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Weighted network of socio-emotional competencies, school adjustment and school grades (r ≥ 0.10 are displayed). Green lines represent positive correlations, red lines represent negative correlations. Thin lines represent weak connections and thick lines represent strong connections.
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There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal...
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The Student Competency Competition (LKS) is an annual the Director of Vocational School Development (DITPSMK) agenda that aims to get the best students from each region to compete nationally and represent Indonesia globally. Becoming the defending champion in the LKS competition takes work, and many factors determine the contestants' success. One f...
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... Emotional competence is closely associated with school adjustment (Mella et al., 2021). Several researchers stated that emotional competence positively affects school adjustment by reducing anxiety, active participation in the education process, positive behaviors towards oneself, peers, and teachers, and increasing the quality of relationships Taylor, Oberle, Durlak & Weissberg, 2017). ...
Adjustment to preschool in early childhood refers to children's successful adaptation to the preschool environment. Attitudes towards school, and therefore school achievement in the subsequent years, are directly related to the child's adjustment to preschool. Children’s emotional competence and self-regulation are two important child-level factors affecting children’s adjustment to preschool. This descriptive study aimed to explore whether self-regulation acts as a mediator between emotional competence and the preschool adjustment of children. The mediation model was evaluated using linear and hierarchical regression analyses, along with a Sobel test. A total of 628 children (294 female; 334 male) from Istanbul participated in the study. Teachers (n= 53) who had known the children for at least two months before the study provided data. The study's results indicated that emotional competence and self-regulation are significant predictors of school adjustment. Notably, self-regulation partially mediates the association between emotional competence and preschool adjustment. Consequently, there exists an indirect link between emotional competence and preschool adjustment. The study highlighted the crucial role of self-regulation in mediating the relationship between emotional competence and school adjustment in preschool children. Findings suggested that strong emotional and self-regulation skills facilitate adaptation to preschool, whereas deficiencies in these areas lead to adjustment difficulties.
... Children's emotions and behaviors serve as crucial mediators of the interaction between the individual and the environment, influencing aspects such as adaptability, interpersonal relationships, and academic performance [35]. Scholars from the evidence-based approach categorize children's emotional and behavioral problems into two dimensions: internalizing behaviors and externalizing behaviors. ...
Development is a continuous process, but few studies have assessed the simultaneous impact of prenatal and postnatal phthalate exposure on children’s behavioral and emotional development. A total of 491 mother–child pairs from the general population in southern Taiwan were studied from 2021 to 2022. Urinary concentrations of bisphenol A (BPA) and phthalate metabolites—mono-ethyl phthalate (MEP), mono-n-butyl phthalate (MnBP), mono-benzyl phthalate (MBzP), and mono-2-ethylhexyl phthalate (MEHP)—were measured in pregnant mothers during the second trimester and in their corresponding children aged 1.5 to 3 years. Behavioral symptoms in children were evaluated using the Child Behavior Checklist (CBCL). Odds ratios (ORs) represent a 1-unit increase in log10-transformed creatinine-corrected maternal urine concentrations. Prenatal maternal urinary MnBP levels were associated with total problems (OR = 19.32, 95% CI: 1.80–43.13, p = 0.04), anxiety (OR = 33.58, 95% CI: 2.16–521.18, p = 0.01), and sleep problems (OR = 41.34, 95% CI: 1.04–1632.84, p = 0.04) in children. Additionally, urinary MnBP levels in children correlated with total problems (OR = 7.06, 95% CI: 1.01–49.05, p = 0.04) and internalizing problems (OR = 11.04, 95% CI: 1.27–95.72, p = 0.01). These findings suggest that prenatal and postnatal exposure to dibutyl phthalate (DBP), metabolized as MnBP, distinctly affects children’s behavioral development.
... • Competencias socioemocionales interpersonales (empatía, comportamientos, orientación colectiva) (Estrada et al., 2021). • Autoconciencia, autorregulación, automotivación, empatía y habilidades sociales (Hachem et al., 2022;Mella et al., 2021;Khatoon et al., 2020;Pranata et al., 2023) • Ajuste escolar (adaptación a la institución, ansiedad escolar, autorregulación en la escuela, competencia percibida en la escuela) (Mella et al., 2021) • Habilidades comunicativas (Ferrada Quezada y Contreras Álvarez, 2021) • Apoyo social, características demográficas y estrategias de afrontamiento (Sultan et al., 2020). • Condiciones personales (Aranguren Peraza y Zurita Aguilera, 2021). ...
... • Competencias socioemocionales interpersonales (empatía, comportamientos, orientación colectiva) (Estrada et al., 2021). • Autoconciencia, autorregulación, automotivación, empatía y habilidades sociales (Hachem et al., 2022;Mella et al., 2021;Khatoon et al., 2020;Pranata et al., 2023) • Ajuste escolar (adaptación a la institución, ansiedad escolar, autorregulación en la escuela, competencia percibida en la escuela) (Mella et al., 2021) • Habilidades comunicativas (Ferrada Quezada y Contreras Álvarez, 2021) • Apoyo social, características demográficas y estrategias de afrontamiento (Sultan et al., 2020). • Condiciones personales (Aranguren Peraza y Zurita Aguilera, 2021). ...
... En contraste, los estudios de Ferrada Quezada y Contreras Álvarez (2021) y Bernal-Álava et al. (2022) enfatizan la relevancia de la comunicación asertiva y el aprendizaje basado en equipos, lo cual contribuye a la autonomía y el pensamiento crítico de los estudiantes.En suma, los efectos de las estrategias de desarrollo de habilidades socioemocionales son variados y dependen de múltiples factores, incluyendo la calidad de la enseñanza, la motivación y las características individuales de los estudiantes. La investigación sugiere que un enfoque integral que combine inteligencia emocional, motivación y estrategias de aprendizaje cooperativo puede ser más efectivo para mejorar tanto el rendimiento académico como el ajuste escolar.En definitiva, los estudios revisados sugieren que el desarrollo de habilidades socioemocionales en el contexto educativo puede tener múltiples beneficios, incluyendo mejoras en el rendimiento académico, el ajuste escolar(Mella et al., 2021), las relaciones interpersonales, la motivación(Khatoon et al., 2020), el pensamiento crítico y el desarrollo de habilidades técnicas (Caballero González y García Valcárcel, 2020). Estos hallazgos resaltan la importancia de implementar programas y estrategias que fomenten el crecimiento integral de los estudiantes, más allá de los meros resultados académicos.Ante ello, se desarrolló una propuesta de desarrollo de habilidades socioemocionales, la cual se fundamenta en un enfoque integral que combina diversas estrategias y programas efectivos, evidenciados en la revisión ...
The objective of the study was to analyze the evidence on strategies for developing social-emotional skills and their impact on learning and school adjustment. A literature review was conducted of 25 scientific articles that addressed teaching strategies, programs, and theoretical approaches. The inclusion criteria were: publications in Spanish and English, empirical studies published between 2020 and 2024, that discussed strategies or programs for developing social-emotional skills in educational contexts, and that analyzed the impact of these strategies on student learning and/or school adjustment. The systematic search for studies was conducted in the databases: Scopus, Dialnet, and Google Scholar, considering the keywords “social-emotional learning,” “emotional intelligence,” “academic performance,” “school adjustment,” among others. Among the results, the studies support that the development of social-emotional skills, through teaching strategies such as social and emotional learning, positively impacts learning, school adaptation, and student well-being. These strategies strengthen key dimensions of emotional intelligence, such as self-awareness, self-management, social awareness, and relationship management. It is concluded that integrating the development of social-emotional skills into the school curriculum is relevant, through the implementation of comprehensive programs and teaching strategies that involve students, teachers, families, and communities. This contributes to the formation of more resilient students, with better self-regulation and adaptation skills, which results in more effective learning and school adjustment.
... Ho Chi Minh City University of Education Journal of Science,21(5), 885-895. đoạn tuổi dậy thì, NL CXXH giúp thanh thiếu niên thích ứng với sự biến đổi về cơ thể và tâm lí, xây dựng mối quan hệ xã hội lành mạnh và phát triển kĩ năng giao tiếp (Mella et al., 2021). Ngoài ra, NL CXXH cũng có ảnh hưởng đến hiệu suất học tập, sự tự tin và hạnh phúc của học sinh. ...
Tự điều chỉnh cảm xúc là chủ đề được quan tâm ở độ tuổi Trung học Phổ thông bởi sự biến động trong đời sống tâm lý. Tự điều chỉnh cảm xúc là nguồn gốc phát triển của sự sẵn sàng trở thành những người học có động lực và tích cực trong học tập, cuộc sống. Ở lứa tuổi này, học sinh có nhiều áp lực từ môi trường xung quanh: học đường, gia đình, xã hội, … Điều này ảnh hưởng rất lớn trong trải nghiệm cuộc sống, quá trình học tập và các hành vi nảy sinh không phù hợp. Ngoài ra, tâm lý của học sinh đang trải qua nhiều biến động đặc biệt do sự chuyển đổi lớn từ độ tuổi vị thành niên sang độ tuổi trưởng thành. Trong giai đoạn này, sự phát triển của năng lực tự điều chỉnh cảm xúc đóng vai trò quan trọng trong việc định hình tâm lý và hành vi của học sinh. Chánh niệm, một khía cạnh quan trọng của việc tự điều chỉnh cảm xúc, trở thành yếu tố quan trọng tới sự ổn định tâm lý và tinh thần của học sinh qua việc giúp xây dựng bền vững về nhận thức, cảm xúc và ý thức về bản thân. Bằng phương pháp nghiên cứu lý luận, tìm hiểu các nghiên cứu có liên quan đến điều chỉnh cảm xúc trên thế giới và Việt Nam, chúng tôi tổng hợp, phân tích và định nghĩa thuật ngữ “Tự điều chỉnh cảm xúc” trong bối cảnh Việt Nam. Từ đó, chúng tôi tiến hành đề xuất các bài tập chánh niệm nhằm phát triển năng lực tự điều chỉnh cảm xúc cho học sinh Trung học Phổ thông.
... Interest in socioemotional competencies like temperamental control and self-restraint in education has increased, with research showing their positive and adaptive role in school. Individuals who exhibit fair selfrestraint in emotions have a greater chance of academic success (Mella et al., 2021). Most students reported a satisfactory level of family relationships. ...
To improve the academic success of Filipino students by not relying solely on acquired knowledge, this study aimed to investigate the correlation between social skills and academic competence among senior high school students of Cabuyao Institute of Technology. Through the developed guidance program, schools could better understand the importance of social skills, enabling students to communicate more effectively and excel academically. A total of 236 randomly chosen senior high school students of the Cabuyao Institute of Technology participated by responding to the two adopted questionnaires. The model was then analyzed and evaluated using the Mean, H-Comp Scale, Social Skills Rating System, and Pearson-product Moment Correlation. The findings showed a strong correlation between social skills and academic competency. In addition, the participants demonstrated a high degree of social skills and a moderate to acceptable degree of academic competency. The “EQUIP Program” was developed to address problems and challenges observed from the results that prevent academic enablers from performing at their highest level and to support them in developing stronger interpersonal skills. This program focuses on Personal and Social Development, Academic Development, and Enhancement of Competencies.
... КОРРЕКЦИОННАЯ ПСИХОЛОГИЯ И ДЕФЕКТОЛОГИЯ уменьшению тревожности, повышению адаптации к школе и к социуму в целом, как отмечается в зарубежных исследованиях (Corcoran, Cheung, Kim & Xie, 2017;Mella et al., 2021). ...
Введение. В условиях современного цифрового общества актуальны исследования социально-психологической компетентности подростков с ограниченными возможностями здоровья (ОВЗ). Социально-психологическая компетентность определяет вариативную способность личности к адаптации в межличностном взаимодействии. Новизна работы заключается в разработке типологии социально-психологической компетентности подростков с ОВЗ с учетом свойств и степени их адаптивности. Методы. В качестве респондентов (n = 294) были привлечены подростки с легкой умственной отсталостью (n = 84), подростки с нарушениями зрения (слабовидящие) (n = 70) и подростки с нарушением слуха (слабослышащие) (n = 60). В контрольную группу вошли подростки с нормативным развитием (n = 80). Изучаемые параметры социально-психологической компетентности – направления и типы реакций в фрустрирующей ситуации, самооценка и уровень притязаний, типы поведения, социальная заинтересованность и другие – оценивались методом экспертных оценок и проективным методом. Для статистической обработки данных были применены методы факторного и кластерного анализа. Результаты. На основе математико-статистической обработки результатов эмпирического исследования была создана типология социально-психологической компетентности подростков с учетом характеристик адаптивности-дезадаптивности личности. Предложенная типология включает четыре различных типа компетентности: (1) адаптивный тип, (2) частично адаптивный, (3) частично дезадаптивный и (4) дезадаптивный тип. Обсуждение результатов. В результате проведенного исследования доказано, что группы подростков с ОВЗ являются разнородными по степени адаптивности-дезадаптивности, по наличию и выраженности личностных ресурсов, а характеристики социально-психологической компетентности подростков этих групп во многом определяются потенциальной сохранностью интеллектуальной сферы при сенсорных нарушениях и интеллектуальной ослабленностью при умственной отсталости.
... Recent studies confirm that enhanced socio-emotional skills correlate with improved well-being and academic performance (Jones & Doolittle, 2017;Mella et al., 2021;OECD, 2015;Zhai et al., 2012) and reduced bullying propensity, particularly for low socioeconomic status children (Durlak et al., 2011). ...
... In this perspective, several studies included in our literature review assessed the critical role played by the growth of social and emotional skills in peoples' life-long development (Darling-Hammond et al., 2020;Durlak et al., 2011;Jennings & Frank, 2015;Jones et al., 2013;Mella et al., 2021;Osher et al., 2016;Smith & Low, 2013). Students can potentially show pro-social behaviors by developing socialization skills, engaging with others, respecting diversity, and enhancing their emotional understanding of themselves and others. ...
Homophobia is a persisting and changing phenomenon globally affecting the educational system. Data clearly shows that school is not perceived as a safe environment for sexual and gender minority youth (SGMY). This work aims to systematically review the intervention and prevention programs designed to specifically address bullying behaviors at school towards SGMY, providing an analysis of the socio-emotional learning (SEL) components included in the interventions, to understand which socio-emotional skills can enhance students’ capabilities to prevent homophobic behaviors and promote safe environments for all students. The literature research was completed in February 2023 on NCBI PubMed, Web of Science, Scopus, and PsycINFO databases according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist and diagram. A total of 408 studies were evaluated. 24 studies were selected as eligible for the final review. Each study was coded according to the targeted population: students, teachers, or to a whole school; moreover, the SEL model components were used as further classification criteria. The majority of interventions were targeted to students and to enhance social awareness. The literature review reported the lack of whole-school approaches, and most programs were not explicitly designed according to a SEL taxonomy despite the importance of socio-emotional skills in preventing prejudicial bullying. The review highlights the relevance of a socio-ecological approach to universal and targeted interventions.
... La scuola delle Relazioni e della Responsabilità 4 (SRR; Arte et al., 2022;Marini et al., 2023) è un progetto di ricerca volto a promuovere un apprendimento sereno ed efficace e che sia duraturo e influente nel tempo. Più in generale il progetto, in linea con le recenti politiche educative (ONU, 2015;Consiglio Europeo, 2018), mira alla costruzione di un contesto scolastico che sia in grado di sviluppare e valorizzare il potenziale educativo degli studenti, instaurando relazioni positive (OCSE, 2019) tra gli "agenti sociali" (insegnanti e studenti) e attribuendo il giusto peso alle dimensioni metacognitive e affettivo-relazionali (Hartman, 2001;Margottini & Rossi, 2017;Mella et al., 2021). Da questa prospettiva lo studente diventa il protagonista delle lezioni in quanto parte attiva del processo di insegnamento-apprendimento. ...
1.2 Il progetto "La scuola delle Relazioni e della Responsabilità" al Liceo Morgagni di Roma: tra passato e presente Il Progetto SRR "La Scuola delle Relazioni e della Responsabilità" (SRR) è un progetto nato nel 2016 per iniziativa di alcuni docenti del liceo Morgagni di Roma che hanno creduto utile sperimentare sul campo un nuovo approccio didattico, innovando e rimodulando vari aspetti del complesso mondo della scuola, basandosi sul presupposto (Carl Ransom Rogers e Célestin Freinet) che gli esseri umani siano dotati di una naturale tendenza a conoscere, a capire, ad imparare. Nella SRR si ritiene fondamentale agire per non spegnere o smorzare questa tendenza e per rendere lo studente parte attiva del processo insegnamento-apprendimento, di modo che l'apprendimento sia il più possibile auto-promosso e auto-gestito, e che coinvolga il sentimento oltre che l'intelletto. Seguendo recenti studi di neuroscienze che confermano che tanto più l'apprendimento è forzato e causa di ansia o stress, tanto meno risulta significativo, cioè efficace, consapevole, pervasivo e duraturo, il gruppo dei docenti del Morgagni ha deciso di ispirarsi anche a uno dei sistemi scolastici con i migliori risultati al mondo, quello finlandese, che non prevede, fino ai 16 anni, voti né compiti a casa. Inoltre, viene tenuto in considerazione il fatto che la didattica tra pari sia altamente funzionale per l'apprendimento, per la sintonia che si ha tra coetanei da tanti punti di vista, tra cui il pensiero e il linguaggio, e per l'allegria e la serenità con cui si affrontano le attività. Le tecniche cooperative utili a questo scopo sono veramente tante e, oltre ad avere il vantaggio di essere stimolanti e affinare le competenze nel team working, hanno l'effetto collaterale positivo, di grande valore educativo, di attivare le relazioni, incrementare la socialità, la solidarietà, l'altruismo e il senso di responsabilità verso gli altri, riducendo anche fenomeni come il bullismo. Le relazioni e il lavoro cooperativo sono dunque tra i nuclei fondanti del progetto. Le principali finalità esplicitate nella SRR sono: rendere gli studenti più consapevoli e responsabili delle loro decisioni e azioni,
... For the last few years, in the eld of school education, socialemotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021). ...
Background
For the last few years, in the field of school education, social-emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021).
Objective
The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social-Emotional Competence Questionnaire (SECQ) for Pakistani adolescents.
Design
Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sampling method for 910 adolescents who were between 10 to 19 years old.
Results
The findings of the pilot study (n = 64) show that the Social-Emotional Competence Questionnaire is a reliable questionnaire, as Cronbach’s alpha reliabilities of both versions (English and Urdu) were acceptable (Version 1 α = 0.77; Version 2 α = 0.77). After 15 days, the Pearson product-moment correlation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The original author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Results of the confirmatory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version.
Conclusion
The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.
... Volumen 15 | Número 3 | Mayo-Junio, 2023 les permitan articular esfuerzos para realizar mejores trabajos y aprender de manera significativa. De acuerdo a Mella et al. (2021), la empatía es esencial para las interacciones sociales y se han planteado en la competencia de conciencia social del yo. En las instituciones educativas, la empatía es la base para las relaciones sanas con los docentes y compañeros favoreciendo así una buena adaptación a la institución, por lo cual puede contribuir a experiencias positivas de aprendizaje en entornos colaborativos. ...
The objective of this research was to determine the relationship between resilience and levels of learning achievement in Peruvian primary school students. A quantitative approach was used with a non-experimental and descriptive-correlational cross-sectional design. The sample consisted of 80 students from the fifth and sixth grade of primary education. For data collection, the Inventory of Personal Resilience Factors and the consolidated records of comprehensive evaluation were used. It was found that the predominant level of resilience was moderate and the level of learning achievement that characterized the students was expected achievement. Likewise, it was determined that the Spearman's Rho correlation coefficient between both variables was 0.672 with a p-value below the significance level (p<0.05). It was concluded that there is a direct and significant relationship between resilience and student learning achievement levels, therefore, it would be important to manage the presence of a psychologist to work with students through psycho-pedagogical strategies aimed at developing resilience to that they efficiently face the difficulties that arise in the academic and personal field.
