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 Using Think-Pair-Share to Develop Students' Social and Emotional Competencies in Chemistry Learning

2020 ◽  
Vol 5 (1) ◽  
pp. 43
Author(s):  
Yuli Rahmawati ◽  
Tri Hastuti Budi Utami ◽  
Muktiningsih Nurjayadi ◽  
Alin Mardiah
Keyword(s):  
Decision Making ◽  
Relationship Management ◽  
Social And Emotional Learning ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Chemistry Learning ◽  
Social And Emotional Competencies

<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Ac­ids and Bases. Social and emotional learning (SEL) is the process through which children and adults under­stand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved  thirty-five 11th grade students in one of private school in Jakarta  and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using inter­views, classroom observations, reflective journals, and student worksheets. The application of a SEL ap­proach was carried out by integrating it with a TPS strategy.  In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others.  The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and re­sponsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management com­petencies were identified by observing a student’s ability to manage friendships, how they overcame differ­ences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were chal­lenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportuni­ties for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

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 “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

2017 ◽  
Vol 11 (3) ◽  
pp. 113-119 ◽  
Author(s):  
Sarah Parsons ◽  
Nicola Yuill ◽  
Mark Brosnan ◽  
Judith Good
Keyword(s):  
Teaching And Learning ◽  
Social Research ◽  
Responsible Innovation ◽  
Future Research ◽  
Content Type ◽  
Community Stakeholders ◽  
Autistic People ◽  
Seminar Series ◽  
The Uk ◽  
Main Ideas

Purpose The purpose of this paper is to present an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative technologies for autism: critical reflections on digital bubbles”, funded by the Economic and Social Research Council in the UK. Design/methodology/approach A synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-2016. Findings There were many positive examples where technologies were positioned and used as facilitative “bridges” between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: responsible innovation, technology-enabled social interaction, learning and pedagogy, and engagement. Originality/value The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core.

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.

scholarly journals Relations among online emotional content use, social and emotional competencies and cyberbullying

2020 ◽  
Vol 108 ◽  
pp. 104647 ◽  
Author(s):  
Inmaculada Marín-López ◽  
Izabela Zych ◽  
Rosario Ortega-Ruiz ◽  
Simon C. Hunter ◽  
Vicente J. Llorent
Keyword(s):  
Emotional Content ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies

Social and Emotional Competencies Evaluation Questionnaire—Teacher’s Version

2016 ◽  
Vol 119 (1) ◽  
pp. 221-236
Author(s):  
Vitor A. Coelho ◽  
Vanda Sousa ◽  
Marta Marchante
Keyword(s):  
Short Form ◽  
Developmental Differences ◽  
Self Control ◽  
Social Awareness ◽  
Emotional Competencies ◽  
Evaluation Questionnaire ◽  
Social And Emotional ◽  
Relationship Skills ◽  
The Social ◽  
Social And Emotional Competencies

The Social and Emotional Competencies Evaluation Questionnaire—Teacher’s version, Short Form (QACSE-P-SF) allows teachers to assess their students’ social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes.

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