Effective intervention strategies for school students: developing emotional and social competence of school students

Social competence of senior school students serves as their integrative characteristic and acts as the result of education. The formation of social competence in senior students is realized in the school educational environment by means of solving social problems of personal, public and life-futurological content. School educational environment incorporates definite zones which act as incentives to motivate and involve students into the activity of formulating and solving social problems.

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Conceptual foundations for the formation of social competence of high school students

10.33422/11th.hpsconf.2020.12.95 ◽

2020 ◽

Author(s):

Bushnaya Natallia

Keyword(s):

High School ◽

High School Students ◽

Social Competence ◽

School Students ◽

Conceptual Foundations

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Kompetensi Sosial Remaja Berdasarkan Status Pekerjaan dan Pola Pengasuhan Ibu

Jurnal Psikologi Teori dan Terapan ◽

10.26740/jptt.v11n1.p47-59 ◽

2020 ◽

Vol 11 (1) ◽

pp. 47

Author(s):

Sekar Tristi Apriza ◽

Edilburga Wulan Saptandari

Keyword(s):

High School Students ◽

Social Competence ◽

Parenting Styles ◽

Junior High School ◽

Study Data ◽

Work Status ◽

School Students ◽

Significant Difference ◽

Working Status ◽

The Difference

This study was aimed to determine the difference of adolescents’ social competence based on their mothers’ working and non-working status and parenting styles. The interaction between mothers’ work status and their parenting styles in determining adolescents’ social competence was also tested. A total number of 292 Junior High School students whose ages ranged from 11 to15 years old were involved in this study. Data were collected using online questionnaires of social Competence and parenting styles and were analyzed using two-way ANOVA. The results reveal no difference in social competence between adolescents whose mothers are working and those whose mothers are not working. However, a significant difference of the adolescents’ social competence was found when it is based on mothers’ parenting styles. The result also shows no interaction between mothers’ working status and their parenting styles.Keywords: Social competence, adolescents, work status, parenting style, mother Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja dan perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Selain itu, penelitian ini juga bertujuan untuk mengetahui interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial. Partisipan penelitian adalah 292 remaja siswa Sekolah Menengah Pertama (SMP) yang berusia antara 11-15 tahun. Instrumen yang digunakan untuk koleksi data adalah skala Kompetensi Sosial dan Skala Pola Asuh Ibu. Data penelitian dianalisis menggunakan Two Way ANOVA. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja. Namun, terdapat perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Hasil penelitian juga menunjukkan tidak terdapat interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial remaja.

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Supporting Academic Engagement in Boys and Girls

Canadian Journal of School Psychology ◽

10.1177/0829573517703239 ◽

2017 ◽

Vol 33 (3) ◽

pp. 179-192

Author(s):

Gabrielle Wilcox ◽

Jocelyn McQuay ◽

Anita Blackstaffe ◽

Rosemary Perry ◽

Penelope Hawe

Keyword(s):

Social Support ◽

High School Students ◽

Junior High School ◽

Grade Level ◽

Academic Engagement ◽

Intervention Strategies ◽

Targeted Prevention ◽

School Students ◽

Self Reports ◽

The Relationship

Understanding how social support and anxiety influence academic engagement in boys and girls is important to ensure that we effectively promote academic engagement. This study examined the relationship between gender, social support, anxiety, and academic engagement in elementary and junior high school students. Students in Grades 5 to 9 ( N = 1,904) completed self-reports measuring academic engagement, anxiety, and perceived social support from family, friends, and school staff. Results indicated that girls were more likely to perceive social support and to score higher on the anxiety scale than boys were. Grade level was a significant predictor of academic engagement for boys but not for girls, while anxiety classification was a significant predictor of academic engagement for girls but not for boys. This study highlights the importance of understanding the multiple factors that influence academic engagement to provide targeted prevention and intervention strategies and how these factors differ for boys and girls.

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Multi-Step Tail Biting Outbreak Intervention Protocols for Pigs Housed on Slatted Floors

Animals ◽

10.3390/ani9080582 ◽

2019 ◽

Vol 9 (8) ◽

pp. 582 ◽

Cited By ~ 7

Author(s):

Jen-Yun Chou ◽

Keelin O’Driscoll ◽

Rick B. D’Eath ◽

Dale A. Sandercock ◽

Irene Camerlink

Keyword(s):

Cost Effective ◽

Intervention Strategies ◽

Effective Intervention ◽

Know How ◽

Tail Biting

Solutions are needed to keep pigs under commercial conditions without tail biting outbreaks (TBOs). However, as TBOs are inevitable, even in well managed farms, it is crucial to know how to manage TBOs when they occur. We evaluated the effectiveness of multi-step intervention protocols to control TBOs. Across 96 pens (1248 undocked pigs) managed on fully-slatted floors, 40 TBOs were recorded (≥3 out of 12–14 pigs with fresh tail wounds). When an outbreak was identified, either the biters or the victims were removed, or enrichment (three ropes) was added. If the intervention failed, another intervention was randomly used until all three interventions had been deployed once. Fifty percent of TBOs were controlled after one intervention, 30% after 2–3 interventions, and 20% remained uncontrolled. A high proportion of biters/victims per pen reduced intervention success more so than the type of intervention. When only one intervention was used, adding ropes was the fastest method to overcome TBOs. Removed biters and victims were successfully reintroduced within 14 days back to their home pens. In conclusion, 80% of TBOs were successfully controlled within 18.4 ± 1.7 days on average using one or multiple cost-effective intervention strategies.

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Impact of Theory of Accident Causation on Intervention Strategies

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/107118137902300158 ◽

1979 ◽

Vol 23 (1) ◽

pp. 225-229 ◽

Cited By ~ 2

Author(s):

Jasper E. Shealy

Keyword(s):

Data Base ◽

Intervention Strategies ◽

The Other ◽

Effective Intervention ◽

Accident Causation ◽

Accident Data ◽

The Way

Paper shows how the belief that one has about how accidents happen (Theory of Accident Causation) affects the design of the Accident Report Form, the type of information gathered, the nature of your accident data base, the analysis of the data and, finally, the way in which you intervene in the situation. Two different approaches are examined, one which is typical of most existing systems, the other represents a much improved system that points the way to more effective intervention strategies.

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Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17165885 ◽

2020 ◽

Vol 17 (16) ◽

pp. 5885 ◽

Cited By ~ 1

Author(s):

Juha Kokkonen ◽

Arto Gråstén ◽

John Quay ◽

Marja Kokkonen

Keyword(s):

Physical Activity ◽

Physical Education ◽

Social Competence ◽

Structural Equation ◽

Extrinsic Motivation ◽

Motivational Climate ◽

Theory Approach ◽

School Students ◽

Cross Sectional ◽

Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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