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  1. READING and FEELING : the effects of a literature-based intervention designed to increase emotional competence in second and third graders
    Author: Kumschick, Irina Rosa; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried
    Published: 2014
    Publisher:  Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    Parent title: In: Frontiers in psychology, 5.2014, Art. 1448, doi:10.3389/fpsyg.2014.01448
    Subjects: Gefühl; Intelligenz; Kinderliteratur; Kind; Entwicklung; Affektive Entwicklung
    Other subjects: Emotionale Kompetenz; Empirische Ästhetik; emotional competence; emotion understanding and knowledge; literature-based intervention; afterschool care center; second and third graders
    Scope: Online-Ressource
  2. READING and FEELING
    the effects of a literature-based intervention designed to increase emotional competence in second and third graders
    Author: Kumschick, Irina Rosa; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried
    Publisher:  Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a... more

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    Location:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Inter-library loan:
    No inter-library loan
    Title in the local catalogue:
    https://hds.hebis.de/ubffm/Record/HEB435670379

     

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.

     
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    Source: Specialised Catalogue of Comparative Literature
    Language: English
    Media type: Article (journal)
    Format: Online
    Other identifier:
    Parent title: Enthalten in: Frontiers in psychology; Lausanne : Frontiers Research Foundation, 2010-; Band 5 (2014), Seite 1-11, Artikel-ID: 1448; Online-Ressource

    DDC Categories: 800
  3. READING and FEELING : the effects of a literature-based intervention designed to increase emotional competence in second and third graders
    Author: Kumschick, Irina Rosa; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried
    Published: 2014

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a... more

     

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.

     
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    Source: BASE Selection for Comparative Literature
    Language: English
    Media type: Article (journal)
    Format: Online
    DDC Categories: 800
    Subjects: Gefühl; Intelligenz; Kinderliteratur; Kind; Entwicklung; Affektive Entwicklung
    Rights:

    creativecommons.org/licenses/by/4.0/ ; info:eu-repo/semantics/openAccess
  4. READING and FEELING : the effects of a literature-based intervention designed to increase emotional competence in second and third graders
    Author: Kumschick, Irina Rosa; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried
    Published: 16.12.2014

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a... more

     

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.

     
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    Content information: free
    Source: CompaRe
    Language: English
    Media type: Article
    Format: Online
    DDC Categories: 800
    Collection: Max-Planck-Institut für empirische Ästhetik
    Subjects: Gefühl; Intelligenz; Kinderliteratur; Kind; Entwicklung; Affektive Entwicklung
    Rights:

    creativecommons.org/licenses/by/4.0/

    ;

    info:eu-repo/semantics/openAccess