Gender differences in positive social–emotional functioning

Emotional competence is essential for personal and social development. This study evaluated the impact of a programme aimed at enhancing emotional competencies among primary education pupils and teachers in Spain. The programme comprised 25 activities per academic year, targeting emotional awareness, regulation, autonomy, social competence, and life and well-being competences. It also incorporated the educational video game Happy 8–12 aimed at pupils from Years 3 to 6. A total of 1442 pupils and 134 teachers participated, divided into experimental and control groups across three primary education cycles. A sequential explanatory mixed-methods design was employed, combining pre-test/post-test quantitative analysis with qualitative data from an ad hoc questionnaire. Instruments included the Emotional Competencies Observation Scale, Emotional Development Questionnaires, and a teacher evaluation questionnaire. Results indicated significant improvements in pupils' emotional competencies across all cycles, with gains in emotional awareness, social competence, and life and well-being competences. First-cycle pupils (ages 6–8) showed gains in emotional autonomy, while second-cycle pupils (ages 8–10) also improved in emotional regulation. Third-cycle pupils (ages 10–12) demonstrated overall emotional growth. Teachers in the first cycle improved in emotional awareness and life and well-being competences; however, no significant changes were observed among teachers in later cycles, highlighting the need for differentiated training. Qualitative findings revealed perceived benefits including improved teacher–pupil relationships and conflict resolution, although time constraints and challenges in curricular integration were noted. These findings support the implementation of structured emotional education programmes to foster well-being and socio-emotional development. • Intervention boosts emotional competences in Primary Education students. • Early exposure improves students' emotional awareness and autonomy. • First cycle teachers improved in emotional awareness and life and well-being skills. • Programme enhances classroom climate and conflict resolution.

The longitudinal associations between maternal parenting behavior and toddler risk with children's emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions, although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children's emotional and social competence. In some instances, maternal control has differential implications for children's emotional and social competence dependent upon the child's level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children's emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence.

Leadership played a pivotal role in shaping organizational direction and strategy execution, especially in the face of challenges posed by dynamic environments and a diverse workforce. The study explored the influence of leadership competencies on the implementation of operational strategies within the Geothermal Development Company (GDC) in Kenya. Drawing upon various theoretical frameworks including Path-Goal Theory, Great Man Theory, Leadership-Member Exchange (LMX) Theory, and Trait Theory, the research delved into the cognitive, emotional, social, and functional competencies of leaders and their impact on strategy realization. The study, employing a descriptive research design, collected data from 78 management staff members of GDC through structured questionnaires. Findings revealed significant positive correlations between leadership competencies and the implementation of operational strategies. Specifically, cognitive competencies, encompassing problem-solving and analytical skills, were found to strongly influence strategy implementation. Emotional competencies, such as self-awareness and relationship management, also played a significant role in fostering a conducive environment for strategy execution. Social competencies, including interpersonal skills and teamwork, positively impacted the coordination and cooperation necessary for successful strategy implementation. Additionally, functional competencies, comprising communication and decision-making abilities, were identified as crucial elements in aligning resources and guiding organizational efforts towards strategic objectives. The regression analysis further validated the significance of leadership competencies in predicting the implementation of operational strategies. Cognitive, emotional, social, and functional competencies collectively explained 61.8% of the variance in strategy implementation within GDC. The study underscored the importance of developing multifaceted leadership competencies tailored to the unique contexts of organizations, especially in the public sector where challenges such as limited resources and diverse roles prevailed. These findings contributed to the existing body of knowledge on leadership and strategy implementation, particularly in the context of public entities like GDC. Practical implications suggested that organizations should invest in leadership development programs that focus on enhancing cognitive, emotional, social, and functional competencies among their leaders to drive successful strategy execution. By understanding and leveraging these competencies, organizations could navigate complexities, overcome barriers, and achieve their strategic objectives effectively.

Introduction. Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys & Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this research was to assess the social emotional health and resilience of secondary school teachers in post-pandemic times. 400 respondents from Lithuania participated in the research. The results are based on data from the ‘Social and emotional health survey for teachers’ (SEHS-T) (Furlong.& Gajdasova, 2019) and the ‘Resilience scale’ (RS14) (Wagnild & Young, 1993; Wagnild, 2016). Results. Teachers reported a sufficiently high level of overall indicator of Social and Emotional Health (SEHS-T) as well as its domains: Belief-in-Self, Emotional Competence, Engaged Living. The level of teacher Resilience reached a moderate level. Significantly high positive correlations were established between teacher resilience and the overall social emotional index (rs = .585, p = .000), as well as between the resilience and social emotional domains: Engaged Living (rs = .560*, p = .000), Emotional Competence (rs = .448*, p = .000) and Belief-in-Self (rs = .515**, p = .000). The research did not find statistically significant differences by age, sex, or work experience. Conclusions. The teachers demonstrated a rather high level of social emotional health, a moderate level of resilience, and weak Belief-in-Others. It is recommended that teachers’ resilience is strengthened through interventional activities such as stress coping strategies, emotional awareness, and peer support skills training during the Covid-19 pandemic times.

The research focuses on the importance of transversal education in higher education, with a particular emphasis on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing students in Chile, aligning with current educational policies and accreditation standards. The objective was to analyze levels of emotional competencies and emotional intelligence, as well as their correlations. A quantitative approach was adopted using instruments such as the Adult Emotional Competencies Inventory (ICEA) and the TMMS-24 Emotional Intelligence Scale, applied to a sample of n=969 students. The results revealed significant strengths in areas such as emotional autonomy and social competencies, alongside areas for improvement in emotional awareness and emotional regulation, highlighting significant correlations between emotional competencies and key components of emotional intelligence. The strong relationship between emotional competence (CE) and clarity (CLAR) indicates that higher emotional understanding is linked to better management of emotional states. Additionally, positive correlations between emotional competence, attention (ATE), and repair (REP) suggest that individuals with higher emotional competence also exhibit better emotional regulation and repair abilities. These findings underscore the importance of integrating emotional competencies into university curricula, as their development can positively impact overall emotional intelligence. The study highlights the value of educational practices focused on emotional skills, promoting a transversal, gradual, sequential, and evaluated formative trajectory within educational programs, with specific strategies designed to enhance emotional awareness and regulation

Summary Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. Classrooms with warm teacher-child relationships support deep learning and positive social and emotional development among students, writes Kimberly Schonert-Reichl. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer. If we don't accurately understand teachers' own social-emotional wellbeing and how teachers influence students' SEL, says Schonert-Reichl, we can never fully know how to promote SEL in the classroom. How can we boost teachers' social-emotional competence, and how can we help them create the kind of classroom environment that promotes students' SEL? Teachers are certainly at risk for poor social-emotional wellbeing. Research shows that teaching is one of the most stressful occupations; moreover, stress in the classroom is contagious--simply put, stressed-out teachers tend to have stressed-out students. In the past few years, several interventions have specifically sought to improve teachers' social-emotional competence and stress management in school, and Schonert-Reichly reviews the results, many of which are promising. She also shows how teachers' beliefs--about their own teaching efficacy, or about whether they receive adequate support, for example--influence the fidelity with which they implement SEL programs in the classroom. When fidelity is low, SEL programs are less successful. Finally, she examines the extent to which US teacher education programs prepare teacher candidates to promote their own and their students' social-emotional competence, and she argues that we can and should do much more. As the articles in this issue attest, research in the field of social and emotional learning (SEL) has grown dramatically in recent years. We've learned that we can promote students' social and emotional competence, and that doing so increases not only their SEL skills but also their academic achievement. (1) In other words, for our children and youth to achieve their full potential as productive adult citizens, parents, and volunteers in a pluralistic society, educators must focus explicitly on promoting social and emotional competence. Teachers are the engine that drives SEL programs and practices in schools and classrooms. Yet until recently, their role in promoting SEL and their own social and emotional competence and wellbeing have received scant attention. What do we know about teachers and SEL? Do they buy in to integrating SEL in their classrooms? What about their own social and emotional competence and wellbeing? How does teachers' social-emotional competence influence students' SEL, and how can we promote it? How do teachers' beliefs about SEL influence their implementation of SEL programs? And do prospective teachers receive any information about SEL and their own social and emotional competence in their teacher preparation programs? The importance of these questions should not be underestimated. If we don't accurately understand teachers' own wellbeing and how teachers influence students' SEL, we can never fully know whether and how to promote SEL in the classroom. Such knowledge could not only guide theory, it could also give us practical information about how teachers can steer students toward becoming socially skilled and well-rounded individuals, ready to responsibly navigate their personal and professional paths to adulthood. SEL and Teachers: A Framework Extensive research evidence now confirms that SEL skills can be taught and measured, that they promote positive development and reduce problem behaviors, and that they improve students' academic performance, citizenship, and health-related behaviors. (2) Moreover, these skills predict such important life outcomes as completing high school on time, obtaining a college degree, and securing stable employment. …

Background and Objectives: Without early intervention, emotional, social, and behavioral problems in young children can lead to academic problems, unhealthy relationships, school drop-out, and antisocial behavior (Conroy & Brown, 2004). Implementing evidence-based intervention programs for teachers and children at the preschool or early school-age level, especially in at-risk populations, is a promising method of interrupting this progression from early conduct problems to later delinquency and academic failure (Weist, Evans, & Lever, 2003). Few studies have examined whether specific risk factors attenuate the effectiveness of such programs. More specifically, the extent to which negative life events potentially influence the effectiveness of a teacher-training program is still poorly understood. Therefore, the goals of the current study were: 1) to examine changes in behavior problems and socio-emotional competency in preschool children participating in an evidence-based teacher training intervention as compared to children in a control group (per parent and teacher pre- and post- test reports); 2) to compare changes in the behavior (academically engaged, respectful, disruptive) of preschool children participating in an evidence-based teacher training intervention as compared to children in a control group over a course of 15 weeks (per independent observation ratings); and, 3) to investigate the potential moderating impact of the number of negative life events on the treatment outcome of preschool children who participate in an evidence-based teacher training intervention. Participants and Methods: Two teachers and 20 children ages 3-5 years participated in a quasi-experimentally designed evidence-based intervention for 15 weeks. Two teachers and 20 age-matched students served as the control group. Parents rated the number and severity of negative life events in their child's life prior to beginning the program. Behavioral and social-emotional problems in children were also examined pre- and post- treatment by parent and teacher ratings. Finally, independent observers rated children's behavior before and after the intervention. Data were analyzed to examine differences in child behavior problems and levels of social and emotional competency based on participating in the intervention, as well as moderating treatment outcomes as a function of negative life events. Results: Overall, findings from parent, teacher, and independent observation reports did not reveal significant differences between the treatment and control groups in pre- and post-test measures of behavior problems and/or social and emotional competence. In addition, negative life events experienced by children in their own life or by their parents did not significantly moderate the treatment outcome of children participating in the intervention. Implications of findings and limitations of the present study are further discussed. Conclusions and Future Directions: Results from this study suggest that the Incredible Years teacher-training intervention was not effective with this sample from a statistical standpoint; however, methodological concerns warrant caution regarding any conclusions. Future studies should incorporate a pre-screening process to specifically include children who are having more significant behavioral and social issues at baseline and can better demonstrate the effectiveness of participating in the intervention. In addition, enrolling larger sample sizes and seeking to lower attrition rates will allow for improved investigations of risk factors that may contribute to the mechanisms through which teacher-training interventions promote positive changes in children's behavior and social competency.

Emotional security and social competence are considered crucial psychological factors that affect the learning process, especially among vulnerable groups such as refugees and people with disabilities. This study aimed to identify the level of emotional security and social competence among Syrian refugees' children with learning disabilities. To achieve this objective, a descriptive-analytical approach was used to identify the level of emotional security, and social competence among (161) Syrian refugee children with learning disabilities enrolled in resource rooms in schools in the Zarqa Governorate, Jordan. The participants responded to emotional security and social competence scales. The results showed statistically significant differences in emotional security among Syrian refugees' children with learning disabilities attributed to their gender in favor of female children. At the same time, there was no difference in emotional security level based on parental status. The results also revealed statistically significant differences in social competence level based on the parental status for those who live with their parents. In general, the results showed a positive correlation between emotional security and social competence in children with learning disabilities from refugees. This study highlights the importance of conducting training programs to increase the level of emotional security, academic skills, and social behavior among refugee children with learning disabilities.

Emotional and social intelligence competencies are related to the understanding and management of the self and of interpersonal relationships. This chapter explores the definitions and classifications of these competencies, as well as how they can be developed in an effective and sustainable way. It analyzes the importance of emotional and social competencies by providing a classification of different behaviors correlated with effectiveness. The chapter presents the Intentional Change Theory by describing its neurological underpinning and examining in depth each of the phases of this process. It describes what emotional and social intelligence competencies are and why they are important in enhancing cognitive readiness and ultimately performance. Social intelligence competencies involve understanding others and managing relationships with other people. Extensive empirical evidence has demonstrated that the Intentional Change Process has been successfully applied to the development of emotional and social competencies in different contexts.

The ability of young children to manage their emotions and behaviors and to make meaningful friendships is an important prerequisite for school readiness and academic success. Socially competent children are also more academically successful and poor social skills are a strong predictor of academic failure. This article describes The Incredible Years Dinosaur Social Skills and ProblemSolving Child Training Program, which teaches skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and how to be successful at school. The program was first evaluated as a small group treatment program for young children who were diagnosed with oppositional defiant and conduct disorders. More recently the program has been adapted for use by preschool and elementary teachers as a prevention curriculum designed to increase the social, emotional, and academic competence, and decrease problem behaviors of all children in the classroom. The content, methods, and teaching processes of this classroom curriculum are discussed. Key words: behavior problems, emotional regulation, problem-solving, school readiness, social competence

During the Covid-19 outbreak, the courier service industry played a critical role. In the face of this pandemic, businesses require personnel who are capable of surviving.Objectives: The goal of this study is to look at the direct impact of intellectual, emotional, social, and adaptability on employee performance, as well as the indirect impact of intellectual, emotional, and social competence on employee performance via adaptability.Methodology: This study adopts a quantitative methodology, data collection through a questionnaire, and obtained responses respondents (n = 98) from 113 respondents who have work experience in their field. The measurement model and hypothesis testing were carried out using the SmartPLS software.Finding: The results revealed that social competence and job satisfaction had a favorable and significant influence on employee performance, but intellectual and emotional competence had no such effect.Conclusion: The effect of social competence on employee performance might be mitigated through adaptability. Social competence and adaptability are important factors in boosting employee effectiveness. Further research can improve the research model and produce a broader research object so that it can assess intellectual and emotional competency so it is significant to employee performance.

Recent research demands a multi-informant and multi-factorial assessment of preschool-age psychopathology. Based on a tripartite model, we tested the relationship between emotional and social competence and their contribution to externalizing and internalizing symptoms in a preschool-age community sample (N = 117, M = 4.67years, SD = 2.75months). We assessed teachers' (N = 109) and parents' (N = 77) perspective using the Strengths-and-Difficulties-Questionnaire and children's perspective using the Berkeley-Puppet-Interview and a standardized emotional-competence-test (MeKKi). We found externalizing symptoms being negatively related to prosocial behavior in teachers' and parents' reports and positively related to social initiative in teachers' reports. In teachers' reports only, a mediation effect of emotional competence via social competence on externalizing symptoms was shown. Children, but not caregivers, reported internalizing symptoms being positively related to prosocial behavior. These results highlight the importance of multiple informants and especially of children's self-perception in preschool-age psychopathology.

Teacher competencies in curriculum transaction is a major factor of student achievement. The affective outcomes of learning are regulated through teacher interventions and interactions in the classroom. The social and emotional development of the learner need to be ensured through teaching learning process. Teacher aspirants get various training practices in college based and school based practicals but their social skills and emotional skills are to be fostered for effective teaching. Present study is an analysis of teacher aspirants’ perception on the extent of social and emotional competencies possessed by them and to identify the challenges and concerns in practicing the social emotional skills. The study reveals that though the teacher candidates possess satisfactory level of understanding related to social and emotional competencies they fail in applying those skills in classroom contexts due to various personal and social barriers. The teacher education curriculum needs to be revamped with more tools and strategies that equip the prospective teachers to excel with social and emotional competencies. Keywords: social emotional competencies, teacher aspirants, teacher education DOI: 10.7176/JEP/14-14-06 Publication date: May 31 st 2023

<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Ac­ids and Bases. Social and emotional learning (SEL) is the process through which children and adults under­stand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved thirty-five 11th grade students in one of private school in Jakarta and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using inter­views, classroom observations, reflective journals, and student worksheets. The application of a SEL ap­proach was carried out by integrating it with a TPS strategy. In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others. The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and re­sponsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management com­petencies were identified by observing a student’s ability to manage friendships, how they overcame differ­ences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were chal­lenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportuni­ties for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>

In recent years, the literature has increasingly emphasized potential factors contributing to resilience, with a particular focus on components related to spirituality and their interconnectedness with mental health. However, research findings regarding the role of spirituality have proven to be complex. This cross-sectional study explored whether spiritual resilience moderates the connection between psychological resilience and mental health. The study sample, consisting of 280 adults (81.1% female, 18.9% male) aged 18-65 years (M= 25.19; SD= 7.87) living in Turkey, completed a questionnaire that included a socio-demographic form, the Spiritual Resilience Scale, the Connor-Davidson Psychological Resilience Scale (short-form), and the General Health Questionnaire (GHQ-12). The results of the t-test analysis indicated that individuals who placed a high level of importance on religious beliefs exhibited high scores in spiritual resilience (p< .05). The correlation analysis results indicated positive correlations in the expected direction between psychological resilience and spiritual resilience. In contrast, psychological and spiritual resilience negatively correlated with general health. The findings from the moderator analysis indicated that spiritual resilience has a moderating role in the relationship between psychological resilience and general health. Consequently, enhancing spiritual resilience is crucial in the interplay between psychological resilience and mental health.