scholarly journals Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study

2021 ◽  
Vol 9 (2) ◽  
pp. 75-83
Author(s):  
Sukhminder Kaur ◽  
Thomas Ayana ◽  
Harmilan Kaur
Keyword(s):  
Emotional Competence ◽  
Sampling Procedure ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Male And Female ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Emotional Sensitivity ◽  
Multi Stage ◽  
Mean Differences

The study was conducted to assess social-emotional competencies among Indian and Ethiopian undergraduates. A total of 400 (200 each) participants, with an equal number of 100 male and female were selected through a multi-stage sampling procedure from Punjabi University (India), and Wollega University and Ambo University (Ethiopia). The participants were tested with the Social Skills Inventory (SSI: Riggio & Carney, 2003), which consists of two super-dimensions, i.e. emotional competence and social competence each having three sub-dimensions: emotional expressivity, emotional sensitivity, emotional control, and social expressivity, social sensitivity and social control respectively. Obtaineddata were subjected to t-statistics. Significant mean differences in social-emotional competence were observed between the Indian and Ethiopian young adults;male and female samples of the two countries. The Indian sample was greater in Social-emotional competence than the Ethiopian sample. Similarly, male and female participants from the Indian sample were greater in social-emotional skills than that of the Ethiopian sample, except for emotional sensitivity with the female participants, where the mean difference was non-significant. Further explorations are recommended to consolidate or refute the result of the present study.

The Development of Social–Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program

2007 ◽  
Vol 17 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Kristine M. Pahl ◽  
Paula M. Barrett
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Emotional Competence ◽  
School Setting ◽  
Early Years ◽  
Social Emotional ◽  
Universal Intervention ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Challenging Tasks

AbstractThe development of social–emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are socially and emotionally well adjusted do better at school, have increased confidence, have good relationships, take on and persist at challenging tasks and communicate well. The school setting is the optimal environment to implement interventions focused on increasing social–emotional competence. This article examines the importance of developing social–emotional competence during the early years of life and discusses universal intervention approaches within the classroom. A particular universal intervention program — The Fun FRIENDS program (Barrett, 2007) — aimed at increasing social–emotional competence is described in detail. The Fun FRIENDS program is a developmentally tailored, downward extension of the preexisting, evidence-based FRIENDS for Life program (Barrett 2004; 2005).

scholarly journals Bedtime Parenting Practices Associated with Social-emotional Competence in Thai Infants

2021 ◽  
Author(s):  
Nattaporn Tassanakijpanich ◽  
Stephen Durako ◽  
Utcharee Intusoma
Keyword(s):  
Odds Ratio ◽  
Parenting Practices ◽  
Emotional Competence ◽  
Parenting Practice ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Bed Sharing ◽  
Social And Emotional ◽  
Falling Asleep ◽  
Milk Feeding

Objective: We aimed to determine the association between bedtime parenting practices and infant social-emotional competence (SEC).Material and Methods: Data from a birth cohort called: Prospective Cohort Study of Thai Children, were analyzed. Information on bedtime parenting and infant’s sleep information were collected at 3 and 12 months of age. Modified Infant-Toddler Social and Emotional Assessment (MITSEA) were used to measure the SEC at 12 months of age. All participating infants with a MITSEA score >75th percentile were classified as having high SEC. The association between bedtime parenting practices and high SEC were analyzed using multiple logistic regression.Results: Data from 2,109 infants were analyzed (male:female=1:1). Median age of mothers was 26 years. Ninety-two percent of caregivers shared a bed with their infants, at either their 3rd- or 12th-month-visits. Two-thirds of the caregivers reported bed sharing at both visits. About 70.0% of caregivers fed their infants until the infant fell asleep, and about two-thirds responded to infant’s awakening with milk feeding. Infants who were never fed until falling asleep were more likely to have high SEC, compared with infants who were always fed until sleep (odds ratio 1.49; 95% confidence interval 1.14, 1.96). Bed sharing showed no association with a high SEC. Older, female mothers, higher socioeconomic status and quality time were associated with a high SEC.Conclusion: The bedtime parenting practice associated with a high SEC was: “non-feeding until falling asleep”. Bed sharing, which was a popular practice in this cohort, showed no association with high SEC.

scholarly journals Effect of Social and Emotional Learning Approach on Students’ Social-Emotional Competence

2020 ◽  
Vol 13 (4) ◽  
pp. 663-676
Author(s):  
Ibrahim Ahmed ◽  
◽  
Aswati Binti Hamzah ◽  
Melissa Ng Lee Yen Binti Abdullah ◽  
◽  
...  
Keyword(s):  
Emotional Competence ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Learning Approach ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Social And Emotional

scholarly journals Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

2021 ◽  
Vol 13 (21) ◽  
pp. 12142
Author(s):  
Gissela Lozano-Peña ◽  
Fabiola Sáez-Delgado ◽  
Yaranay López-Angulo ◽  
Javier Mella-Norambuena
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Professional Training ◽  
Emotional Competence ◽  
Theoretical Background ◽  
Educational Quality ◽  
Measurement Instruments ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social Emotional Competence

Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

scholarly journals The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development

2019 ◽  
Vol 12 (12) ◽  
pp. 141
Author(s):  
Mona Alzahrani ◽  
Manal Alharbi ◽  
Amani Alodwani
Keyword(s):  
Emotional Competence ◽  
School Achievement ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Healthy Relationships ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Vocabulary Skills ◽  
The Social ◽  
Adults And Children

In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children’s learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children’s academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students’ reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

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.

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