基于叙事的干预与女性儿童的情商

Yasaman Ghafaryan Shirazi, R. Punamäki, Kirsi Peltonen, M. Malekzadeh, O. Esmaeili
{"title":"基于叙事的干预与女性儿童的情商","authors":"Yasaman Ghafaryan Shirazi, R. Punamäki, Kirsi Peltonen, M. Malekzadeh, O. Esmaeili","doi":"10.29038/eejpl.2021.8.1.shi","DOIUrl":null,"url":null,"abstract":"Children share their emotional experiences through narratives, and high-quality narratives are beneficial for their wellbeing and development. This research investigated whether narrative-based interventions in the school context can increase children's emotional intelligence (EI). It tested three intervention settings' effect in their oral and written narrative elements: 1) oral co-narration, 2) literary narrative, and 3) Merging co-narrating and literary narrative. The sample consisted of 91 female Iranian students (age = ±12), who were selected randomly to these three intervention groups where they received a two-month training and one control conditions with treatment as usual. The Emotional Quotient inventory, the youth version (EQ-i: yv) test, was used to measure the students' EI levels before and after the intervention. The results demonstrated that oral and written narrative have different effects on student’s EI. The results revealed a significant increase in the EI score among children who participated in the oral co-narrating group and merged co-narrating and literary narrative intervention group. In contrast, the literary narrative intervention was not effective enough to increase children's EI. In conclusion, oral and written language modes and their merged narrative elements are crucial when tailoring effective school-based interventions to impact students' EI with language minority. Educators need to apply the oral and written narrative elements in their instructional design of the EI interventions considering the narrative style of students. In particular, oral language as the developmentally and socio-culturally appropriate tool can involve student's more with making sense of text and thereby support the learning process in EI interventions.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Narrative-Based Intervention and Emotional Intelligence in Female Children\",\"authors\":\"Yasaman Ghafaryan Shirazi, R. Punamäki, Kirsi Peltonen, M. Malekzadeh, O. Esmaeili\",\"doi\":\"10.29038/eejpl.2021.8.1.shi\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Children share their emotional experiences through narratives, and high-quality narratives are beneficial for their wellbeing and development. This research investigated whether narrative-based interventions in the school context can increase children's emotional intelligence (EI). It tested three intervention settings' effect in their oral and written narrative elements: 1) oral co-narration, 2) literary narrative, and 3) Merging co-narrating and literary narrative. The sample consisted of 91 female Iranian students (age = ±12), who were selected randomly to these three intervention groups where they received a two-month training and one control conditions with treatment as usual. The Emotional Quotient inventory, the youth version (EQ-i: yv) test, was used to measure the students' EI levels before and after the intervention. The results demonstrated that oral and written narrative have different effects on student’s EI. The results revealed a significant increase in the EI score among children who participated in the oral co-narrating group and merged co-narrating and literary narrative intervention group. In contrast, the literary narrative intervention was not effective enough to increase children's EI. In conclusion, oral and written language modes and their merged narrative elements are crucial when tailoring effective school-based interventions to impact students' EI with language minority. Educators need to apply the oral and written narrative elements in their instructional design of the EI interventions considering the narrative style of students. In particular, oral language as the developmentally and socio-culturally appropriate tool can involve student's more with making sense of text and thereby support the learning process in EI interventions.\",\"PeriodicalId\":36553,\"journal\":{\"name\":\"East European Journal of Psycholinguistics\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"East European Journal of Psycholinguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.29038/eejpl.2021.8.1.shi\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"East European Journal of Psycholinguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29038/eejpl.2021.8.1.shi","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 0

摘要

儿童通过叙事分享他们的情感体验,高质量的叙事有利于他们的健康和发展。这项研究调查了在学校环境中基于叙事的干预措施是否可以提高儿童的情商。它测试了三种干预设置在口头和书面叙事元素中的效果:1)口头共同叙事,2)文学叙事,3)将共同叙事与文学叙事相结合。样本包括91名伊朗女学生(年龄=±12岁),她们被随机选入这三个干预组,在那里她们接受了为期两个月的训练和一个对照组,并照常接受治疗。情绪商量表,即青年版(EQ-i:yv)测试,用于测量干预前后学生的EI水平。结果表明,口头叙述和书面叙述对学生的EI有不同的影响。结果显示,参与口头共同叙述组和合并共同叙述和文学叙述干预组的儿童的EI得分显著增加。相比之下,文学叙事干预在提高儿童EI方面效果不佳。总之,在制定有效的校本干预措施以影响语言少数群体学生的EI时,口语和书面语言模式及其融合的叙事元素至关重要。教育工作者需要在EI干预的教学设计中应用口头和书面叙事元素,考虑到学生的叙事风格。特别是,口语作为一种适合发展和社会文化的工具,可以让学生更多地理解文本,从而支持EI干预中的学习过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Narrative-Based Intervention and Emotional Intelligence in Female Children
Children share their emotional experiences through narratives, and high-quality narratives are beneficial for their wellbeing and development. This research investigated whether narrative-based interventions in the school context can increase children's emotional intelligence (EI). It tested three intervention settings' effect in their oral and written narrative elements: 1) oral co-narration, 2) literary narrative, and 3) Merging co-narrating and literary narrative. The sample consisted of 91 female Iranian students (age = ±12), who were selected randomly to these three intervention groups where they received a two-month training and one control conditions with treatment as usual. The Emotional Quotient inventory, the youth version (EQ-i: yv) test, was used to measure the students' EI levels before and after the intervention. The results demonstrated that oral and written narrative have different effects on student’s EI. The results revealed a significant increase in the EI score among children who participated in the oral co-narrating group and merged co-narrating and literary narrative intervention group. In contrast, the literary narrative intervention was not effective enough to increase children's EI. In conclusion, oral and written language modes and their merged narrative elements are crucial when tailoring effective school-based interventions to impact students' EI with language minority. Educators need to apply the oral and written narrative elements in their instructional design of the EI interventions considering the narrative style of students. In particular, oral language as the developmentally and socio-culturally appropriate tool can involve student's more with making sense of text and thereby support the learning process in EI interventions.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
East European Journal of Psycholinguistics
East European Journal of Psycholinguistics Arts and Humanities-Language and Linguistics
CiteScore
0.90
自引率
0.00%
发文量
20
审稿时长
15 weeks
期刊最新文献
Axiological dimension of citizenship and patriotism in a worldview of Kazakhs: A psycholinguistic study The Language of the Weather Forecast in Italian and Spanish Television Broadcasts: Linguistic-Descriptive Analysis of the End of Winter on RTVE and TG5 Television Channels Psycholinguistic and cognitive-semiotic dimensions of constructing fear in horror films: A multimodal perspective Linguistic and semiotic representation of pessimism in The Happy Prince and Other Tales by Oscar Wilde On the Impact of Mode of Presentation and Age on Parsing Structurally Ambiguous Relative Clauses
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1