This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID‐19, and within‐class latent change and stability in students’ ...socio‐emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well‐being change profiles in both samples showing structural similarity: normative (53% sample 1; 69% sample 2), moderate‐decreasing (4%; 5%), high‐decreasing (17%; 10%), low‐increasing (6%;7%) and moderate‐increasing (20%; 10%) groups. The groups with increasing study well‐being showed simultaneous increase in intrapersonal socio‐emotional competencies but showed less changes in interpersonal outcomes.
Deficits in social-emotional reciprocity, one of the diagnostic criteria of Autism Spectrum Disorder (ASD), greatly hinders children with ASD from responding appropriately and adapting themselves in ...various social situations. Although evidences have shown that virtual reality environment is a promising tool for emotional and social adaptation skills training on ASD population, there is a lack of large-scale trials with intensive evaluations to support such findings. This paper presents a virtual reality enabled program for enhancing emotional and social adaptation skills for children with ASD. Six unique learning scenarios, of which one focuses on emotion control and relaxation strategies, four that simulate various social situations, and one that facilitates consolidation and generalization, are designed and developed with corresponding psychoeducation procedures and protocols. The learning scenarios are presented to the children via a 4-side immersive virtual reality environment (a.k.a., half-CAVE) with non-intrusive motion tracking. A total number of 94 children between the ages of 6–12 with clinical diagnosis of ASD participated in the 28-session program that lasted for 14 weeks. By comparing pre- and post-assessments, results reported in this paper show significant improvements in the project's primary measures on children's emotion expression and regulation and social-emotional reciprocity but not on other secondary measures.
•A VR-enabled psychoeducation approach for school-aged children with autism.•Six virtual reality learning scenarios simulating social occasions and incidents.•Two-group pre-post randomized experiment design was employ for 94 participants.•Results show improvements in emotion recognition and social-emotional reciprocity.
This study aimed to validate the Emotional Skills and Competence Questionnaire (ESCQ-42, Takšić et al., 2009) in Croatian and Portuguese samples using exploratory graph analysis (EGA). The ESCQ, ...rooted in the Mayer and Salovey emotional intelligence model (Mayer & Salovey, 1997), was administered to 627 Portuguese students (Mage = 15.5; SD = 0.76) and 562 Croatian students (Mage = 16.3; SD = 1.07). This questionnaire, featuring three subscales for perceiving, expressing, and managing emotions, has shown strong psychometric reliability across various studies and countries. Despite its widespread use and validation, item-level inconsistencies in cross-cultural research motivated the use of EGA.
The EGA revealed that the Croatian sample exhibited a five-dimensional structure, while the Portuguese sample presented a four-dimensional structure, thus challenging the conventional three-factor model. Additional analyses of item stability, replicability, and network loadings provided deeper insights into item placements and contributions. Model fit comparisons between EGA-identified structures and the theoretical three-factor model were conducted using confirmatory factor analysis (CFA). Furthermore, EGA confirmed the three-factor structure on an abbreviated scale, achieving both configural and partial metric invariance across cultures. These findings underscore the necessity for ongoing refinement of the ESCQ-42 to enhance its cross-cultural applicability and reliability.
Strawberry generation, internet addiction disorder, consumerism, identity diffusion, and promiscuity are phenomena that affect adolescents today. One of the triggers of these things is the maturity ...of the amygdala first as the center of emotion control compared to the prefrontal cortex as the logical mind controller. Efforts are needed so that adolescents are not trapped in acts of delinquency or juvenile crime. Adult guidance in training social-emotional skills can be one of the efforts. Social-emotional skills are a process to hone the competence to recognize self-identity, recognize and manage emotions, be responsible in making decisions, be assertive, and apply effectively to various social demands. The curriculum design in this study was developed by adapting backward design with the stages of setting goals in the form of competencies expected to be attached to students, then determining activities or evidence to test the achievement of goals, and lastly, designing learning experiences. This research uses literature studies to find the theoretical basis of the phenomena that occur and design solutions to these phenomena. Social-emotional skills have a high level of urgency to be implemented because they can prevent delinquency and crime in adolescents and improve student academic achievement. Abstrak Generasi strawberry, gangguan kecanduan internet, konsumerisme, difusi identitas, dan pergaulan bebas adalah fenomena yang terjadi di remaja saat ini. Salah satu pemicu dari hal-hal tersebut adalah matangnya amigdala terlebih dahulu sebagai pusat pengendali emosi dibandingkan korteks prefrontal sebagai pengendali pikiran logis. Diperlukan upaya agar remaja tidak terjebak dalam tindakan kenakalan atau kejahatan remaja. Bimbingan orang dewasa dalam melatih keterampilan sosial-emosional dapat menjadi salah satu upaya. Keterampilan sosial-emosional merupakan suatu proses untuk mengasah kompetensi mengenali identitas diri, mengenali dan mengelola emosi, bertanggung jawab dalam mengambil keputusan, bersikap asertif, dan berlaku efektif terhadap berbagai tuntutan sosial. Desain kurikulum dalam penelitian ini dikembangkan dengan mengadaptasi backward design dengan tahapan menetapkan tujuan berupa kompetensi yang diharapkan melekat pada diri siswa, kemudian menentukan kegiatan atau bukti untuk menguji ketercapaian tujuan, dan yang terakhir adalah mendesain pengalaman belajar. Penelitian ini menggunakan studi literatur untuk mencari landasan teori dari fenomena yang terjadi dan merancang solusi untuk fenomena tersebut. Keterampilan sosial emosional memiliki tingkat urgensi yang tinggi untuk diimplementasikan karena tidak hanya dapat mencegah kenakalan dan kriminalitas pada remaja, tetapi juga dapat meningkatkan prestasi akademik siswa. Kata Kunci: Desain backward; desain kurikulum; keterampilan sosial emosional
Some meta-analyses have demonstrated the association between emotional intelligence (EI) and different health indicators. With the increase of suicide cases in the world, more and more professionals ...have been interested in the link between both variables.
To study all the available evidence on the association between EI and suicidal behavior.
We systematically reviewed all available literature (in English or Spanish) on the relationship between both variables through the main databases.
Twenty-five articles were included. EI and suicidal behavior correlated inversely in almost all the articles that the Emotional Quotient Inventory (EQ-i), The Emotional Intelligence Test (EIT), The Spanish Wong and Law Emotional Intelligence Scale (WLEIS), and The Schutte Emotional Intelligence Scale (EIS/SSEIT), Barchard's Emotional Intelligence Scale, were used, that is, the higher suicidal behavior level the lower the EI score. The same results were found in two out of four investigations that used the Trait Meta-Mood Scale (TMMS-24) between clarity (emotional understanding) and emotional repair (emotional regulation) and suicidal behavior. Two out of three studies that used the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) found that only the Strategic component of EI (emotional understanding and regulation) was a protective factor.
The results appear to indicate that a high level of EI plays an important role in protecting against suicidal behavior, and should thus be integrated into suicide prevention programs.
Background
Socio‐emotional skills are critical to life outcomes such as achievement, well‐being and job success. However, existing research has mostly focused on the consequences of socio‐emotional ...skills, with less attention devoted to the role of school climate in the deployment of these skills.
Aims
This study investigated the role of school climate in socio‐emotional skills. More specifically, we investigated whether cooperative or competitive school climates are associated with students' socio‐emotional skills.
Sample
Our study utilized data from the OECD Survey on Social and Emotional Skills, collected from 10 cities across nine countries. Participants were 60,985 students, including 31,187 10‐year‐olds (49.70% females) and 29,798 15‐year‐olds (51.6% females).
Methods
We conducted multilevel structural equation modelling to test whether cooperative and competitive climates were associated with socio‐emotional skills. These skills include five broad domain skills and 15 more specific skills: task performance (self‐control, responsibility and persistence), emotion regulation (stress resistance, emotional control and optimism), collaboration (empathy, trust and cooperation), open‐mindedness (tolerance, curiosity and creativity) and engaging with others (sociability, assertiveness and energy).
Results
Our findings indicated a positive relationship between a cooperative climate and socio‐emotional skills. In contrast, the relationship between a competitive climate and socio‐emotional skills was primarily negative.
Conclusion
This study highlights the contrasting roles of cooperative and competitive climates in students' socio‐emotional skills.
A challenge in the field of social and emotional learning is the lack of consensus regarding a framework to delineate key social and emotional skills (SE skills). Taking a conceptual approach, some ...have argued that the Big Five model from personality psychology offers a comprehensive framework to organize SE skills; however, little research has been done to empirically support this. In two studies—one using a factor analytic, data-driven approach, and one using an expert consensus approach—we provide multimethod evidence suggesting that there is a significant degree of overlap between SE skills and the Big Five, and we conclude that the Big Five can be used to organize SE skills.
This paper proposes the design and application of an immersive virtual reality system to improve and train the emotional skills of students with autism spectrum disorders. It has been designed for ...primary school students between the ages of 7–12 and all participants have a confirmed diagnosis of autism spectrum disorder. The immersive environment allows the student to train and develop different social situations in a structured, visual and continuous manner. The use of a computer vision system to automatically determine the child's emotional state is proposed. This system has been created with two goals in mind, the first to update the social situations, with the student's emotional mood taken into account, and the second to confirm, automatically, if the child's behavior is appropriate in the represented social situation. The results described in this paper show a significant improvement in the children's emotional competences, in comparison with the results obtained until now using earlier virtual reality systems.
•Virtual reality to improve the emotional skills of ASD students.•Immersive virtual reality system to create social situations where the students can practice their emotional responses.•Design and implementation of protocols to evaluate the students' emotional response.•Identify, develop and train appropriate emotional behaviors of ASD students.•Immersive virtual reality system to create social situations to improve their emotional skills.
Teachers are often called upon to identify students at behavioral and emotional risk by completing a variety of assessment tools. However, many teachers may lack the requisite skills to reliably ...identify students at risk or use data derived from assessment tools to inform intervention. A series of trainings was developed to improve decision making on the Intervention Selection Profile-Social Skills, with a focus on improving accuracy and use of data. Specifically, a two-study randomized controlled design was employed to evaluate the efficacy of a basic informational training and a training with a practice component with regards to a control condition on the collection and use of social-emotional assessment data on the ISP-SS. Results suggest limited influence of training on the accuracy of data collection, yet significant influence on improving how data are used to inform intervention. Implications for practice and research, as well as limitations, are discussed.
•Adolescents are significant informants on teaching social-emotional skills.•Low-achieving adolescent students perceived daily school life interactions as manageable.•Strategies for managing school ...life interactions reflect skills often targeted in SEL programs.•Severe interaction problems challenged students’ problem-solving strategies.•Implementing SEL program requires noticing students’ perceptions of their interactions.
Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education.
We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts.
Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.
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