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The Effect of Emotional Literacy Training on Academic Engagement and Theory of Mind of 9-12 Year Old Girl
Mrs Hoda Attarianpour Esfahani, Dr Azadeh Choobforoushzadeh, Dr Hamidreza Ariyanpour,
Volume 17, Issue 2 (12-2022)
Abstract
The present study was conducted with the aim of investigating the effect of emotional literacy training on academic engagement and theory of mind of 9-12 year-old girls. The research method was semi-experimental with pre and post- test with a control group. The statistical population included female students aged 9 to 12 in the city of Isfahan in the academic year 2020-21. Of these, 24 were selected based on availability and randomly assigned to either a control group (N=12) or an experimental group (N=12) groups. The experimental group received eight sessions of emotional literacy training for 60 minutes, and the control group did not receive any training. All participants completed the following questionnaires: Zarang's (2012) Academic Engagement Questionnaire and Stirenman's (1999) Theory of Mind Test. Results of Mann-Whitney U test showed that emotional literacy education improved the level of theory of mind and academic engagement of students. Therefore, emotional literacy training in schools and counseling centers can be used to increase students' theory of mind and academic engagement

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