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 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.

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.

Associations Between Preschoolers' Social-Emotional Competence and Preliteracy Skills

2015 ◽  
Vol 24 (5) ◽  
pp. 549-570 ◽  
Author(s):  
Timothy W. Curby ◽  
Chavaughn A. Brown ◽  
Hideko Hamada Bassett ◽  
Susanne A. Denham
Keyword(s):  
Emotional Competence ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Preliteracy Skills

Relationship with the community and social–emotional competence of youth in Sarawak, Malaysia

2020 ◽  
pp. 117-120
Author(s):  
Keezrawati Mujan Yusuf ◽  
Abd Razak Zakaria ◽  
Abdul Muhsien Sulaiman ◽  
Fonny Hutagalung
Keyword(s):  
Emotional Competence ◽  
Social Emotional ◽  
Social Emotional Competence
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