ArticleEurope's journal of psychology2020
Developing Children's Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior.
Article in Europe's journal of psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The impact of acting training on emotion recognition and expression: a systematic review.Frontiers in psychology · 2026Pooled it
- The effects of creative drama activities on preschoolers' peer relationships and humor skills and the predictive role of humor.Frontiers in psychology · 2026Article
- Drama-in-education in rural Chinese primary schools: effects on self-concept, social connectedness, and psychosocial wellbeing.Frontiers in public health · 2026Article
- School-Based Participatory Arts for Psychosocial Adjustment and Well-Being in Health Emergencies: An Embedded Mixed-Methods Study.Healthcare (Basel, Switzerland) · 2025Article
- Metacognitive Feelings as a Source of Information for the Creative Process: A Conceptual Exploration.Journal of Intelligence · 2023Review
- Music, drama, and social development in Portuguese children.Frontiers in psychology · 2023Article
- Developing Children's Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions "Game Program".Journal of Intelligence · 2022Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Drama pedagogy training (DPT) is a drama-based-pedagogy focused on socio-emotional-learning (SEL) development, over academic or artistic. This study aims to see if DPT promotes theory of mind (ToM) and collaborative behavior in 126 French children aged 9-10 years old, randomly assigned to an experimental group (DPT), either a control group for 6 weeks. Post-tests showed large effects of training on ToM, F(1, 124) = 24.36, p < .001, η² =.16, and collaborative behavior, F(1, 124) = 29.8, p < .001, η² = .19. T-test showed significant differences on ToM (t = -4.94, p < .001) and collaborative behavior (t = -5.46, p < .001), higher for DPT. Effects of type of school and grade are discussed. Results confirm the hypotheses.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.