scholarly journals Stability and change in longitudinal patterns of antisocial behaviors: The role of social and emotional competencies, empathy, and morality

2021 ◽  
Author(s):  
Elena Nasaescu ◽  
Izabela Zych ◽  
Rosario Ortega-Ruiz ◽  
David P. Farrington ◽  
Vicente J. Llorent
Keyword(s):  
Protective Factors ◽  
Moral Disengagement ◽  
Bullying Victimization ◽  
Antisocial Behaviors ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Prevention And Intervention ◽  
Social And Emotional ◽  
Over Time ◽  
Social And Emotional Competencies

Abstract Studies show that different types of antisocial behaviors share similar risk and protective factors related to particular social, emotional and moral competencies. Nevertheless, little is known about the longitudinal relation of social, emotional and moral competencies with patterns of antisocial behaviors in youth. The present study aimed to discover the longitudinal relations between social and emotional competencies, empathy, moral emotions, moral disengagement, and perceived moral disengagement induced by parents, and the patterns of antisocial behaviors and change in these patterns over time. A sample of 898 Spanish students aged between 9 and 17 was followed up for one year. Self-reported data were analyzed using latent transition analyses and multinomial regressions. Results showed that age, several mechanisms of moral disengagement, perceived parental moral disengagement induction, and several social and emotional competencies predicted offenders outside of school and highly antisocial and victimized patterns, including their stability over time. Moreover, males at early ages and perceived parental moral disengagement induction predicted the high bullying victimization pattern. Being a male, with high victim dehumanizing and blaming, predicted stability of the high bullying victimization pattern. Being a male, early ages, and low responsible decision-making predicted changes from the high bullying victimization pattern to the low antisocial pattern. Results are discussed emphasizing the need to conduct prevention and intervention programs from a comprehensive perspective promoting social, emotional and moral competencies. This study could have useful implications for prevention and intervention focused on decreasing risk and increasing protective factors.

scholarly journals Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies

2021 ◽  
Vol 13 (3) ◽  
pp. 535-547 ◽  
Author(s):  
Vicente J. Llorent ◽  
Adriana Diaz-Chaves ◽  
Izabela Zych ◽  
Estera Twardowska-Staszek ◽  
Inmaculada Marín-López
Keyword(s):  
Protective Factors ◽  
Moral Disengagement ◽  
Risk And Protective Factors ◽  
Moral Emotions ◽  
Social Emotional ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Advance Knowledge ◽  
Social And Emotional Competencies

AbstractBullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a sample of 2535 primary and secondary school students from Spain and Poland. More bullying and cyberbullying involvement were found in Poland in comparison with Spain. Different moral disengagement mechanisms were found to be risk factors for involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and emotional competencies were protective against bullying and cyberbullying in both countries. These results suggest the need to design and implement more programs to promote social, emotional and moral competencies in Spain and Poland to protect children against bullying and cyberbullying.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

Developing undergraduate social and emotional competencies: a UK/Malaysian comparison

2014 ◽  
Vol 28 (2) ◽  
pp. 152-172 ◽  
Author(s):  
Stephen Carter ◽  
Amy Chu-May Yeo
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Content Type ◽  
Social And Emotional ◽  
Comparative Results ◽  
The Uk ◽  
Malaysian Students ◽  
Social And Emotional Competencies

Purpose – The purpose of this paper is to investigate similarities and differences between the UK and Malaysian undergraduates in terms of perceived social and emotional competencies (SEC), their effect on academic performance and to make recommendations on curriculum development or teaching and learning interventions to make students more SEC equipped for the “real” world. Design/methodology/approach – This study employed a positivist approach via a survey instrument to measure the perceived SEC. Descriptive and inferential statistics, including standard multiple regression analyses, were used to test the hypotheses. Findings – The analysis highlighted specifically, individual competencies (e.g. conscientiousness) rather than competency domains. Striking differences were observed between the two data sets, e.g. the regression analysis revealed that among the UK students, “Self-Awareness” domain and “Service Orientation” competency contributed uniquely to academic performance. However, no significant results were found for the Malaysian students. Research limitations/implications – Using GPA scores for performance measurement is complex which might have the potential to affect the accuracy of the comparative results. Practical implications – The findings serve as a practical guide for education providers and employers which they could use to train young and inexperienced undergraduates and provides suggestions for education providers to “build in” specific intra- and interpersonal SEC in their assessment criteria and curriculum activities and modules. Originality/value – The transnational comparison helps to add a new dimension to support the paucity of the SEC effect on academic performance and suggests which specific individual competencies and which competency cluster to emphasise in two different institutions and countries.

scholarly journals The Expression of Social and Emotional Competencies of Leadership in Lithuanian Organizations: The Gender Approach

2019 ◽  
Vol 85 ◽  
pp. 51-68
Author(s):  
Violeta Šilingienė ◽  
Dalia Stukaitė
Keyword(s):  
Empirical Research ◽  
Leadership Competencies ◽  
Female Leadership ◽  
Theoretical Research ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Advantages And Disadvantages ◽  
The Social ◽  
Emotional Leadership ◽  
Social And Emotional Competencies

The phenomenon of gender leadership is a controversial object in contemporary leadership studies. These days, the possibilities of traditional leadership have been limited by the ongoing dynamic, global changes, which have influenced the emergence of female leadership as an independent phenomenon and its separation from the male leadership. Presently, possibilities exist to form new insights about gender leadership. Scholars have begun an intense scientific discussion on the advantages and disadvantages of male and female leadership. The goal of this paper is to disclose the social and emotional leadership competencies of different gender employees. The employed research methods are as follows: an analysis and synthesis of scientific literature with the aim of revealing the peculiarities of gender leadership and defining leadership as a set of social and emotional competencies; quantitative research conducted using a questionnaire-based survey with the aim of empirically determining the manifestation of social and emotional leadership competencies in terms of gender leadership. The theoretical analysis allows us to identify the fundamental trends of gender leadership research. The empirical basis of this article comprises the results of empirical research carried out in 2018. The paper includes an abstract of the theoretical research of gender leadership and the social and emotional leadership competencies based on the research methodology and the results received. According to the results of the empirical research, it is possible to find matching assessments of social and emotional leadership competencies in men and women; certain significant differences exist as well. These results revealed which of the advantages possessed by female leaders tend to lie in their soft management skills: interaction, trust, as well as relationships and skills in working with people.

Sign in / Sign up

Export Citation Format

Share Document