scholarly journals Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students

2021 ◽  
Vol 11 (3) ◽  
pp. 686-697
Author(s):  
Juan Manuel Rodríguez-Álvarez ◽  
Santiago Yubero ◽  
Raúl Navarro ◽  
Elisa Larrañaga
Keyword(s):  
Primary School ◽  
Life Forms ◽  
High Rate ◽  
Bullying Victimization ◽  
Traditional Bullying ◽  
Primary School Students ◽  
School Students ◽  
Emotional Competencies ◽  
Online Bullying ◽  
La Mancha

Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context.

The reality of educational transformations for primary school students under the Corona pandemic from the point of view of school principals in the Northern Jordan Valley: واقع التحولات التربوية لطلبة المرحلة الأساسية في ظل جائحة كورونا من وجهة نظر مدراء المدارس في لواء الأغوار الشمالية

2021 ◽  
Vol 5 (41) ◽  
pp. 71-58
Author(s):  
Mohammad Mahmoud Hilal Alsmairat Mohammad Mahmoud Hilal Alsmairat
Keyword(s):  
Primary School ◽  
School Principals ◽  
Educational Process ◽  
Point Of View ◽  
High Rate ◽  
Primary School Students ◽  
Spatial Presence ◽  
Jordan Valley ◽  
School Students ◽  
Northern Jordan

  The study aimed to identify the reality of educational transformations for primary school students in light of the Corona pandemic from the point of view of school principals in the Northern Jordan Valley. A number of (35) principals in the Northern Jordan Valley were chosen intentionally, and the study reached the following results: the results of the interviews of the respondents showed that the educational relations were limited and transformed from the school system with its elements to the home system with its elements, and to the transfer of the process of receiving the educational authority From administrators and teachers in the school to parents and older brothers at home, and because of the shift in the spatial presence and the abolition of the role of the director and the teacher as an educational process and its transfer to the educational platforms that came during the Corona pandemic, the educational burden and follow-up became entrusted to a very high rate estimated at (80%). As the student’s dependence on himself and his parents, and in light of the results of the study, the researcher made several recommendations for the need to conduct more studies and research Related to the educational reality and its transformations in light of the Corona pandemic at other age and educational stages, and the need to think of solutions to students’ problems resulting from their confinement to educational platforms and their lack of mixing with their peers.

scholarly journals Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being

2021 ◽  
Vol 13 (15) ◽  
pp. 8591
Author(s):  
Èlia López-Cassà ◽  
Felicidad Barreiro Fernández ◽  
Salvador Oriola Requena ◽  
Josep Gustems Carnicer
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Education ◽  
Well Being ◽  
Primary School Students ◽  
School Students ◽  
Emotional Competencies ◽  
Grade Point ◽  
Ex Post ◽  
Emotional Education

Numerous contributions corroborate the need to include emotional education and the development of emotional competencies at school to improve students’ school learning and well-being. The present study aims to learn more about the development of emotional competencies in primary school students, taking into account gender differences across different cycles and analyzing the potential link with students’ overall academic performance. Participants were 2389 primary school students (51.2% boys and 48.8% girls), aged from 6 to 12, from 21 public and semi-private schools in Spain. The study is a non-experimental quantitative study, using an ex-post-facto descriptive method. The Emotional Development Questionnaire (CDE 9-13), the Emotional Competencies Observation Scale, and the overall grade point average were applied to the sample. The results show significant differences in favor of girls in the development of most emotional competencies in all three educational cycles. Differences were also observed in academic performance by gender in the primary school cycle, with girls achieving higher grades. At the same time, positive correlations were found between academic performance and emotional competencies. The results confirm the importance of including emotional education in primary education.

scholarly journals Creativity and Emotions: A Descriptive Study of the Relationships between Creative Attitudes and Emotional Competencies of Primary School Students

2020 ◽  
Vol 12 (11) ◽  
pp. 4773
Author(s):  
Carmen M. Hernández-Jorge ◽  
Antonio F. Rodríguez-Hernández ◽  
Olena Kostiv ◽  
Pilar B. Gil-Frías ◽  
Raquel Domínguez Medina ◽  
...  
Keyword(s):  
Primary School ◽  
Emotional Awareness ◽  
Primary School Students ◽  
School Students ◽  
Emotional Competencies ◽  
Bivariate Correlation ◽  
Validated Questionnaire ◽  
Close Relationship ◽  
The One ◽  
Teachers Perspectives

This article presents the results of an exploratory study on the relationships between the emotional competencies and attitudes towards creativity in a sample of primary school students. This study is part of a wider project on the implementation of the curricular area “Emotional Education and Creativity,” a far-reaching innovation in the educational system of the Canary Islands, Spain. A validated questionnaire for the evaluation of emotional and creative variables from the teachers’ perspectives was used. The questionnaire was given to 230 primary school teachers, who used it to assess the emotional and creative competencies of 2540 schoolchildren. A bivariate correlation was carried out to establish the relationship between these competencies, and a multiple regression analysis was used to understand the influence of emotional skills on creativity. The results obtained confirmed the close relationship between the emotional dimension and the creative construct. Specifically, it was observed that emotional awareness was the competence with the closest relationship, together with the responsibility for one’s own emotions, and the one that had the greatest weight in explaining creative competences. This result emphasizes that emotional and creative competencies complement each other and highlights the importance of working on these competencies together. We are committed to continuing with this line of research that supports an emotional conception of creativity.

scholarly journals Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality

2021 ◽  
Vol 18 (16) ◽  
pp. 8703
Author(s):  
Min Fang ◽  
Li Zhang ◽  
Dachen Pan ◽  
Jiashu Xie
Keyword(s):  
Primary School ◽  
Emotional Health ◽  
School Belonging ◽  
Bullying Victimization ◽  
Psychological Skills ◽  
Primary School Students ◽  
Social Emotional ◽  
School Students ◽  
Counseling Intervention ◽  
Quasi Experimental

This investigation evaluated the Growth Psychoeducation Intervention (GPI) designed to increase primary school students’ covitality, a construct describing the beneficial combinatorial effects of positive psychological skills and mindsets. Students with higher covitality levels have stronger relationships with their teachers and classmates, and behave in more positive ways. This GPI intervention study employed a pretest-posttest-follow quasi-experimental design to evaluate a culturally adapted group counseling intervention designed to foster Chinese senior primary school students’ (n = 189, ages 9–12 years) covitality levels. The hypothesis was that covitality increases would positively correlate with school belonging and life satisfaction and less frequent bullying victimization. The Social Emotional Health Survey-Primary (SEHS-P) assessed the effectiveness of the GPI eight-week program to promote mental health and decrease bullying. GPI demonstrated effectiveness by improving students’ covitality and school belonging and reducing bullying victimization.

scholarly journals Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools

2021 ◽  
Vol 12 ◽  
Author(s):  
María B. Santamaría-Villar ◽  
Raquel Gilar-Corbi ◽  
Teresa Pozo-Rico ◽  
Juan L. Castejón
Keyword(s):  
Conflict Resolution ◽  
Social Skills ◽  
Primary School ◽  
Repeated Measures ◽  
Third Grade ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Emotional Competencies ◽  
Emotional Skills

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

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