The purpose of this work was to improve socio-emotional development of the participants as a basis to strengthen prosocial behavior. The sample was conformed by 89 sixth grade students of two public schools between 10 and 14 years old. For the evaluation of socio-emotional traits, the following instruments were used: (1) Battery of socialization, BAS-3, (Silva Moreno & Martorell Pallás, 2018), (2) Questionnaire of antisocial and criminal conducts, A-D, (Seisdedos, 2001); (3) CP, Questionnaire of prosocial conduct (Weir & Duveen, 1981); (4) Scale of assertive behavior for children CABS (Mencia Padilla, 2016); (5) Questionnaire of cognitive strategies for the resolution of social situations, EIS, (Garaigordobil, 2000); and (6) Scale of self-concept for children (Cortés Ayala & Flores Galaz, 2010). The work consisted of an applied research with a multi-group design of pretest-postest repeat measures and a control group. There were significant differences found by sex in: prosocial behavior reported by teachers; antisocial and criminal behaviors; and socialization behavior; where women show a Medium high and men a Medium low level. The diagnostic-evaluation differences by group, as well as the differences between experimental and control groups after the intervention are discussed.
CITATION STYLE
Briceño, E. D., López, M. V. E., Loria, M. de L. P., & Chan, J. C. A. (2019). Socio-Emotional Development in Sixth Grade Elementary School Children from Two Public Schools. Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences, 5(4), 67–72. https://doi.org/10.36344/ccijhss.2019.v05i04.001
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