Socio-emotional competences and academic performance in adolescents: a comparative evaluation of mindfulness meditation, improvisation theatre and board games interventions at school

Behavioral data acquired for a FNS-founded project which investigate the effect of different interventions at school on social, emotional, cognitive and academic competences in adolescents. These interventions are mindfulness meditation, improvisation theater, socio-emotional board games, and an active control condition (office automation). Measurements are mainly self-reported questionnaires and behavioral tasks, pre- and post-intervention.

本数据集为FNS发起的项目所采集的行为数据，该项目旨在探究校园内不同干预方案对青少年社会、情感、认知与学业能力的影响。此次研究的干预方案包括正念冥想（mindfulness meditation）、即兴戏剧（improvisation theater）、社交情感桌游（socio-emotional board games）以及主动控制条件（active control condition，即办公自动化任务）。测评主要采用干预前与干预后收集的自我报告问卷与行为任务两种方式。