Effectiveness of an Emotional Education Program to Enhance Emotion-Focused Coping for Children Utilizing Implicit and Explicit Affect

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  • 感情教育介入による情動焦点型コーピングの変容に及ぼす潜在的・顕在的感情の影響
  • カンジョウ キョウイク カイニュウ ニ ヨル ジョウドウ ショウテンガタ コーピング ノ ヘンヨウ ニ オヨボス センザイテキ ・ ケンザイテキ カンジョウ ノ エイキョウ

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Abstract

This study investigated the educational effects of emotional education program and examined the influences of implicit and explicit emotions. The study was conducted with 5th and 6th-grade elementary school students, and there were 91 valid respondents. The assessment tools used were IPANAT-C for implicit emotions, PANAS-C for explicit emotions, and URES-C for learning goal indicators. The results of the study showed significant effects in students who exhibited low scores in each domain before the education (or high scores in the case of negative emotions)，and their post-education scores were higher (or lower for negative emotions) compared to preeducation scores. Next, a hierarchical multiple regression analysis was conducted to explore how the preeducation emotional states of students who demonstrated educational effects might impact the improvement of URES-C variables. The results indicated a significant increase, for instance, when an interaction between IPA and EPA was introduced in Step 2，particularly in the identification of others' emotions. The results of simple main effect tests revealed that lower IPA scores were associated with greater enhancement in emotion identification, especially when EPA scores were higher. Further investigation is needed in the future.

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