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dc.contributor.authorRomero Ayuso, Dulce Nombre de Mari 
dc.contributor.authorEspinosa García, Beatriz
dc.contributor.authorGómez Marín, Elena
dc.contributor.authorGómez Jara, Nicolás
dc.contributor.authorCuevas Delgado, Claudia
dc.contributor.authorÁlvarez Benítez, Irene
dc.contributor.authorTriviño Juárez, José Matías 
dc.date.accessioned2022-07-13T08:24:23Z
dc.date.available2022-07-13T08:24:23Z
dc.date.issued2022-06-03
dc.identifier.citationRomero-Ayuso, D... [et al.]. A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”. Children 2022, 9, 829. [https://doi.org/10.3390/children9060829]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/75977
dc.description.abstractSocial interaction skills are related to successful academic performance and mental health. One of the key elements of socio-emotional competence is self-regulation. The main aim of this study was to analyze the effect of a self-regulation program at a primary school on the social interactions of neurotypical children and children with special educational needs, from the teachers’ and parents’ perspectives. A pre-post study was conducted. The children (n = 107) followed 10 sessions, each one of 50 min, for ten weeks, between January and April 2021. To assess the changes in children’s social interaction, the Peer Social Maturity Scale was administered to the teachers. After the intervention, parents completed a questionnaire designed ad hoc to understand the effectiveness of children’s emotional self-regulation. The results showed a statistically significant improvement in peer interaction skills. The families were satisfied with the program, due to the improvement in their children’s knowledge about their own emotions and those of the other people, and the learning strategies to regulate their emotions. Likewise, parents indicated that it would be necessary to complement the program with teaching and emotional regulation strategies for them. The “Exciting School” program could help improve the social skills of school-aged children.es_ES
dc.description.sponsorshipVicerrectorado de Igualdad, Inclusion y Sostenibilidad de la Universidad de Granadaes_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectSocial skillses_ES
dc.subjectOccupational therapy es_ES
dc.subjectSchool es_ES
dc.subjectChildrenes_ES
dc.subjectSelf-regulationes_ES
dc.titleA Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/children9060829
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Atribución 4.0 Internacional
Except where otherwise noted, this item's license is described as Atribución 4.0 Internacional