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Authors
Abstract(s)
Introdução: Têm sido implementados em Portugal vários programas de promoção de
competências socioemocionais contudo, são escassos os estudos sobre a sua eficácia e
análise dos resultados. Assim, este estudo propõe a avaliação da implementação do
programa de promoção de competências socioemocionais, baseado nos cinco pilares da
Inteligência Emocional de Daniel Goleman. Propõe-se avaliar os efeitos no
reconhecimento emocional e na perceção de qualidade de vida do Emoaction: Emoção
em Ação, numa amostra de crianças portuguesas. Método: Foram avaliadas crianças
que frequentaram o 1º Ciclo do Ensino Básico dos Agrupamento de Escolas de Águeda
e Agrupamento de Escolas de Águeda Sul, que escolheram o Emoaction: Emoção em
Ação como atividade de enriquecimento curricular. Recorreu-se a uma metodologia
quantitativa, com pré e pós-teste, com recurso aos seguintes instrumentos de avaliação,
para além do Questionário Sociodemográfico: Escala de Avaliação do Conhecimento
Emocional (EACE) e Kidscreen10. Resultados: Os alunos demonstraram melhorias
no conhecimento emocional do pré para o pós-teste. Além disso, verificou-se uma
correlação entre estas duas variáveis e o efeito preditor do conhecimento emocional na
perceção da qualidade de vida. Discussão: No geral os resultados foram ao encontro
do esperado tendo em consideração a literatura científica na área, corroborando-a e
trazendo para discussão o incentivo à implementação mais generalizada de programas
de regulação socioemocional no 1º ciclo, com monitorização dos efeitos e
aprimoramento contínuo dos mesmos.
Introduction: Several programs to promote socioemotional skills have been implemented in Portugal, however, studies on their effectiveness and analysis of results are scarce. Therefore, this study proposes the evaluation of the implementation of the program to promote socio-emotional skills, based on Daniel Goleman's five pillars of Emotional Intelligence. The aim is to evaluate the effects on emotional recognition and perception of quality of life of Emoaction: Emoção em Ação, in a sample of Portuguese children. Method: Children who attended the 1st Cycle of Basic Education of Agrupamento de Escolas de Águeda and Agrupamento de Escolas de Águeda Sul, who chose Emoaction: Emoção em Ação as a curricular enrichment activity, were evaluated. A quantitative methodology was used, with pre- and post-test, using the following assessment instruments, in addition to the Sociodemographic Questionnaire: Assessment of Childrens Emoction Skills (ACES) and Kidscreen10. Results: The students showed improvements in emotional knowledge from the pre-test to the posttest. Moreover, a correlation was found between these two variables and the predictive effect of emotional knowledge on the perception of quality of life. Discussion: The results were in line with expectations taking into account the scientific literature in the area, corroborating it and bringing to discussion the incentive for the more widespread implementation of socioemotional regulation programs in the 1st cycle, with monitoring of the effects and continuous improvement of the same.
Introduction: Several programs to promote socioemotional skills have been implemented in Portugal, however, studies on their effectiveness and analysis of results are scarce. Therefore, this study proposes the evaluation of the implementation of the program to promote socio-emotional skills, based on Daniel Goleman's five pillars of Emotional Intelligence. The aim is to evaluate the effects on emotional recognition and perception of quality of life of Emoaction: Emoção em Ação, in a sample of Portuguese children. Method: Children who attended the 1st Cycle of Basic Education of Agrupamento de Escolas de Águeda and Agrupamento de Escolas de Águeda Sul, who chose Emoaction: Emoção em Ação as a curricular enrichment activity, were evaluated. A quantitative methodology was used, with pre- and post-test, using the following assessment instruments, in addition to the Sociodemographic Questionnaire: Assessment of Childrens Emoction Skills (ACES) and Kidscreen10. Results: The students showed improvements in emotional knowledge from the pre-test to the posttest. Moreover, a correlation was found between these two variables and the predictive effect of emotional knowledge on the perception of quality of life. Discussion: The results were in line with expectations taking into account the scientific literature in the area, corroborating it and bringing to discussion the incentive for the more widespread implementation of socioemotional regulation programs in the 1st cycle, with monitoring of the effects and continuous improvement of the same.
Description
Keywords
Qualidade de Vida Atividade de Enriquecimento Extracurricular Competências Socioemocionais Conhecimento Emocional Crianças de 1º Ciclo Programa de Intervenção