scholarly journals Task Performance: Report on the Study of Social and Emotional Skills of Chinese Adolescents (I)

2021 ◽  
Vol 9 (1) ◽  
pp. 1197-1202
Author(s):  
Xingyuan Gao ◽  
Hongyan Chen ◽  
Jie Wu ◽  
Jingzhong Huang
Keyword(s):  
Task Performance ◽  
Big Five ◽  
Chinese Adolescents ◽  
Self Control ◽  
Big Five Personality ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Performance Report

Task Performance is greatly significant in the field of education. The OECD defines Task Performance as the ability to function based on conscientiousness in the “Big Five” personality domains. People with high Task Performance tend to also have significant conscientiousness. In other words, they are more self-controlled, more responsible, and more persistent. As a result, they focus well on tasks and earn better grades. Task Performance includes self-control, responsibility, and perseverance.

scholarly journals The Benefit of Islamic Faith Education to Enhance Children Social and Emotional Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 103-115
Author(s):  
Nuri Sadida ◽  
Arif Triman
Keyword(s):  
Elementary School ◽  
Self Control ◽  
Three Dimensions ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Study Results ◽  
Significant Difference ◽  
Increasing Trend ◽  
Islamic Faith

There is an increasing trend among parents nowadays to choose Islamic elementary school. This has triggered the increasing amount of schools that adopt religious bases such as Kuttab Al-Fatih (KAF), a school that emphasized manner education and Islamic faith teaching. The purposes of this study are to correlate Islamic faith education given by parents and student’s social and emotional skills and to compare children's emotional and social skills from parents whose children schooled in KAF and in other schools. The measurement of children's social and emotional skills contains three dimensions: persistence, self-control, and social competence. Meanwhile, faith education by parents was measured using how much parents teach faith indicator. There are 52 parents participated in this study. Results showed there is a significant correlation between faith education and social and emotional skills (r=.302, p < .05), and there is no significant difference in social and emotional skills between children who submitted to KAF and to other schools.

scholarly journals Study of factors related to social and emotional skills in early childhood in Japan

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Kobayashi ◽  
M Takakura ◽  
K Kakazu ◽  
S Gredzuk ◽  
T Masuzawa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Multivariate Logistic Regression Analysis ◽  
Self Control ◽  
Intervention Programme ◽  
Okinawa Island ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social

Abstract Background There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan. Methods The object of analysis was a total of 110 parents of kindergarten students (56 boys, 48 girls,6 gender unknown) from 3 kindergartens in central Okinawa Island. The survey was conducted in mid-December 2019. Regarding the content of the survey, parents were asked to answer on a five-point scale, based on their subjective opinion, how good is their child, as compared to other children, in each of the 9 sub-scales of the social and emotional skills proposed in the 2015 OECD report, namely “perseverance,” “self-control,” “passion for goals,” “sociability,” “respect,” “caring,” “self-esteem,” “optimism,” “confidence.” Additionally, other question items were set, mainly to ask about the child's own lifestyle. Results The results of multivariate logistic regression analysis are following. As for “achieving goals:” 3 items for perseverance - “there are few likes and dislikes about food (OR:2.67, 95％CI:1.03～6.94, p=.043),” “Time for playing games on smartphone is determined (OR:3.21, 95％CI:1.19～8.68, p=.021),” “Eat more fruits (OR:3.03, 95％CI:1.24～8.26, p=.016),” are statistically significant. [Other results are omitted in this abstract] Conclusions It became clear that the acquisition of social and emotional skills during early childhood generally involves regular lifestyle and “discipline” at home as a whole. Besides, it is important for parent and child to do various activities together, including those aiming to increase cognitive skills. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood. Key messages In early childhood family and kindergarten have to cooperate to foster social and emotional skills, important for lifelong health. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.

scholarly journals Development of an Inventory Assessing Social and Emotional Skills in Brazilian Youth

2016 ◽  
Vol 32 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Ricardo Primi ◽  
Daniel Santos ◽  
Oliver P. John ◽  
Filip De Fruyt
Keyword(s):  
Big Five ◽  
Large Scale ◽  
Self Report ◽  
Future Research ◽  
Big Five Personality ◽  
Student Groups ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Self Evaluation ◽  
Research In Education

Abstract. Whereas the structure of individual differences in personal attributes is well understood in adults, much less work has been done in children and adolescents. On the assessment side, numerous instruments are in use for children but they measure discordant attributes, ranging from one single factor (self-esteem; grit) to three factors (social, emotional, and academic self-efficacy) to five factors (strength and difficulties; Big Five traits). To construct a comprehensive measure for large-scale studies in Brazilian schools, we selected the eight most promising instruments and studied their structure at the item level (Study 1; N = 3,023). The resulting six-factor structure captures the major domains of child differences represented in these instruments and resembles the well-known Big Five personality dimensions plus a negative self-evaluation factor. In a large representative sample in Rio de Janeiro State (Study 2; N = 24,605), we tested a self-report inventory (SENNA1.0) assessing these six dimensions of socio-emotional skills with less than 100 items and found a robust and replicable structure and measurement invariance across grades, demonstrating feasibility for large-scale assessments across diverse student groups in Brazil. Discussion focuses on the contribution to socio-emotional research in education and its measurement as well as on limitations and suggestions for future research.

scholarly journals Toward a Model of Personality Competencies Underlying Social and Emotional Skills: Insight From the Circumplex of Personality Metatraits

2021 ◽  
Vol 12 ◽  
Author(s):  
Jan Cieciuch ◽  
Włodzimierz Strus
Keyword(s):  
Big Five ◽  
Social Practice ◽  
Scientific Literature ◽  
Factor Model ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Core ◽  
Social And Emotional Skills ◽  
Big Five Traits ◽  
Long Time

In recent years, there has been a growing interest in social and emotional skills (SES) both in the scientific literature and in social practice. The paper presents an overview of the ways of understanding what SES are and the catalogs thereof. There are some attempts in the literature to organize these catalogs within the Big Five traits that for a long time was claimed to be the most sound model of basic orthogonal dimensions of personality. However, further research on personality structure revealed that two metatraits can be found above the Big Five traits. These two metatraits form the basis of the Two Factor Model of personality, which was later developed into the Circumplex of Personality Metatraits. It turned out that in certain aspects models based on metatraits have a greater theoretical potential than those based on the Big Five traits. The paper presents a proposal for describing SES from the perspective of the Circumplex of Personality Metatraits rather than the Big Five. In this framework, we distinguish the concept of personality competences that underlie and organize many specific SES and identify the core personality competencies on the basis of the Circumplex of Personality Metatraits model.

Multimethod Support for Using the Big Five Framework to Organize Social and Emotional Skills

Assessment ◽  
2021 ◽  
pp. 107319112110457
Author(s):  
Kate E. Walton ◽  
Dana Murano ◽  
Jeremy Burrus ◽  
Alex Casillas
Keyword(s):  
Big Five ◽  
Significant Degree ◽  
Conceptual Approach ◽  
Personality Psychology ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Big Five Model ◽  
Data Driven Approach ◽  
Comprehensive Framework

A challenge in the field of social and emotional learning is the lack of consensus regarding a framework to delineate key social and emotional skills (SE skills). Taking a conceptual approach, some have argued that the Big Five model from personality psychology offers a comprehensive framework to organize SE skills; however, little research has been done to empirically support this. In two studies—one using a factor analytic, data-driven approach, and one using an expert consensus approach—we provide multimethod evidence suggesting that there is a significant degree of overlap between SE skills and the Big Five, and we conclude that the Big Five can be used to organize SE skills.

Symposium 7: Exercise and the teaching of social and emotional skills: Martial arts: Learning how NOT to fight

2003 ◽  
Author(s):  
Jeroen Meganck ◽  
Ilse De Bourdeaudhuij ◽  
Bert Van Poucke ◽  
Elke Van Hoof ◽  
Els Snauwaert ◽  
...  
Keyword(s):  
Martial Arts ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills

”Vi er jo en virksomhed, der er særdeles overgennemsnitlig på empati”: Rekruttering af bløde kompetencer i ambulancetjenesten

2016 ◽  
Vol 27 (3/4) ◽  
pp. 17-38 ◽  
Author(s):  
Morten Kyed
Keyword(s):  
Social Stratification ◽  
Service Economy ◽  
Emotional Competencies ◽  
Job Interviews ◽  
Service Employees ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Social Competences ◽  
Post Industrial

En række sociologer har de seneste år peget på, at den postindustrielle serviceøkonomi stiller stadigt større krav til servicemedarbejderes sociale og følelsesmæssige kompetencer. Eva Illouz (2008) argumenterer eksempelvis for, at vestlige samfund kendetegnes af en ”emotionel kapitalisme”, hvor følelsesmæssige kompetencer er blevet en central stratifikationsfaktor, som marginaliserer især mænd med en traditionel arbejderklasse habitus. Men få studier har undersøgt, hvordan arbejdsgivere rent faktisk vurderer ansøgernes sociale og følelsesmæssige kompetencer. Gennem interviews og observationsstudier har artiklens forfatter undersøgt, hvordan verdens største ambulanceoperatør vurderer og værdsætter ansøgeres sociale og følelsesmæssige kompetencer gennem rekrutteringsprocessen til stillingen som ambulanceredderelev. Artiklen viser med udgangspunkt i fire ansættelsessamtaler med mandlige ansøgere, hvordan ansøgerens primære følelsesmæssige habitus har betydning for samtalens udfald og de sympatirelationer, som skabes i forbindelse med samtalen. Data viser også, at selvom ledelsen fremhæver, at personlighed og empati er afgørende i screeningen af ansøgerne, så anvender virksomheden ikke personlighedstest eller andre psykologiske teknologier i rekrutteringsprocessen. Sociale og følelsesmæssige kompetencer vurderes derimod ud fra ansøgerens institutionaliserede omsorgskapital samt bedømmelsesudvalgets mavefornemmelse af ansøgerens følelsesmæssige dispositioner og evne til at passe ind både i faget og virksomhed. ENGELSK ABSTRACT: Morten Kyed: ”We Are a Business that Is Really above Average in Empathy”: Recruiting ”Soft Competences” in Ambulance Service A number of sociologists have suggested that the post-industrial service economy is placing increasing demands on service employees’ social and emotional skills. Eva Illouz (2008), for instance, argues that Western societies are characterised by an ”emotional capitalism”, in which emotional competencies are pivotal for social stratification and marginalisation of men with a traditional working class habitus. However, few studies have examined how employers actually assess applicants’ social and emotional skills. Through interviews and observational studies, the author has studied how the world’s largest ambulance operator assesses and evaluates social and emotional skills of ambulance apprentice applicants. Employing four job interviews with male candidates, the article illustrates how the applicant’s primary emotional habitus is important for the construction of sympathy relations during the job interviews and the outcome of the conversation. The data also shows that although management emphasises that personality and empathy are crucial when screening applicants, the company does not use personality tests or other psychological technologies in the recruitment process. Assessment of social and emotional skills is based on the candidate’s ”institutionalised care capital” and the assessment committee’s gut feeling about the applicant’s emotional disposition and ability to fit into both the vocation and the company. Keywords: service work, service economy, recruitment, social competences, emotional competences, gender.

scholarly journals Long-term impact of the promotion of social and emotional skills

2014 ◽  
Vol 27 (4) ◽  
pp. 634-641 ◽  
Author(s):  
Paulo A. S. Moreira ◽  
Susana Jacinto ◽  
Paulo Pinheiro ◽  
Anita Patrício ◽  
Lorena Crusellas ◽  
...  
Keyword(s):  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Long Term Impact
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