Effects of a Preventive Intervention of Emotional Regulation in the School Context

Abstract In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public sch...

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Bibliographic Details
Published in:Psicologia, teoria e pesquisa teoria e pesquisa, 2020, Vol.36, p.1
Main Authors: Vieira, Nathalia Santos da Costa, Prette, Zilda Aparecida Pereira Del, Oliveira, Amanda Margarida, Ribeiro, Denise Fabiane, Silva, Samantha Fernandes, Raimundo, Eder Moreira, Teodoro, Sofia Carvalho, Freitas, Lucas Cordeiro, Guerra, Leonor Bezerra
Format: Article
Language:English
Subjects:
Academic achievement
academic competence
Achievement tests
Avoidance behavior
Childhood
Early childhood education
Emotional regulation
Emotions
Intervention
Matrices
preventive intervention
PSYCHOLOGY, MULTIDISCIPLINARY
Public schools
school achievement
Scientific evidence
Self control
Self evaluation
Social skills
Teachers
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Summary:Abstract In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public schools were evaluated by Raven's Coloured Progressive Matrices (CPM), School Achievement Test (TDE) and Social Skills Rating System (SSRS-BR). After nine 50-minute meetings addressing ER strategies, evaluation of SS by the teacher indicated improvement in all aspects of SS in Intervention Group (IG) and worsening of the self-control in Comparison Group (CG). Self-evaluation of SS showed that IG overcame the initial difference in assertiveness and problem avoidance. Results suggest that ER programs can bring benefits to the development of SS. Resumo Aprendizagem socioemocional nem sempre é contemplada, com devido planejamento e embasamento científico, na educação infantil. Avaliou-se impacto de intervenção de Regulação Emocional (RE) no desempenho escolar e Habilidades Sociais (HS) de 55 crianças de escolas públicas, utilizando-se Matrizes Progressivas Coloridas de Raven (CPM), Teste de Desempenho Escolar e Sistema de Avaliação de Habilidades Sociais (SSRS-BR).Após nove encontros de 50 minutos abordando estratégias de RE, avaliação de HS pelo professor indicou melhora em todos os aspectos de HS noGrupo Intervenção (GI) e piora no autocontrole no GrupoComparação (GC). Autoavaliação de HS mostrou que GI superou diferença inicial na assertividadee evitação de problemas. Os resultados sugerem que programas de RE podem trazer benefícios para o desenvolvimento das HS.
ISSN:0102-3772
1806-3446
1806-3446
DOI:10.1590/0102.3772e3639