Analysis of the Emotional Effects of Agricultural Experience Program Based on Social Emotional Learning Theory in Elementary School Students
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The objectives of this study were to evaluate the effects of after school agricultural experience program for improving emotional intelligence and resilience, and reducing depression of elementary school students. Thirty Korean students aged 11 to 13 years were recruited from an elementary school in Seoul, South Korea. They were voluntarily assigned to either a horticultural activity group or a control group. Eighteen students participated in a 12-session agricultural activity program once a week, 60 minutes per session from April to July 2018. The agricultural experience program based on the theory of social-emotional learning was designed to promote the emotional health of elementary school students. To evaluate the emotional effects of the program on depression, emotional intelligence, resilience of the children, self-report questionnaires before and after the program were administered. As a result, the emotional intelligence of elementary school students who participated in the agricultural experience program was improved (P = 0.031) and depression was decreased (P = 0.011), but there was no significant difference in the control group (P> 0.05). However, there were no significant differences in resilience after the program in both experimental and control groups (P> 0.05). The agricultural activity group showed high satisfaction in the program. In the future, further studies are necessary to investigate the effectiveness of the agricultural experience programs by expanding the number of samples and apply them to elementary school students in various areas.
Abstract
The objectives of this study were to evaluate the effects of after school agricultural experience program for improving emotional intelligence and resilience, and reducing depression of elementary school students. Thirty Korean students aged 11 to 13 years were recruited from an elementary school in Seoul, South Korea. They were voluntarily assigned to either a horticultural activity group or a control group. Eighteen students participated in a 12-session agricultural activity program once a week, 60 minutes per session from April to July 2018. The agricultural experience program based on the theory of social-emotional learning was designed to promote the emotional health of elementary school students. To evaluate the emotional effects of the program on depression, emotional intelligence, resilience of the children, self-report questionnaires before and after the program were administered. As a result, the emotional intelligence of elementary school students who participated in the agricultural experience program was improved (P = 0.031) and depression was decreased (P = 0.011), but there was no significant difference in the control group (P> 0.05). However, there were no significant differences in resilience after the program in both experimental and control groups (P> 0.05). The agricultural activity group showed high satisfaction in the program. In the future, further studies are necessary to investigate the effectiveness of the agricultural experience programs by expanding the number of samples and apply them to elementary school students in various areas.
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