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postgraduate thesis: Exploring the effects of integrating process drama in life education on enhancing students' empathy in school bullying situations

TitleExploring the effects of integrating process drama in life education on enhancing students' empathy in school bullying situations
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lau, P. [劉佩兒]. (2014). Exploring the effects of integrating process drama in life education on enhancing students' empathy in school bullying situations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394277
AbstractThe current study aimed at exploring the potential benefits of integrating process drama, an interactive teaching methodology, into Life Education curriculum on anti-school bullying. The program effectiveness was evaluated through the enhancement in students’ empathy, including both cognitive and affective empathy, helping behavior and tendency as well as their knowledge on the basic concepts of bullying. Data was collected through self-reports. 141 S.2 students were recruited and randomly assigned to two groups, experiencing an anti-bullying intervention program through process drama (experimental) or conventional teaching methods (control). The study found that students in both groups showed enhancement in all three aspects, while the increase in affective empathy and helping tendency of the experimental group was significantly larger than the control group.
DegreeMaster of Social Sciences
SubjectConduct of life - Study and teaching
Drama in education
Bullying in schools
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209694

 

DC FieldValueLanguage
dc.contributor.authorLau, Pui-yi-
dc.contributor.author劉佩兒-
dc.date.accessioned2015-05-12T23:13:44Z-
dc.date.available2015-05-12T23:13:44Z-
dc.date.issued2014-
dc.identifier.citationLau, P. [劉佩兒]. (2014). Exploring the effects of integrating process drama in life education on enhancing students' empathy in school bullying situations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394277-
dc.identifier.urihttp://hdl.handle.net/10722/209694-
dc.description.abstractThe current study aimed at exploring the potential benefits of integrating process drama, an interactive teaching methodology, into Life Education curriculum on anti-school bullying. The program effectiveness was evaluated through the enhancement in students’ empathy, including both cognitive and affective empathy, helping behavior and tendency as well as their knowledge on the basic concepts of bullying. Data was collected through self-reports. 141 S.2 students were recruited and randomly assigned to two groups, experiencing an anti-bullying intervention program through process drama (experimental) or conventional teaching methods (control). The study found that students in both groups showed enhancement in all three aspects, while the increase in affective empathy and helping tendency of the experimental group was significantly larger than the control group.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshConduct of life - Study and teaching-
dc.subject.lcshDrama in education-
dc.subject.lcshBullying in schools-
dc.titleExploring the effects of integrating process drama in life education on enhancing students' empathy in school bullying situations-
dc.typePG_Thesis-
dc.identifier.hkulb5394277-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394277-

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