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Descriptive and Quasi-Experimental Studies about Moral Emotions, Online Empathy, Anger Management, and Their Relations with Key Competencies in Primary Education.

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cam.issuedOnline2021-11-04
dc.contributor.authorGonzález-Gómez, Antonio L
dc.contributor.authorFarrington, David P
dc.contributor.authorLlorent, Vicente J
dc.contributor.orcidGonzález-Gómez, Antonio L [0000-0002-1979-1442]
dc.contributor.orcidFarrington, David P [0000-0003-1312-2325]
dc.contributor.orcidLlorent, Vicente J [0000-0002-6795-2933]
dc.date.accessioned2021-11-06T01:34:37Z
dc.date.available2021-11-06T01:34:37Z
dc.date.issued2021-11-04
dc.date.updated2021-11-06T01:34:36Z
dc.description.abstractBACKGROUND: Antisocial behaviours make social interactions difficult among students. Moral emotions, online empathy, and anger management are social and emotional variables related to prosocial and antisocial behaviours and health problems. This research aims to assess the impact of Cooperative Project-Based Learning intervention on these three variables for Primary Education students. Additionally, the relations of these variables with key competencies, such as social and emotional competencies and literacy competence, were studied. METHOD: This research is made up of two studies, descriptive and quasi-experimental, during regular school hours. The descriptive study was carried out with a sample of 516 primary school students and aimed to assess the development of the three variables, taking into account personal and ethnic-cultural factors. The quasi-experimental study, with pre-test and post-test data, had the participation of 145 students to study the incidence of these variables after Cooperative Project-Based Learning intervention in Primary Education. RESULTS: The results show the relation among the cited variables and the positive impact of the intervention on moral emotions and anger management in the experimental group compared to the control group. Experimental group girls presented higher scores in moral emotions than control group girls. CONCLUSION: These results open new research lines in relation to the intervention as a programme to prevent the appearance of antisocial behaviours and health problems at school.
dc.identifier.doi10.17863/CAM.77831
dc.identifier.eissn1660-4601
dc.identifier.issn1661-7827
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/330388
dc.languageen
dc.language.isoeng
dc.publisherMDPI AG
dc.publisher.urlhttp://dx.doi.org/10.3390/ijerph182111584
dc.subjectanger management
dc.subjectcooperative learning
dc.subjectcurricular intervention
dc.subjectliteracy competence
dc.subjectmoral emotions
dc.subjectonline empathy
dc.subjectproject-based learning
dc.subjectsocial and emotional competencies
dc.subjectAnger Management Therapy
dc.subjectEmotions
dc.subjectEmpathy
dc.subjectFemale
dc.subjectHumans
dc.subjectMorals
dc.subjectStudents
dc.titleDescriptive and Quasi-Experimental Studies about Moral Emotions, Online Empathy, Anger Management, and Their Relations with Key Competencies in Primary Education.
dc.typeArticle
dcterms.dateAccepted2021-11-01
prism.issueIdentifier21
prism.publicationNameInt J Environ Res Public Health
prism.volume18
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by/4.0/
rioxxterms.versionVoR
rioxxterms.versionofrecord10.3390/ijerph182111584

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