Efeitos de uma Intervenção Preventiva em Regulação Emocional no Contexto Escolar
DOI:
https://doi.org/10.1590/0102.3772e3639%20Palavras-chave:
Regulação emocional, Intervenção preventiva, Habilidades sociais, Desempenho acadêmico, Competência acadêmicaResumo
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.
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Copyright (c) 2021 Nathalia Santos da Costa Vieira, Zilda Aparecida Pereira Del Prette, Amanda Margarida Oliveira, Denise Fabiane Ribeiro, Samantha Fernandes Silva, Eder Moreira Raimundo, Sofia Carvalho Teodoro, Lucas Cordeiro Freitas, Leonor Bezerra Guerra
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
