Abueva Nurbanu, Wu Yanqiu, Buzelo Anna, Dzhanegizova Aisulu, Karakushev Dulat, Obrenovic Bojan
Institute of European Languages, Zhejiang Yuexiu University, Shaoxing, China.
Graduate School of Media and Intercultural Communication, Faculty of Humanitarian-Legal, Turan University, Almaty, Kazakhstan.
Front Psychol. 2025 Jul 22;16:1617127. doi: 10.3389/fpsyg.2025.1617127. eCollection 2025.
This study examines how the French writer Pascal Quignard's creative approach affects high school students' emotional intelligence (EI). Quignard's fragmented storytelling, philosophical insights, and concentration on emotional depth might evoke deeper psychological responses. This study combines quantitative empirical evidence based on Trait Emotional Intelligence Questionnaire (TEIQue) scores with qualitative classroom observations and interviews. The study placed high school students into two groups: one that read Quignard's works, and the other that followed the literary curriculum. This mixed-methods study examined how reading Pascal Quignard's work affected high school students' EI in three areas: self-awareness, emotional regulation, and empathy. This study used quantitative and qualitative methods to examine how Quignard's thoughtful and emotionally complex work affects students' emotional growth over a semester. Quantitatively, the experimental group showed a significant 12.2-point increase in EI scores ( < 0.001), while the control group exhibited no change. Qualitatively, thematic analysis revealed that students engaging with Quignard's texts experienced deeper self-reflection, heightened perspective-taking, and increased empathy. Reading and considering Quignard's philosophical musings and emotional stories may improve students' social skills, self-awareness, empathy, and emotional regulation. These complementary quantitative and qualitative findings suggest that teaching Quignard to high school students may improve their emotional and social skills. This study adds to the literature's positive benefits in education by suggesting that sophisticated and emotionally resonant books can help students develop self-awareness and emotional maturity.
本研究考察法国作家帕斯卡尔·基尼亚尔的创作方法如何影响高中生的情商（EI）。基尼亚尔碎片化的叙事方式、哲学见解以及对情感深度的关注可能会引发更深层次的心理反应。本研究将基于特质情商问卷（TEIQue）得分的定量实证证据与定性的课堂观察和访谈相结合。该研究将高中生分为两组：一组阅读基尼亚尔的作品，另一组遵循文学课程。这项混合方法研究考察了阅读帕斯卡尔·基尼亚尔的作品如何在三个方面影响高中生的情商：自我意识、情绪调节和同理心。本研究使用定量和定性方法来考察基尼亚尔富有思想性且情感复杂的作品如何在一个学期内影响学生的情感成长。在定量方面，实验组的情商得分显著提高了12.2分（<0.001），而对照组没有变化。在定性方面，主题分析表明，阅读基尼亚尔作品的学生经历了更深刻的自我反思、更强的换位思考能力以及更高的同理心。阅读并思考基尼亚尔的哲学思考和情感故事可能会提高学生的社交技能、自我意识、同理心和情绪调节能力。这些相互补充的定量和定性研究结果表明，向高中生教授基尼亚尔的作品可能会提高他们的情感和社交技能。本研究通过表明复杂且情感共鸣的书籍有助于学生培养自我意识和情感成熟度，为教育文献增添了积极的益处。
