The Benefits of Chess for the Intellectual and Social-Emotional Enrichment in Schoolchildren

  1. Aciego de Mendoza Lugo, Ramón 1
  2. García Afonso, Lorena 1
  3. Betancort Montesinos, Moisés 1
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España


The Spanish Journal of Psychology

ISSN: 1138-7416

Year of publication: 2012

Volume: 15

Issue: 2

Pages: 551-559

Type: Article

DOI: 10.5209/REV_SJOP.2012.V15.N2.38866 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: The Spanish Journal of Psychology

Sustainable development goals


This paper examines the benefits of regularly playing chess for the intellectual and social-emotional enrichment of a group of 170 schoolchildren from 6-16 years old. It is based on a quasi-experimental design, where the independent variable was the extracurricular activity of chess (n = 170) versus extracurricular activities of soccer or basketball (n = 60). The dependent variable was intellectual and socio-affective competence, which was measured by an IQ test (WISC-R), a self-report test (TAMAI) and a hetero-report questionnaire (teacher-tutor's criterion) applied at the beginning and the end of the academic year. In contrast to the comparison group, it was found that chess improves cognitive abilities, coping and problem-solving capacity, and even socioaffective development of children and adolescents who practice it. The results are modulated, particularly in the area socioaffective, by the personal profile of students who choose practice this activity.

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