The purpose of this pilot study was to evaluate the preliminary effects of a curriculum resource on elementary school children’s social and emotional skills. In total, 98 Grade 3 children were randomly allocated to either a control or experimental group and evaluated before and after a 3-month implementation period. Experimental group showed improved prosocial behaviors (p < .01), concern for others (p = .02), and emotional skills (p < .01) over time, as well as improved relaxation levels (p < .01) after partaking in relaxation activities. Compared with the control group, experimental group’s emotional skills were significantly higher at posttest (p < .01). No significant differences were observed for children’s self-perceptions (p > .05). Results from this study indicate that the curriculum resource may facilitate the development of children’s social and emotional skills. A future definitive randomized-controlled trial should strive for a longer implementation period in response to small effect sizes, taking into account target population, sample size, and persistence of effects over the life span and in different environmental contexts.

中文翻译：

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MindMasters 2：为期3个月的试点研究，评估3年级儿童的社交和情感技能

这项初步研究的目的是评估课程资源对小学生的社交和情感技能的初步影响。总共有98名3级儿童被随机分配到对照组或实验组，并在3个月的实施期前后进行评估。实验组显示，随着时间的流逝，亲社交行为（p <.01），对他人的关注（p = .02）和情绪技巧（p <.01）有所改善，以及进食后放松的水平（p <.01）。放松活动。与对照组相比，实验组的情绪技能在测验后明显更高（p <.01）。儿童的自我知觉没有观察到显着差异（p> .05）。这项研究的结果表明，课程资源可以促进儿童社交和情感技能的发展。未来的确定性随机对照试验应针对较小的效应量而努力争取更长的实施期，并考虑到目标人群，样本量以及在整个生命周期和不同环境中的效应持久性。