scholarly journals Exploration for Scenario-based evaluation methods on social and emotional competencies: Focusing on ‘generosity towards others’

2021 ◽  
Vol 24 (4) ◽  
pp. 175-204
Author(s):  
In-Hee Choi ◽  
Juah Kim ◽  
Kyoungho Park ◽  
Hai-Jeong Ahn ◽  
Heekyung Kwon
Keyword(s):  
Evaluation Methods ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies

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.

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.

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.

Examining Teacher Dispositions for Evidence of (Transformative) Social and Emotional Competencies with Black Boys: The Case of Three Urban High School Teachers

2020 ◽  
pp. 004208592093332
Author(s):  
Chezare A. Warren ◽  
Cierra Presberry ◽  
Lawrence Louis
Keyword(s):  
Teacher Dispositions ◽  
Black Boys ◽  
Emotional Competencies ◽  
Teacher Interviews ◽  
Social And Emotional ◽  
School Settings ◽  
Race Identity ◽  
Teacher Empathy ◽  
Race Analysis ◽  
Social And Emotional Competencies

Drawing from a larger study of teacher empathy, this article offers a critical race analysis of three teachers’ dispositions to discern (a) their social and emotional competencies (SEC) and (b) evidence of transformative social and emotional learning (SEL). Data sources include one-on-one teacher interviews, focus groups, document analyses, and more than 1,500 minutes of video-recorded classroom observations. Findings illustrate the influence of race, identity, and one’s conceptions of power for determining transformative expressions of teacher participants’ SEC. Implications for creating the conditions to effectively design and facilitate transformative SEL programming in urban school settings are discussed.

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