Drama-in-Education Intervention Effects on Self-Concept in Rural Chinese Primary Schools

A study evaluating the short-term effects of a 10-day intensive Drama-in-Education program on rural primary school children's self-concept. The research employed a quasi-experimental mixed-methods design with 300 participants, using the Piers-Harris Children's Self-Concept Scale and qualitative data from interviews and observations. The dataset, authored by Renfei Liu and published on figshare in 2026, contains the supplementary file for this study.

Use Cases

• Analyze intervention effects on self-concept based on pre- and post-test PHCSS-2 scores.
• Study qualitative mechanisms of psychosocial change based on interview and observation data.
• Investigate the feasibility of short, intensive arts programs in rural educational contexts based on the program description.
• Examine the relationship between social connectedness and self-concept based on qualitative findings.

Strengths

• Includes results from a study with 300 participants, providing a substantive sample size.
• Employs a mixed-methods design combining quantitative ANCOVA results with qualitative thematic analysis.
• Reports specific effect sizes, including a medium between-group effect (ηp² = 0.051) and a large within-group effect (d = 1.16).

Limitations

• Description metadata is limited; actual data quality requires manual inspection after download.
• Column-level documentation is absent; field semantics must be inferred after download.
• The study design has limitations including non-random assignment, single-site implementation, and no long-term follow-up.

Provenance

Source

figshare

Collection Method

Quasi-experimental mixed-methods study employing surveys, interviews, observations, and reflective writings.

Freshness

Last updated 2026-04-22 05:49:28; freshness should be verified.

Geography

A rural Chinese primary school.