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Sociala och emotionella interventioner i skolans värld.: Vad händer med karaktären hos eleverna?
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
2015 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose was to investigate whether using two type of interventions (i.e., Four rooms of change in school and EQ- workshop) in addition to curriculum guidelines can affect character development in children 10-12 years of age. The data was collected using the test Junior Temperament and Character Inventory (J-TCI; Cloninger, CR, 1994) in three elementary schools among students in fifth grade who had been involved in any of the two interventions for the past two years or no intervention at all.

The J-TCI scales were used to, besides the seven personality dimension it measures, create a self-constructed empathy scale. A total of 55 participants were included in the study (girls n = 26 and boys n = 29). Statistical testing with MANOVA showed no significant main effect on empathy or any personality trait. There was however an interaction effect between intervention and gender on the character traits. Girls in the Four Rooms of change in school, compared to boys, reported higher Self-directedness and Cooperativeness and girls in the EQ-workshop reported higher Self-transcendence. The interventions Four Rooms at school and EQ workshop seems to have different impact on boys and girls.

Abstract [sv]

Syftet var att undersöka om användandet av två typer av interventioner (dvs, Fyrarummaren i skolan och EQ verkstan) utöver Läroplanens riktlinjer kan påverka karaktärsutveckling hos barn 10-12 år. Data samlades in med hjälp av testet Junior Temperament och Character Inventory (J-TCI, Cloninger, CR, 1994) i tre grundskolor bland elever i femte klass som hade varit inblandade i någon av de två insatserna under de senaste två åren alternativt ingen intervention alls. J-TCI skalorna användes för att, förutom de sju personlighetsdimensioner den mäter, skapa en egentillverkad empatiskala. Totalt 55 deltagare ingick i studien (flickor n = 26 och pojkar n = 29). Statistisk testning med MANOVA visade ingen signifikant huvudeffekt på empati eller något personlighetsdrag. Det fanns dock en interaktionseffekt mellan intervention och kön på karaktärsdrag. Flickor i  Fyrarummaren i skolan, jämfört med pojkar, rapporterade högre Self-directedness och Cooperativeness och flickor i EQ-verkstan  rapporterade högre Self-transcendence. Interventionerna Fyrarummaren i skolan och EQ-verkstan verkar ha olika påverkan på pojkar och flickor.

Place, publisher, year, edition, pages
2015. , 33 p.
Keyword [en]
Empathy, Self-directedness, Cooperativeness, Self-transcendence, Four rooms of change in school, EQ-workshop, Curriculum, Gender
Keyword [sv]
Empati, Self-directedness, Cooperativeness, Self-transcendence, Fyrarummaren i skolan, EQ-verkstan, Läroplanens värdegrund, Kön
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-40235OAI: oai:DiVA.org:lnu-40235DiVA: diva2:789287
Subject / course
Psychology
Supervisors
Examiners
Available from: 2015-02-18 Created: 2015-02-18 Last updated: 2015-02-18Bibliographically approved

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Samuelsson, HelenDrugge, AndersStorm, Ulrika
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CiteExportLink to record
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