通过戏剧教学法培训培养儿童的社会情感能力：关于心理理论和合作行为的实验研究
Developing Children's Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior.
作者信息
Celume Macarena-Paz, Goldstein Thalia, Besançon Maud, Zenasni Franck
机构信息
Laboratoire de Psychologie et d'Ergonomie Appliquées (LaPEA), Université de Paris, Paris, France.
Center for Research and Interdisciplinarity, Paris, France.
出版信息
Eur J Psychol. 2020 Nov 27;16(4):707-726. doi: 10.5964/ejop.v16i4.2054. eCollection 2020 Nov.
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.
戏剧教学法培训（DPT）是一种基于戏剧的教学法，侧重于社会情感学习（SEL）的发展，而非学术或艺术方面。本研究旨在探讨DPT是否能促进126名9至10岁法国儿童的心理理论（ToM）和合作行为，这些儿童被随机分为实验组（DPT）或对照组，为期6周。后测结果显示，培训对ToM有显著影响，F(1, 124) = 24.36，p < .001，η² =.16；对合作行为也有显著影响，F(1, 124) = 29.8，p < .001，η² = .19。t检验显示，在ToM（t = -4.94，p < .001）和合作行为（t = -5.46，p < .001）方面存在显著差异，DPT组得分更高。同时还讨论了学校类型和年级的影响。结果证实了假设。
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