Changes in Sociometric Status Following Drama Education: A Longitudinal Study in Czech Republic
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| Year of publication | 2009 |
| Type | R&D Presentation |
| MU Faculty or unit | |
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| Description | CHANGES IN PERCEIVED PEER SUPPORT AND SOCIOMETRIC STATUS FOLLOWING DRAMA EDUCATION: A LONGITUDINAL STUDY IN CZECH REPUBLIC Jan Sirucek Drama education methods were used for ten months in six school classes where onset of bullying and negative trends in peer relations had been shown to be problematic. During the intervention, three waves of longitudinal research focused on perceived peer support, sociometric status and state-anxiety. The study sample consisted of 147 boys and girls (age 12-15 years) from school classes with drama education in the curriculum. The control sample consisted of 150 boys and girls, chosen from similar school classes in the same area. Research methods were standardized for use in Czech school settings and included self report questionnaires on perceived peer support (dimensions of acceptance, rejection and interpersonal dependency), peer nominations (20 items) for assessing sociometric status, and a self-report questionnaire on state-anxiety. Methods of analyses were structural equation modelling (SEM) and MANOVA. Significant, but controversial changes were evident in sociometric status in all the classes examined. Notably, a higher level of acceptance of initially rejected pupils in wave two emerged, but also a loss of sociometric status of the most popular children was detected. Moreover, the participants showed a sophisticated ability to evaluate others social behaviour straightforwardly and critically in wave two. The results showed significantly increasing values both in positive and negative peer nominations in wave two and could actually be interpreted as a partial worsening of social climate. Our findings challenge assumptions about the role of drama education, and point to the need to carefully consider ethical aspects of school intervention. |
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