The effects of the presence of a dog in the classroom

By Andreas Hergovich, Bardia Monshi, Gabriele Semmler, Verena Zieglmayer. 2002

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Genetics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5a46ad363a7fcc3aad0ca6769c0b1c4a610adc6b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Uvnäs-Moberg
2. L. Morton
3. Christoph Randler
4. K. Kotrschal
5. P. Prokop
6. B. Daly

In Genetics

1. B. Daly
2. S. Suggs
3. K. Uvnäs-Moberg
4. L. Morton
5. N. Gee
6. K. Kotrschal
7. P. Prokop
8. A. Beetz

In Social Psychology

1. B. Daly
2. S. Suggs
3. K. Uvnäs-Moberg
4. L. Morton
5. Christoph Randler
6. K. Kotrschal
7. P. Prokop
8. A. Beetz

Citations in the corpus

• Behavioral effects of the presence of a dog in a classroom (2003, background): “In that study, only the group with the dog present showed an increase in empathy with animals and an increased development of autonomy and of self/non-self segregation, which is regarded as a foundation of sensitivity towards the needs and moods of other people (Hergovich et al. 2002).”
• Psychosocial and Psychophysiological Effects of Human-Animal Interactions: The Possible Role of Oxytocin (2012, unknown): “In a classroom of first-graders, the presence of a dog led to a better social integration among students as documented via indirect psychometric indicators (Hergovich et al., 2002) as well as via direct behavior observation (Kotrschal and Ortbauer, 2003).”
• Practical Work at School Reduces Disgust and Fear of Unpopular Animals (2012, background): “In summary, our work supports the idea that contacts with wild animals positively influences the affective area of learners (Hergovich et al., 2002; Ascione et al., 1996; Killermann, 1996; Morgan et al., 1989), namely disgust and fear.”
• Teachers' experiences with humane education and animals in the elementary classroom: implications for empathy development (2010, background): “In a study of a dog’s consistent presence in a grade one classroom (Hergovich et al., 2002), not only did animal-directed empathy increase, but teachers also observed that the sixyear-old students demonstrated increased social interactions and reduced aggression.”
• An investigation of human-animal interactions and empathy as related to pet preference, ownership, attachment, and attitudes in children (2006, background): “Another important consideration with respect to existing empirical research is that while an increase in empathy may be a result of pet presence (Hergovich et al. 2002), lasting effects have not been consistently examined.”
• Short-Term Interaction between Dogs and Their Owners: Effects on Oxytocin, Cortisol, Insulin and Heart Rate—An Exploratory Study (2011, background): “In addition, anxiety decreases in the presence of a dog (Wilson 1991) and children having a dog present in their classroom display increased social competence (Hergovich et al. 2002; Kotrschal and Ortbauer 2003).”
• The Role of Therapy Dogs in Speed and Accuracy to Complete Motor Skills Tasks for Preschool Children (2007, background): “There is now an accumulation of evidence that suggests that dogs can have a positive impact on children in a wide variety of ways (e.g., Levinson 1962, 1964, 1965, 1970; Mallon 1994; Reichert 1994; Hansen et al. 1999; Hergovich et al. 2002; Lieber 2002; Anderson and Olson 2006).”