scholarly journals The Role of Social and Emotional Adjustment in Mediating the Relationship Between Early Experiences and Different Language Outcomes

2021 ◽  
Vol 12 ◽  
Author(s):  
James Law ◽  
Nathalie Tamayo ◽  
Cristina Mckean ◽  
Robert Rush
Keyword(s):  
Communication Skills ◽  
Listening Comprehension ◽  
Emotional Adjustment ◽  
School Entry ◽  
Expressive Vocabulary ◽  
Social And Emotional ◽  
Early Experiences ◽  
Home Learning ◽  
The Relationship

Background: Studies have highlighted the relationship between early childhood experiences and later language and communication skills on the one hand and social and emotional adjustment on the other. Less is known about this relationship between different types of early experiences and their relationship to different communication skills over time. Equally important is the extent to which the child's behaviour is related to later outcomes affecting the relationship between the child's environment and aspects of their communication development.Method: Drawing on data from 5,000 children in Growing Up in Scotland, a representative sample of children born in 2003. This paper looks are the differential relationships between home learning environment (HLE) (reads books/storeys, engages in painting or drawing, reads nursery rhymes and teaches letter/shapes and parental mental health (PMH) (Depression, Anxiety and Stress Scale (DASS) in the first year of life and both structural language skills (“Listening Comprehension” and “Expressive Vocabulary” subtests of The Wechsler Individual Achievement Tests) and pragmatic competence (The Children's Communication Checklist) at 11 years and explores the extent to which they are mediated by social and emotional adjustment at school entry.Results: PMH was associated with pragmatics but not listening comprehension or vocabulary. By contrast HLE was associated with all three measures of communication. In the final mediated model social and emotional adjustment mediated the relationship between PMH and all three measures of communication. The mediation was statistically significant for the relationship between HLE and both pragmatics and listening comprehension but not for expressive vocabulary. The results are discussed in terms of the relationships concerned and what they tell us about the potential for targeted early interventions.Conclusions: The mediating role of socio-emotional adjustment at school entry points to the need for careful monitoring of children's social and emotional development in primary and middle childhood. Services and policy aimed at improving child outcomes through improving home learning environments must work hand in hand with those responsible for offering support for the mental health, social-emotional adjustment and wellbeing of parents and children from birth and into the school years.

Relationship Beliefs and Communication Skills in Turkish Married Individuals: Examining the Mediating Role of Partner Accommodation Behavior and Emotional Dependency

2021 ◽  
pp. 0192513X2110648
Author(s):  
Yelda Yıldız-Önal ◽  
Semra Uçar
Keyword(s):  
Communication Skills ◽  
Indirect Effect ◽  
Relationship Beliefs ◽  
Mediating Role ◽  
Married Individuals ◽  
Emotional Dependency ◽  
The Relationship ◽  
Multiple Analysis

In this study, the mediating role of partner accommodation behavior and emotional dependency in the relationship between relationship beliefs and communication skills was investigated. The study was carried out with 400 married participants. The results of the multiple analysis revealed that relationship belief, emotional dependency, and partner accommodation behavior had an 11.20% variance in communication skills. Relationship belief was associated with lower partner accommodation behavior and greater emotional dependency. Further analysis revealed that communication skills were significantly predicted by partner accommodation behavior but not predicted by emotional dependency. Additionally, the indirect effect of relationship belief on communication skills through partner accommodation behavior was significant. As a result, it has been achieved that partner accommodation behavior has a partial mediating role between the relationship beliefs and communication skills of married individuals. Possible explanations and the implications and limitations of the study were discussed.

The role of volunteering in finding a job from the perspective of employers

2021 ◽  
Vol 36 (4) ◽  
pp. 119-140
Author(s):  
Paulina Tetwejer
Keyword(s):  
Social Sciences ◽  
Labour Market ◽  
Communication Skills ◽  
Interpersonal Skills ◽  
Effective Communication ◽  
Research Results ◽  
Knowledge And Attitudes ◽  
Group Cooperation ◽  
The Relationship

The article is a presentation of a part of the results of research conducted during work on the dissertation. In the introduction, theoretical references to understanding volunteering from various perspectives were indicated. It also emphasizes the understanding of volunteering as an opportunity to develop professional competences of a volunteer. Consequently, the next part of the article is an argument on the relationship between volunteering and professional competences. The author indicates specific skills, knowledge and attitudes that, according to the literature, can be acquired during volunteering. Subsequently employers’ expectations towards the characteristics of future employees, as well as their attitude to volunteering are described. This part is based on research conducted, among others, by the Warsaw School of Economics. Then, the author presents the results of her own research conducted among employers of social sciences students and their perception of volunteering and the opportunities it creates for the development of competences. The analysis of the research results allows us to believe that volunteers, during their activity, gain mainly practical and industry knowledge. Among the skills indicated were group cooperation, interpersonal skills and effective communication. The attitudes that volunteers acquire thanks to their actions are: resourcefulness, responsibility, sensitivity and empathy. At the end, the results of the author’s research on competences acquired by volunteers were compared with the competences desired by employers and the existing competency gap. The analysis of all answers confirms that communication skills, openness, teamwork and industry knowledge are competences that are desirable in an ideal graduate, who most often has a competency gap in this area. At the same time, these are competences that can be acquired through volunteering. The research results may suggest that people entering the labour market, but also employers, are interested in volunteering as a way to increase their chances on the labour market.

The role of social and emotional communication skills in leader emergence and effectiveness.

2003 ◽  
Vol 7 (2) ◽  
pp. 83-103 ◽  
Author(s):  
Ronald E. Riggio ◽  
Heidi R. Riggio ◽  
Charles Salinas ◽  
Emmet J. Cole
Keyword(s):  
Communication Skills ◽  
Emotional Communication ◽  
Leader Emergence ◽  
Social And Emotional

scholarly journals The Role of Parental Acceptance–Rejection in Emotional Instability During Adolescence

2019 ◽  
Vol 16 (7) ◽  
pp. 1194 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Rocío Yuste-Tosina ◽  
Víctor-María López-Ramos
Keyword(s):  
Big Five ◽  
Parental Influence ◽  
Emotional Adjustment ◽  
Parental Acceptance ◽  
Emotional Instability ◽  
Mothers And Fathers ◽  
Maternal Rejection ◽  
Middle Adolescence ◽  
The Relationship

The present study focuses on analyzing the relationship between the parental acceptance–rejection perceived by adolescents and emotional instability from the early stages of adolescence. Special attention will be paid to potential differences between mothers and fathers. A total of 1181 students, aged 11–17, took part in the study. We used the factor of emotional instability in the Big Five Questionnaire (BFQ-NA) and an affect scale (EA-H) to measure parental acceptance–rejection. The analyses performed show a clear association between emotional instability with maternal/paternal criticism and rejection. Specifically, maternal criticism and rejection in early adolescence and paternal criticism and rejection in middle adolescence were associated with emotional instability, confirming the association between children’s and adolescents’ emotional adjustment and family dynamics. This study makes interesting contributions to understanding paternal and maternal rejection during the different stages of adolescence. These differences should be incorporated into the research on parental influence and its role in the development of personality among adolescents.

scholarly journals El uso del vídeo en tests de comprensión oral por internet

2016 ◽  
Vol 5 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Cristina Pardo-Ballester
Keyword(s):  
Listening Comprehension ◽  
Multimedia Technology ◽  
Listening Tests ◽  
Midwestern University ◽  
Different Types ◽  
Support Device ◽  
Visual Aid ◽  
L2 Listening ◽  
The Relationship

<p class="AbstractText">With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.</p>

scholarly journals Role of Prosodic Reading in Listening Comprehension

2019 ◽  
Vol 7 (1) ◽  
pp. 59
Author(s):  
H. Kagan Keskin ◽  
Gökhan Arı ◽  
Muhammet Baştuğ
Keyword(s):  
Primary School ◽  
Listening Comprehension ◽  
City Center ◽  
Black Sea Region ◽  
Third Grade Students ◽  
Comprehension Skills ◽  
Reading Activities ◽  
The Relationship ◽  
Inferential Comprehension

This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group listening to the model non-prosodic reading, and (4) the group listening to the computer non-prosodic reading. Two stories were used in the measurement of listening comprehension, and comprehension skills were measured with open-ended questions. The data obtained were analyzed with the Kruskal Wallis and Conover–Iman tests. Logistic Regression Analysis (LRA) was performed to reinforce the results and increase distinctiveness. According to the results, inferential comprehension scores of the students who listened to the prosodically-vocalized texts differed from other groups significantly. Meanwhile, literal comprehension scores of all students in the listening groups did not differ. The LRA results indicated that the inferential comprehension scores were a significant predictor of the listening groups. Consequently, the relationship between prosody and inferential comprehension was found to be significant in this study. The results also showed that it is necessary to attach particular importance to prosody in listening activities and to use prosodic models suitable for students in reading activities in the early grades of the primary school.

Role of Emotional Intelligence as a Mediating Factor Between Uncertainty and Anxiety Hospital in Chronic Renal Patients

2016 ◽  
Vol 27 (2) ◽  
pp. 71-86 ◽  
Author(s):  
Nadia Barberis ◽  
Sebastiano Costa ◽  
Lara Gitto ◽  
Rosalba Larcan ◽  
Michele Buemi ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
Emotional Adjustment ◽  
Equation Modeling ◽  
Anxiety And Depression ◽  
Renal Diseases ◽  
Trait Emotional Intelligence ◽  
The Relationship

Renal diseases are distressing and it is, especially, the aspect of uncertainty that exerts an influence on patients’ emotional adjustment to illness. The present study investigates the relationship between uncertainty and trait emotional intelligence (EI), and the role of EI as mediator in the relationship between uncertainty, anxiety, and depression in nephropathy patients. Fifty patients were asked to complete a worksheet including the Hospital Anxiety and Depression Scale, Trait Emotional Intelligence Questionnaire—Short Form, and Mishel Uncertainty in Illness Scale. Structural equation modeling has been used to examine whether trait EI mediates the relationship between uncertainty, anxiety, and depression. Through structural equation modeling, it has been demonstrated that trait EI mediated the relationship between uncertainty, anxiety, and depression. These findings suggest to develop coaching programs aimed at strengthening nephropathy patients’ emotional responses to uncertainty; in this way, it could be possible to observe an improvement in patients’ quality of life.

Mothers’ Reflections on Raising a Child with a Craniofacial Anomaly

2006 ◽  
Vol 43 (5) ◽  
pp. 590-597 ◽  
Author(s):  
Tovah Klein ◽  
Alice W. Pope ◽  
Eskedar Getahun ◽  
Jill Thompson
Keyword(s):  
Special Needs ◽  
Emotional Adjustment ◽  
Qualitative Evaluation ◽  
Young Adolescent ◽  
Craniofacial Anomalies ◽  
Parenting Strategies ◽  
Maternal Behaviors ◽  
Social And Emotional ◽  
Craniofacial Anomaly

Objective: To conduct a qualitative evaluation of parenting among families with school-aged and young adolescent children with craniofacial anomalies (CFAs). Methods: Interview responses were obtained from nine mothers of children ages 9 to 14 years old with CFAs. Mothers were asked to describe their perceptions of their children, their children's special needs because of CFAs, and their parenting strategies. Narratives were coded into categories, including maternal concerns and worries, children's strengths, proactive maternal behaviors, and role of CFAs in the families’ lives. Results and Conclusions: Mothers’ responses indicated concern and protectiveness because of the challenges of having a CFA, as well as parenting strategies intended to promote autonomy and positive social and emotional adjustment.

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