Does parent social emotional competence predict the social emotional competence of their children?

The home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children's social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children's social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children's social-emotional competence, and whether gender plays a moderating role in the relationship. The study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children's Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children. (1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children's social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children's social-emotional competence. (3) Gender moderated the effect of the home learning environment on children's social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children's social-emotional competence, but also the indirect effects between structural family characteristics and children's social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children's social-emotional competence. The results emphasize the crucial role of the home learning environment in the development of children's early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children's social-emotional competence.

As a core construct of early psychological development, the quality of young children's social-emotional competence is not only directly associated with relationship building and emotion regulation, but also shapes lifelong adaptability through cognitive control mechanisms. However, in the face of the significant increase in young children's social-emotional problems globally, although existing studies have confirmed the negative correlation between parental stress and young children's social-emotional competence, systematic studies on the potential association pathways in young children aged 3-6 are still lacking. A cross-sectional study design was used; 402 parents of young children aged 3-6 years in Hebei province were asked to complete online questionnaires, including the Parenting Stress Questionnaire, the Young Children's Social-emotional Competence Questionnaire, and the Mindful Parenting Questionnaire. The mediation model with moderation was tested using the PROCESS plug-in for SPSS. (1) Parenting stress is significantly and negatively associated with young children's social-emotional competence. (2) Mindful parenting plays a partial mediating role in the relationship between parenting stress and young children's social-emotional competence (indirect effect = -0.02, 95% CI [-0.033, -0.001]). (3) Family socioeconomic status played a significant but weak moderating role in the association between parenting stress and young children's social-emotional competence, and this negative moderating role was stronger in families with high family socioeconomic status (β = -0.03, p < 0.005, 95% CI = [-0.050, -0.002]).

Objectives The purpose of this study is to investigate the relationship and influence of children's social-emotional competence, self-help skills, and child-teacher interaction. Methods The subjects of the study were 140 3-year-old children attending a kindergarten in Gyeonggi-do. Data were collected through questionnaires, and correlation analysis and stepwise multiple regression analysis were performed to analyze the collected data. Results First, it appears that there is a positive correlation between children's social-emotional competence, self-help skills, and child-teacher interaction, and the higher the child's social-emotional competence, the higher the self-help skills and child-teacher interaction. Second, children's social-emotional competence was found to have a significant impact on self-help skills, and among the sub-factors of children's social-emotional competence, emotional recognition and understanding, emotional expression, emotional regulation, social understanding, interpersonal skills, and social problem solving. It was found to have a positive effect on. And among the sub-factors of children's social-emotional competence, emotional recognition and understanding, emotional expression, emotional regulation, social understanding, interpersonal skills, and social problem solving were found to have a positive effect on the child-teacher interaction. Conclusions Through this study, we were able to confirm the importance of developing children's self-help skills and social-emotional competence to increase child-teacher interaction, and suggested that teachers' efforts are needed to help children's social-emotional competence.

Objectives The purpose of this study is to investigate the mediating effect of positive psychological capital and the moderating effect of parents' emotional coaching style in the effect of parental coaching competency on early children's social-emotional competence.&#x0D; Methods The subjects of the study were 306 parents of 3-5 year old children at early childhood educational institutions located in G Metropolitan City and J Province. As a measurement tools, young children’s social-emotional competence scale developed by Lee Eun-jeong(2015) and the parent coaching competency scale developed by Do Mi-hyang, Kim Geun-ju, and Lee Gyeong-ju(2019) were used. In addition, the positive psychological capital scale developed by Luthans, Avolio, and Orman(2006) and translated into the Korean version by Lim Tae-hong(2013) was used. For statistical analysis of the collected data, SPSS 21.0 and Amos 21.0 Program were used.&#x0D; Results First, parental coaching competency had a statistically significant positive effect on early children's social-emotional competence, and among these variables, parental positive psychological capital played a partial mediating role. Second, parents' emotional coaching style moderated the relationship between parental coaching competency and positive psychological capital statistically significantly, and moderated the relationship between parental coaching competency and early children’s social-emotional competence statistically significantly.&#x0D; Conclusions This study reveals that parental variables are important in improving early children's social-emotional competence. In particular, the more parents used the emotional coaching style, the more parents’ positive psychological capital was enhanced, and it had a positive effect on the development of their early children's social-emotional competence. This suggests that it is necessary to develop various parent-support programs so that parents can form an emotional coaching style.

This study aims to analyze the role of socially emotionally competent teachers in Pancasila Education learning to build school well-being at SMA Negeri 5 Semarang. This research uses a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation. The results showed that teachers with social emotional competence play an important role in implementing Pancasila Education learning to build school well-being at SMA Negeri 5 Semarang. Teachers with social emotional competence are able to create a safe and comfortable learning environment, build positive relationships with students, and encourage students to develop character and national insight. Social emotional competencies that are important for teachers in implementing Pancasila Education learning include self-awareness, social awareness, self-regulation, relationship skills, and responsible decision-making. Teachers with high social emotional competence are able to manage their own emotions, build positive relationships with students, and create a conducive learning environment. This study recommends that teachers at SMA Negeri 5 Semarang continue to improve their social emotional competence in order to effectively implement Pancasila Education learning and build school well-being.

With the swift advancements in China's education system and society, preschool children's social-emotional competence is becoming increasingly important for adapting to complicated situations. While research shows parental marital quality as a key factor, studies on its specific mechanisms within the Chinese context are limited. Grounded in the framework of family systems theory and incorporating perspectives from the spillover hypothesis, emotional security theory, and attachment theory, this research explores how parental marital quality influences preschool children's social-emotional competence, emphasizing the mediating roles of parent-child and sibling relationships in China. This study examined 227 preschool children (124 boys and 103 girls) from two-child families in six kindergartens across China as research participants. Mother reports on the quality of marital, sibling, and parent-child relationships were collected cross-sectionally to assess the direct and indirect effects on children's social-emotional competence using path models. Results show that parental marital quality positively influences preschool children's social-emotional competence. Additionally, parent-child and sibling relationships not only serve as independent mediators but also create a chain mediating effect. This finding emphasizes the importance of parental marital quality in shaping preschool children's social-emotional competence. It underscores the necessity of nurturing healthy parent-child and sibling interactions via family education.

A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

Marijuana and other drug use among automobile and motorcycle drivers treated at a level I trauma center: C. A. Soderstrom, P. C. Dischinger, T. J. Kerns, C. M. Mathias, & A. L. Trifillis, 37th Annual Proceedings for the Association for the Advancement of Automobile Medicine, November 4–6, 1993, San Antonio, TX, 279–286

Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.

School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom. Received: 16 March 2024 | Revised: 11 May 2024 | Accepted: 20 May 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Thomas Lee Morgan: Conceptualization, Methodology, Validation, Formal analysis, Data curation, Writing - original draft, Writing - review &amp; editing, Project administration. Amie Beth Cieminski: Conceptualization, Validation, Data curation, Writing - original draft, Writing - review &amp; editing. Suzanne Marmo: Methodology, Validation, Writing - original draft, Writing - review &amp; editing. Keisha Kayon Morgan: Validation, Writing - original draft, Writing - review &amp; editing.

The study determined the relationship between parenting styles and social-emotional competency (SEC) among Grade 6 students in two primary public schools at Gapan North Central School and San Nicolas Central School during the School Year 2023-2024. The study involved 112 Grade 6 public school students. A descriptive-correlation design was employed, utilizing a survey questionnaire adopted from the Parental Authority Questionnaire (PAQ) developed by Buri (1991) and the Washoe County School District – Social-Emotional Competency Assessment Short Form (WCSD-SECA, 2018), an open-source instrument. The instrument was translated into Filipino and pre-tested to ensure validity. The study employed descriptive statistics such as frequency count, percentage, mean, and standard deviation to present data and inferential statistics such as Pearson’s Product Moment Correlation to determine the relationship between socio-demographics and social-emotional competencies (SEC) and the Pearson’s Chi-square Test of independence to find out the association of parenting styles and SEC. The results revealed that most respondents were 12 years old, with a relatively even distribution of male and female participants. Most parents had a high school diploma or equivalent, with fathers being overwhelmingly employed. The parents were perceived to have an authoritative parenting style, prioritizing balanced warmth and structure in their approach. Decision-making was rated the highest regarding SEC, followed by relationship skills, social awareness, selfmanagement, and self-awareness. Overall, the respondents indicated their global SEC as easy but recognized areas for improvement. The study found a significant correlation between sex, social awareness, and relationship skills. The study revealed a significant association between self-management, relationship skills, and responsible decision-making. On the other hand, no significant association was found between fathers' parenting style and most SECs except for responsible decision-making. This suggests that mothers may play a more substantial role in shaping their children's SEC, particularly in social awareness, relationship skills, decision-making, and self-management.

Introduction: Time spent on electronic devices, specifically mobile devices and computers, amongst adolescents has increased in the past decade. While there is agreement that too much recreational screen time (ST) can have negative effects on physiological and behavioral health, studies examining the impact on social-emotional (SE) skills are sparse. This study aims to assess the relationship between ST and SE skills among adolescents. We hypothesized that students with higher daily recreational ST will experience more difficulty across SE skills. Methods: We examined baseline self-reported survey responses (N = 362) from 6 th grade students attending a Project Healthy Schools-participating middle school from 2022-2024. SE skills (self-awareness, self-management, responsible decision making, relationship skills, social awareness) were compared among tertiles of total daily ST (low [0-5 hours], medium [&gt;5-10], and high [&gt;10]) based on chi-squared tests. Students’ total daily ST was calculated by summing the 4 ST modalities (TV/movie, computer, video games, mobile device). SE skills were also examined separately for computer and mobile device ST (low [0-2 hours], medium [3-4], and high [5+]). Results: Total ST was positively associated with students reporting greater difficulty with responsible decision making (p=0.001). High mobile device ST was positively associated with increased indicated difficulty with self-awareness (p=0.001) and responsible decision making (p=0.004). High computer ST was positively associated with more difficulty for self-awareness (p=0.002), responsible decision making (p=0.003), relationship skills (p=0.028), and social awareness (p=0.02). Conclusions Higher ST, including total, computer, and mobile device ST were associated with increased difficulty with several SE skills, in particular responsible decision making. These results suggest that limiting ST may assist middle-school students in SE competencies.

Early childhood is critical to the development of children's social-emotional competence, which predicts peer relations and school adjustment in later periods of childhood. The effects of experiencing or witnessing aggression on children's social-emotional development are well known, yet the role of conflict resolution within the family has not been sufficiently studied. Social information processing models suggests that children who experience positive forms of conflict resolution within the family are likely to generalize these experiences and related skills outside the family, and thus develop greater social-emotional competence. In this longitudinal study, 128 parents (representing 79 families) participated in four quarterly telephone interviews in which they described aggressive conflicts that occurred in their family for which their children were present, including the degree to which each conflict was resolved. They also reported on the frequency of intimate partner aggression (IPA) and parent-to-child aggression (PCA) that occurred while the child was in toddlerhood and preschool as well as children's social-emotional competence at the end of the study. Multi-level models reveal that parents' reports of positive conflict resolution mitigated the concurrent and longitudinal negative effects of children's exposure to both IPA and PCA on their social-emotional competence. These findings reinforce prevention scientists' emphasis on conflict resolution skills as an essential component of parent education programs.

This book review article provides information on a book in the field of early intervention entitled "An Activity Based Approach to Developing Young Children's Social Emotional Competence", written by Jane Squires & Diane Bricker, published in 2007.

To gain a deeper understanding of the transmission pathways of socioeconomic inequality in early childhood development and to explore strategies for breaking its intergenerational transmission, this study, grounded in family resilience theory, examines the relationship between family socioeconomic status and preschool children's social-emotional competence, as well as the underlying mediating variables. Using stratified random sampling, a questionnaire survey was conducted among 690 parents of preschool children in central China. The results indicate that (1) parental expectations play a significant mediating role between family socioeconomic status and children's social-emotional competence, suggesting that socioeconomic advantages are partially translated into effective investments in children's competency development by enhancing parents' educational and developmental expectations and (2) parental involvement and support play a significant moderating role in this pathway; particularly in low-socioeconomic-status families, high levels of parental involvement can effectively buffer the negative impact of resource scarcity on children's social-emotional competence and weaken the predetermining effect of family socioeconomic status on developmental outcomes. Therefore, systematic family education guidance and psychological support services should be established to enhance the internal resilience of disadvantaged families. This creates more equitable developmental opportunities for children in the early stages and provides a viable pathway to breaking the cycle of social stratification.