Based Intervention in a Primary School
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| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2023 |
| Descripción: | 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. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Inglés Español Portugués |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/17234 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17234 |
| Palabra clave: | Emotional education art education primary education education in vulnerable contexts Educación emocional educación artística educación primaria educación en contextos vulnerables Educação emocional educação artística ensino básico educação em contextos vulneráveis |