Background

Optimistic thinking is a facet of social-emotional learning linked to better mental health and problem-solving in children; however, few educational tools exist to improve this important aspect of self-awareness.

Objective

To examine the effectiveness of an optimistic thinking tool with diverse students in an elementary school setting. Study hypotheses were that interacting with Dream It! A Playbook to Spark Your Awesomeness would improve children’s understanding of and ability to dream about their futures and increase their optimistic thinking.

Method

Using a non-randomized control group pretest–posttest design, fourth through sixth grade students (N = 111) participated in a total of nine facilitated class sessions: N = 60 children were assigned to the intervention group and N = 51 children were in the control group. The majority of participants were female (56%) with a mean age of 10.21 years (SD = .93). Mixed-methods pre- and post-intervention assessments were conducted at the first and last sessions with measures of dreaming (number and quality), optimistic thinking, hope, grit, and growth mindset.

Results

Children in the intervention group demonstrated significant changes in dreaming and grit compared to control participants, with medium to large effects. Children’s optimistic thinking, a vital component of social-emotional learning, significantly increased after interacting with an educational tool developed to teach them to dream about life goals.

Conclusion

The present study offers evidence that the Dream It! A Playbook to Spark Your Awesomeness is feasible for facilitation in an elementary school setting and has the potential to improve key social-emotional learning outcomes for children.

中文翻译：

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做梦！可以提高孩子乐观情绪的教育工具的初步证据

背景

乐观的思维是社交情绪学习的一个方面，与儿童更好的心理健康和解决问题的能力有关；但是，很少有教育工具可以改善自我意识的这一重要方面。

目的

与小学生一起在小学环境中研究乐观思维工具的有效性。研究假设是与Dream It互动！一部能激发您的威力的剧本可以增进孩子们对未来的梦想的理解和做梦的能力，并增强他们的乐观思维。

方法

使用非随机对照组的前测-后测设计，四年级至六年级的学生（N  = 111）参加了总共九次便利班：N  = 60名儿童被分配到干预组，N  = 51名儿童在干预组中。控制组。大多数参与者为女性（56％），平均年龄为10.21岁（SD = .93）。在第一和最后一届会议上进行了干预前后混合方法的评估，评估的方法包括梦想（数量和质量），乐观思维，希望，勇气和成长心态。

结果

与对照组相比，干预组的儿童梦境和毅力有显着变化，效果中等到较大。儿童的乐观思维是社会情感学习的重要组成部分，在与开发用来教他们梦想人生目标的教育工具互动后，孩子的乐观思维得到了显着提高。

结论

本研究提供了“梦想吧！”的证据。激发您的威力的剧本在小学环境中是可行的，并且有可能改善儿童的关键社会情感学习成果。