This review targets emotional intelligence (EI) in sport and physical activity. We systematically review the available literature and offer a sound theoretical integration of differing EI ...perspectives (the tripartite model of EI) before considering applied practice in the form of EI training. Our review identified 36 studies assessing EI in an athletic or physical activity context. EI has most often been conceptualized as a trait. In the context of sport performance, we found that EI relates to emotions, physiological stress responses, successful psychological skill usage, and more successful athletic performance. In the context of physical activity, we found that trait EI relates to physical activity levels and positive attitudes toward physical activity. There was a shortage of research into the EI of coaches, officials, and spectators, non‐adult samples, and longitudinal and experimental methods. The tripartite model proposes that EI operates on three levels – knowledge, ability, and trait – and predicts an interplay between the different levels of EI. We present this framework as a promising alternative to trait and ability EI conceptualizations that can guide applied research and professional practice. Further research into EI training, measurement validation and cultural diversity is recommended.
This paper examines the magnitude and source of gender gaps in cognitive and social‐emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher ...in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social‐emotional skills). We use Oaxaca–Blinder decomposition to investigate the extent to which gender differences in early schooling and parenting practices explain these gender gaps in skills. For cognitive skills, differences in early schooling between boys and girls explain between 9% and 11% of the gender gap whereas differences in parenting practices explain merely 3%–5% of the gender gap. This decomposition result is driven largely by children living in villages with high‐quality preschools. In contrast, for social‐emotional skills, differences in parenting styles toward boys and girls explain between 13% and 17% of the gender gap, while differences in early schooling explain only 0%–6% of the gender gap.
A selection of results from Table 4 are shown. Line shows magnitude of gender gap. Point estimates are reported using black data labels. Each section of the bar shows the share of the gender gap explained. Shares are reported using white data labels. Hollow sections are statistically insignificant. A small statistically insignificant negative estimate for the share of the gap explained by months of preprimary school in the case of emotional maturity is not visible. Unpacking gender gaps in cognitive and socio‐emotional skills, this paper finds that differences in parenting styles and in early schooling play a key role in explaining gaps in achievement between boys and girls. However, relative to each other, parenting styles seem to explain more of the gap in socio‐emotional skills while schooling seems to explain more of the gap in cognitive skills.
The aim of this study was to investigate the effect of literature program on development emotional and motor skills of students aged 10-12 in the sport of volleyball. Students from 5th and 6th grade ...(Ν=257, 123 boys and 134 girls), participated in the research. The students were randomly divided into two groups. The first group (n=173) followed a 4 months literature program using the literary book "The Knight in Rusty Armor" and the second group (n=84) followed the typical Physical Education program. The teaching of emotional skills was combined with a program of learning the Volleyball cognitive backhand skill. Social-emotional intelligence was assessed with the questionnaire "Emotional Quotient-Inventory: Youth Version (EQ-I:YV)" by Bar-On and Parker, while the cognitive assessment of backhand service was carried out with criteria sheet 4 (p. 65) of the Physical Education book of the 5th-6th grade teacher. The non-parametric Friedman test – K related samples and the non-parametric Wilcoxon signed-rank test were used to evaluate the effect of the literature intervention. The results showed that the intervention program was effective with the students of the experimental group showing a significant improvement in terms of emotional skills: intrapersonal (P=0.290, Df(1), χ2: 1.119), empathy (P=0.128, Df(1), χ2: 2.312), social responsibility (P=0.610, Df(1), χ2: 0.261), adaptability (P=0.006, Df(1), χ2: 7.615), stress control (P=0.000, Df(1), χ2: 53.161) and general mood (P=0.790, Df(1), χ2:0.071). There was also an improvement in the cognitive of the back-hand service technique skill, (P=0.000, Df(2), χ2: 61.843). In contrast, students in the control group did not show any improvement in emotional skills and performance of cognitive backhand service skill. Therefore, the findings support the positive contribution of literature to the improvement of emotional and motor skills through the practice of the intervention program.
In recent years, concerns have been raised about the impact of parents’ use of digital tools in the presence of young children. This type of situation, known as “technoference”, has recently ...attracted the attention of researchers. This review aims to bring together existing literature on the links between parental technoference, the quality of parenting and the socio-emotional development of young children. The literature search carried out in four databases highlighted that parental technoference in everyday life could affect the parent-child relationship. The results suggest that parents are less attentive, less sensitive and more severe towards their children when using a digital tool. In addition, negative effects on children’s affect, emotional regulation and behavior during parental use of a device were also reported. Further longitudinal research is needed to better understand the effect of technoference on the quality of parenting and on children’s socio-emotional development.
Au cours des dernières années, certaines préoccupations ont été soulevées concernant l’impact de l’utilisation par les parents des outils numériques en présence de jeunes enfants. Ce type de situation, nommé « technoférence » a récemment attiré l’attention des chercheurs. Cette revue vise à rassembler la littérature existante sur les liens entre la technoférence parentale, la qualité de la parentalité et le développement socioémotionnel du jeune enfant. La recherche documentaire effectuée dans quatre bases de données a mis en évidence que la technoférence parentale dans la vie quotidienne pourrait affecter la relation parent-enfant. Les résultats suggèrent que les parents sont moins attentifs, sensibles et font davantage preuve de sévérité envers leurs enfants lorsqu’ils utilisent un outil numérique. En outre, des effets négatifs sur les affects, la régulation émotionnelle et le comportement des enfants pendant l’utilisation parentale d’un appareil ont aussi été rapportés. De futures recherches longitudinales sont nécessaires pour mieux comprendre l’effet de la technoférence sur la qualité de la parentalité et sur le développement socioémotionnel de l’enfant.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, VSZLJ
From a transdiagnostic perspective, the present study assessed tire dark triad in the general population and examined its relationship with temperament, personality disorders, and emotional and ...metacognitive abilities. A sample composed of 140 Spanish participants (77.9% female) was studied, who completed an online form composed of six self-reports: SD3, NEO-PI-R, ZKA-PQ/SF, IPDE, MAI and TMMS-24. Through differential analysis, the results found indicated significant intersex differences in personality factors; significant correlations appeared between machiavellianism and psychopathy and temperament and disorders, but not with the cognitive and emotional variables; linear regressions isolated the important role of sex, agreeableness, and aggression-hostility traits in predicting dark triad factors. Since these results are consistent with similar studies, the appropriateness of continuing tire more detailed study in a population vulnerable to the development of mental disorders is suggested. Keywords: Personality; dark triad; personality disorders; metacognition; emotional skills. SD3, NEO-PI-R, ZKA-PQ/SF, IPDE, MAI y TMMS-24. Mediante analisis diferenciales, los resultados encontrados indicaron diferencias significativas intersexo en los factores de personalidad; aparecieron correlaciones significativas entre maquiavelismo y psicopatia con el temperamento y los trastornos, pero no con las variables cognitivas y emocionales; las regresiones lineales aislaron con importante papel del sexo y los rasgos de cordialidad y agresividad-hostilidad para predecir los factores de la triada oscura. Siendo estos resultados congruentes con estudios similares, se sugiere la adecuacion de continuar el estudio mas detallado en poblacion vulnerable al desarrollo de trastornos mentales. El narcisismo (Raskin y Hall, 1979) esta compuesto por dos dimensiones, el narcisismo "grandioso" y el "vulnerable", relacionadas con el narcisismo subclinico y clinico, respectivamente. Las personas que poseen este rasgo desconocen el impacto negativo que pueden tener en otras personas, muestran dificultades para identificarse con los demas y tienen un bajo nivel de estres interpersonal. Ademas, la investigacion aboga por considerarlos como rasgos (psicopatia subclinica, narcisismo subclinico y maquiavelismo) que, aunque muestran diferencias, suelen presentarse de manera simultanea en algunas personas dando lugar al patron de conductas conocido como triada oscura de la personalidad (Dickinson y Pincus, 2003). Por lo tanto, el transdiagnostico se centra en la integracion de ambos enfoques, categorial y dimensional (Sandin, 2012), con la finalidad de disminuir la elevada cantidad de categorias diagnosticas y desarrollar un grupo de caracteristicas comunes otorgandole una mayor importancia a la gravedad del trastorno (Clark et al., 1995). El DSM-5 mantiene la definicion de los trastornos de la personalidad como patrones estables de la conducta que influyen en, al menos, dos de las siguientes areas: cognicion, afectividad, relaciones interpersonales y control de la impulsividad (APA, 2013). Ademas, su causa no puede atribuirse a otro trastorno mental, consecuencias del consumo de sustancias o causas medicas. Hay dos procesos psicologicos que resultan relevantes para entender el comportamiento social y moral. La regulacion emocional supone: (a) tener conciencia, comprension y aceptacion de las emociones; (b) tener capacidad para generar conductas dirigidas a una meta, inhibiendo aquellas otras que son impulsivas al experimentar emociones negativas; (c) tener capacidad para utilizar de forma flexible las estrategias que resulten apropiadas en cada situacion, modulando la intensidad y la duracion de las respuestas emocionales; y (d) estar dispuesto o abierto a experimentar las emociones negativas, considerandolas como parte de las actividades importantes de la vida (Ruiz et al., 2012). Del mismo modo, las habilidades emocionales tendrian un papel fundamental en la regulacion emocional, ya que hacen referencia a los procesos relacionados con el reconocimiento, comprension y manejo de las emociones de uno mismo y de los demas.
•At low levels of SES, Whites have the lower social emotional (SE) scores.•As SES increased, Whites have higher SE scores relative to minority groups.•Across SES levels, Asians showed higher Academic ...Discipline and Self-Regulation scores.•The SES-SE skill relationship was less pronounced for underserved minority groups.
The intersectionality of race/ethnicity and socioeconomic status (SES) in predicting social and emotional (SE) skills was examined for 81,950 6th–8th graders. At low levels of SES, White students tended to have the lower SE scores. However, as SES increased, they tended to have higher scores relative to minority groups. Across SES levels, Asian students showed higher Academic Discipline and Self-Regulation scores. The SES and SE skill relationship was less pronounced for underserved minority groups. This may be among the first reports where a measure of SE skills has documented different relationships with SES as a function of race/ethnicity. Possible explanations for these findings, as well as implications for designing culturally responsive programs that focus on SE skills, are discussed.
•Compared to children cared for by informal/exclusive parental care, children in school-based care had higher approach to learning skills and focused attention skills Head Start children had lower ...externalizing problem behavior scores.•Children who frequently read books showed higher approach to learning, self-control, focused attention, and inhibitory control scores and lower externalizing problem behavior scores.•Maternal education and poverty were associated with Asian-American children’s social-emotional development.•Asian American parents should be informed of their eligibility for and the availability of formal center-based care, and the importance of parenting practices to promote their children’s positive social-emotional skills.
This study examined the associations between types of preschool child care and parenting practices and social-emotional outcomes among Asian American kindergarten-age children.
Based on the Early Childhood Longitudinal Study-K: 2011 (n = 1530), types of care (Head Start, school-based child care, private center-based, and informal/exclusive parental care) and parenting practices (parental expectation, parental investment, and parenting teaching behaviors) were examined for their associations with children’s social-emotional skills (approach to learning, social skills, child-teacher relationship scores, and children’s behavior questions).
Compared to children cared for by informal/exclusive parental care, children who attended school-based care had higher approach to learning skills and focused attention skills, and those who enrolled Head Start had lower externalizing problem behavior scores. Children who frequently read books showed positive social-emotional development (higher approach to learning, self-control, focused attention, and inhibitory control scores and lower externalizing problem behavior scores).
Although enrolling in formal center-based care at preschool age had positive associations with Asian American children’s social-emotional skills, Asian American children were less likely to enroll in formal center-based care, including Head Start. Asian American parents should be informed of their eligibility for and the availability of formal center-based care, as well as the importance of parental-child interaction to promote their children’s positive social-emotional skills.
Parenting self-efficacy has been tied to myriad child outcomes during middle childhood and adolescence, directly and indirectly through parenting practices. The present study examines contemporaneous ...associations between parenting self-efficacy, parenting practices, and child outcomes during the preschool years in a community sample of 1455 Danish parents (76.7 % mothers) of 3–5-year-old children (49 % girls). Parents (M = 39.2 years old) completed a survey describing parenting self-efficacy and three facets of parenting practices: inductive reasoning, psychological control, and instrumental reward. Parents also described child adjustment in four domains: prosocial behavior, hyperactivity, conduct problems, and emotional problems. Results revealed direct concurrent associations between parenting self-efficacy and each child outcome, with greater efficacy tied to more prosocial behavior and less hyperactivity, conduct problems, and emotional problems. Parent psychological control mediated associations from parenting self-efficacy to child hyperactivity, conduct problems, and emotional problems. Inductive reasoning mediated associations from parenting self-efficacy to child prosocial behavior. Consistent with previous findings from older children, parental use of psychological control had debilitating consequences for preschool children. Inductive reasoning, in contrast, appeared to promote positive development.
•Parenting self-efficacy is associated with child adjustment in preschool•Psychological control mediates links from self-efficacy to child behavior problems•Inductive reasoning mediates links from self-efficacy to child prosocial behavior
Implementing a Social and Emotional Learning (SEL) approach in school requires monitoring certain skills. As awareness of SEL increases in Italy, it is necessary to provide instruments to monitor ...these skills within a systemic approach. This study presents the cultural adaptation/validation of 5 scales from Panorama Education, which are widely used in school districts in the United States, to the Italian middle/high school context: Grit, Sense of Belonging, Self-Management, Social Awareness, and Self-Efficacy. After cultural adaptation, 709 middle/high school students answered an online questionnaire (2021). Psychometric properties showed good internal consistency and confirmatory factor analysis showed a good fit index. The differences in gender and grade level support the validity of the instrument.
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