Adequate Competence Research Articles

PELAKSANAAN SUPERVISI AKADEMIK KEPALA SEKOLAH DI SEKOLAH LUAR BIASA

The target of educational supervision can determine the success of an educational institution, among others, students, teachers, curriculum, infrastructure, management, environment and the general situation of the school. The implementation of academic supervision by principals in several schools has not been successful in improving teacher performance. However, at SLB YPPLB Padang, academic supervision has been carried out by the school principal and is able to improve teacher performance. This was caused by several factors including: high school principal professionalism, adequate academic competency of school principals, teachers who were on average ready to be supervised especially teachers in low grades (Class I - IV), principals were able to create good relationship patterns with all components of the school, the principal is able to overcome obstacles in the implementation of academic supervision, and adequate and adequate school infrastructure for teaching and learning activities (KBM). SLB YPPLB Padang has arranged academic supervision program planning, carried out, and followed up on the results of supervision in accordance with what should be.

A Qualitative Assessment of Current Pharmacovigilance Education in Lebanese Pharmacy Schools.

This study aimed to explore faculty opinions and views regarding pharmacovigilance content in courses taught to pharmacy students in Lebanese universities. This study identified faculty from all five universities providing pharmacy programs in Lebanon. Participants were identified through the universities' websites. After obtaining required consents, fourteen interviews were conducted and transcribed. All interviews followed a previously prepared and validated interview theme guide. Fourteen professors participated in the study. Qualitative analysis revealed four themes with regard to participants' knowledge of the pharmacovigilance content and their students' competency in applying pharmacovigilance concepts in their practice. The emerged themes were identified as follows: limited pharmacovigilance content in current pharmacy schools' curricula, the need to include pharmacovigilance competencies in practical courses and experiential training, plans to strengthen the pharmacovigilance content in pharmacy schools, and the implication of providing adequate pharmacovigilance competencies on the success of the proposed national pharmacovigilance program in the country. Pharmacovigilance content in pharmacy programs is still inadequate. Our study participants believed that this limited content may overall undermine patient safety. It was thought that preparing pharmacy graduates to undertake pharmacovigilance tasks through providing early didactic teaching of pharmacovigilance concepts, integrating pharmacovigilance competencies into experiential training, providing graduate pharmacovigilance courses, and continuing professional education in topics of pharmacovigilance will improve the level of pharmacy professional practice and patient safety and encourage proper implantation of the national pharmacovigilance program in this country.

Speech Acts of Requests: A Case of Indonesian EFL Learners

<p><em>This study sheds light on the delineation of the most frequently used request strategies as realized by Indonesian EFL learners and their reasons of utilizing such strategies. A descriptive qualitative study was employed by involving forty (40) English learners of a university at Surakarta as the participants. The data were gathered by means of DCT-questionnaire, Role-plays, and Focus Group Discussion (FGD). The obtained data were descriptively analyzed by referring to Blum-Kulka and Olshtain’s Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) followed by transcribing the result of FGD. The findings illustrated that Indonesian EFL learners made use of conventionally indirect request more frequently than other strategies. Furthermore, the FGD revealed that their reasons of employing conventionally indirect strategy were because of the cultural factors and the social distance between the interlocutors. As an effort to equip EFL learners with adequate pragmatic competence, this study offers some input enhancement both in terms of process (teaching activities) and in terms of product (realizing speech act of requests) for ELT practices in Indonesian context.</em><em></em></p>

Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual

Las tecnologías de la información y comunicación (TIC) son usadas cada vez más para el desarrollo de prácticas educativas innovadoras en las distintas etapas educativas. El objetivo de la presente investigación es conocer si el profesorado tiene adquiridas las competencias digitales necesarias para desarrollar acciones pedagógicas mediante el enfoque de enseñanza flipped learning. El método de investigación se ha efectuado mediante un diseño no experimental de corte descriptivo y correlacional, fundamentado en una metodología cuantitativa. El instrumento utilizado es un cuestionario ad hoc. La muestra está conformada por 627 docentes. Los resultados muestran que el profesorado no utiliza habitualmente el flipped learning en los procesos formativos, principalmente por la falta de confianza hacia dicha metodología y por presentar un bajo nivel competencial en destrezas tecnopedagógicas digitales. Se concluye que los profesionales de la educación analizados no presentan una adecuada competencia digital para poder aplicar flipped learning debido al deficiente nivel de competencia digital revelado, hecho que conlleva una escasa utilización de dicho método. Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.

Experience of application of innovative pedagogical technologies in higher medical education

Consideration of issues regarding the use of modern pedagogical and information technologies, discussing the effectiveness of their application and formulation of prospects for their development and improvement is extremely important and urgently needed for teachers of clinical departments of higher medical institutions. The experience of using the following technologies in the pedagogical process at the Department of Internal Medicine 1 of Dnepropetrovsk Medical Academy is given - the formation of students' motivation for learning due to the increased level of the personal professional activity of teachers; information and analytical support of the educational process; interactive technologies of educational and cognitive activity; monitoring of intellectual development and professional growth; didactic technologies; specific schools for development; educational technologies. The technologies used to relate to three main areas: a modern learning infrastructure that includes information, technology, organizational and communication components; the modern content of the discipline, which is transmitted to students not so much for the acquisition of subject knowledge, but for the development of adequate competences; and modern teaching methods - active methods of competency formation that are based on the interaction of learners and their involvement in the learning process, not just the passive perception of the material. This improves the quality of teaching clinical disciplines and is a prerequisite for the formation and implementation of a competent approach in teaching.

Enhancing intercultural effectiveness in international virtual student teams: an exploratory study

Internationalisation of higher education implies the need to prepare students to work in a globalized and culturally diverse environment by developing adequate intercultural competences. The present study focused on the behavioural dimension of intercultural communication competence and investigated whether the short-term experience of working on a project assignment in a virtual multicultural team could produce an increase in students’ intercultural effectiveness. The study employed a single-group pre-test-post-test research design. The sample included 73 students representing 16 nationalities studying in Russian and Japanese universities majoring in business or economics. Students’ responses on the Intercultural Effectiveness Scale (Portalla and Chen in Intercult Commun Stud 19(3):21–37, 2010) were collected before and after the project, and paired difference tests (t test and Wilcoxon signed-rank test) were used for data analysis. Results indicate that that overall intercultural effectiveness of the students by the end of the project increased as compared to pre-test scores. Significant shifts were registered for five of the six dimensions of intercultural effectiveness: Behavioural Flexibility, Interaction Relaxation, Interactant Respect, Message Skills and Identity Maintenance. Findings suggest that virtual multicultural team assignments can contribute to the development of intercultural competence as a meaningful internationalisation outcome, and therefore may be an appropriate and cost-effective tool for enhancing internationalisation at home. Other implications for educators are discussed.

MP34-05 INTRODUCING OPERATIVE SKILLS TESTING IN UROLOGY BOARD EXAMINATIONS: RESULTS OF FIVE YEARS EXPERIENCE

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment I (MP34)1 Apr 2020MP34-05 INTRODUCING OPERATIVE SKILLS TESTING IN UROLOGY BOARD EXAMINATIONS: RESULTS OF FIVE YEARS EXPERIENCE Ashraf Mosharafa*, Mohamed Abdelrassoul, Hany Elfayoumy, Mohamed Elsheikh, Ismail Saad, and Ahmed Morsy Ashraf Mosharafa*Ashraf Mosharafa* More articles by this author , Mohamed AbdelrassoulMohamed Abdelrassoul More articles by this author , Hany ElfayoumyHany Elfayoumy More articles by this author , Mohamed ElsheikhMohamed Elsheikh More articles by this author , Ismail SaadIsmail Saad More articles by this author , and Ahmed MorsyAhmed Morsy More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000000878.05AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Operative surgical skills are among the most crucial competencies required for the independent practice in surgical specialties, yet they are rarely assessed as part of specialty-training exit / board examinations. Although there are tools to evaluate surgical training (e.g. logbooks and work-place based assessments), these tools have their shortcomings and may not be sufficient to guarantee adequate operative competency at exit level. The current report describes the introduction of operative skills testing as part of national Urology board final examinations, with an evaluation of the performance of “operative skills stations” in comparison to other standardized elements. METHODS: Starting in 2013, an “operative skills” station was introduced as part of the Objective Structured Practical / Clinical Examination (OSP/CE) of the Egyptian Board of Urology’s final examinations. Feedback was collected from candidates and assessors, and the performance of the “operative skills” station (discriminating ability and reliability) was compared to the remaining stations of the examination. RESULTS: Candidates were asked to perform a surgical task in a wet lab setting (e.g. suturing a urinary bladder laceration or an intestinal anastomosis) while being assessed (using a checklist) for various technical aspects. Over five examinations (2013-2018), the OSP/CE stations had high internal reliability (average Cronbach’s alpha 0.853), with the “operative skills” station having relatively high item-total correlation (above 0.75), and very high correlation with other practical stations focusing on use of instruments, interpretation and reporting of operative findings. Assessors and candidates’ feedback was consistent with high validity (most responding “agree” or “strongly agree” to questions on “able to assess surgical competency” and “simulates real-life situation”). CONCLUSIONS: Testing surgical operative skills as part of Urology specialty exit examination is feasible and can add an important dimension to candidates’ assessment. Well-designed operative OSPE stations have high reliability and discriminating ability, complementing the evaluation of other clinical skills and domains. Source of Funding: None © 2020 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 203Issue Supplement 4April 2020Page: e504-e505 Advertisement Copyright & Permissions© 2020 by American Urological Association Education and Research, Inc.MetricsAuthor Information Ashraf Mosharafa* More articles by this author Mohamed Abdelrassoul More articles by this author Hany Elfayoumy More articles by this author Mohamed Elsheikh More articles by this author Ismail Saad More articles by this author Ahmed Morsy More articles by this author Expand All Advertisement PDF downloadLoading ...

The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial.

BackgroundGeneration Z is starting to reach college age. They have adopted technology from an early age and have a deep dependence on it; therefore, they have become more drawn to the virtual world. M-learning has experienced huge growth in recent years, both in the medical context and in medical and health sciences education. Ultrasound imaging is an important diagnosis technique in physiotherapy, especially in sports pathology. M-learning systems could be useful tools for improving the comprehension of ultrasound concepts and the acquisition of professional competencies.ObjectiveThe purpose of this study was to evaluate the efficacy and use of an interactive platform accessible through mobile devices—Ecofisio—using ultrasound imaging for the development of professional competencies in the evaluation and diagnosis of sports pathologies.MethodsParticipants included 110 undergraduate students who were placed into one of two groups of a randomized controlled multicenter study: control group (ie, traditional learning) and experimental group (ie, Ecofisio mobile app). Participants’ theoretical knowledge was assessed using a multiple-choice questionnaire (MCQ); students were also assessed by means of the Objective Structured Clinical Examination (OSCE). Moreover, a satisfaction survey was completed by the students.ResultsThe statistical analyses revealed that Ecofisio was effective in most of the processes evaluated when compared with the traditional learning method: all OSCE stations, P<.001; MCQ, 43 versus 15 students passed in the Ecofisio and control groups, respectively, P<.001. Moreover, the results revealed that the students found the app to be attractive and useful.ConclusionsThe Ecofisio mobile app may be an effective way for physiotherapy students to obtain adequate professional competencies regarding evaluation and diagnosis of sports pathologies.Trial RegistrationClinicalTrials.gov NCT04138511; https://clinicaltrials.gov/ct2/show/NCT04138511

Long-term clinical and echocardiographic follow-up of the edge-to-edge technique for surgical mitral valve repair

To evaluate the long-term clinical and echocardiographic performance of mitral valve repair with the edge-to-edge technique. In-hospital results, actuarial freedom from all-cause mortality, cumulative incidence of cardiovascular mortality, recurrent mitral regurgitation ≥3+ and reoperation on the mitral valve were assessed in 180 consecutive patients undergoing mitral repair with the edge-to-edge technique for degenerative or functional regurgitation. Exercise echocardiography was performed in 24 patients to assess valve hemodynamics in the long-term follow-up. The edge-to-edge repair was applied as a first strategy in 157 patients (87.2%) or as a bail-out procedure in 23 patients (12.8%). At discharge, mitral regurgitation grade was absent in 152 patients (84.4%) and trivial in 28 patients (15.6%). Mean gradient was 2.8 ± 0.6 mmHg and effective orifice area was 2.9 ± 0.4 cm2. After a median follow-up of 6.5 (interquartile range 3.5-10.2) years, 93.6% patients were in NYHA functional class I-II. Actuarial survival at 15 years was 89.2 ± 2.7%, whereas the cumulative incidence of cardiovascular mortality was 7.0%, of recurrent mitral regurgitation ≥3+ 12.6% and of reoperation on the mitral valve 3.2%. Exercise stress echocardiography revealed a significant increase of functional area (3.1 ± 0.3 vs 4.0 ± 0.6 cm2, p<0.001) and mean gradients (2.7 ± 0.4 vs 4.6 ± 1.2 mmHg, p<0.001). The edge-to-edge technique effectively corrects degenerative and functional mitral regurgitation and represents a valid bail-out procedure in case other approaches failed to achieve adequate intraoperative valve competence. Long-term results are sustained up to 15 years, with significant improvement in functional status. Despite an altered geometry, the occurrence of iatrogenic mitral stenosis is avoided even at high workload conditions.

The Competencies of the Islamic Primary Madrasah Student Teachers in Developing K 13-Based Lesson Plan in Aceh

This study aims to examine the extent to which the Pendidikan Guru Madrasah Ibtidaiyah (PGMI) or Islamic primary madrasah student teachers have been competent in developing K13-based lesson plan. 34 students studying at PGMI Department of the Faculty of Education and Teacher Training of a state Islamic university participated in this study. This research employed qualitative descriptive method. The results show that in general the ability of the student teachers in developing K13-based lesson plan fall into less and good categories. This indicates that the ability of the student teachers has not fully met the process standards of the 2007 regulation no 41 by Ministry of Education and Culture (MOEC). This suggests that the PGMI program make sure that every PGMI student teacher have adequate competencies of developing lesson plan based on K-13 based on the currently implemented approach, such as the scientific approach, and using it in their teaching well.

The Italian version of the Nurse Cultural Competence Scale: validation on a sample of Nursing students

Social complexity is growing, due to the current phenomenon of migration. Nurses are called to face this situation through development and consolidation of adequate cultural competence, to provide appropriate assistance to foreigner patients. Many tools and scales are routinely used worldwide to measure nurses' cultural competence, but in the Italian context neither theoretical models nor scales currently exist. The aim of this study is to validate in Italian the "Nurse Cultural Competence Scale" (NCCS), an assessment tool which measures the cultural competence level of nursing staff. The NCCS scale has been back translated and applied to a sample of nursing students of the San Paolo Hospital in Milan; the scale has been assessed for validity and reliability. The tool shows satisfactory consistency (alfa=0.91), content validity (CVI=95.8) and factor structure (confirmatory factor Index =0.976, Tucker-Lewis Index=0.987, RMSEA= 0.040, SRMR=0.029). The alpha coefficient of the confirmatory factor solution was .90. The NCCS is valid and reliable; its use represents therefore the first steps in order to identify and increase nurse cultural competence in Italy.

Neonatal brain ultrasound training for beginners: Could a head phantom be useful?

The traditional method of teaching the technique of neonatal brain ultrasonography is based upon the interaction between the practitioner and the neonate under the supervision of a tutor. This approach has disadvantages in that it may result in a longer imaging examination and the patient may become agitated. As demand for ultrasound services escalates and departments get busier, this often means that the trainee and supervisor are under pressure to work rapidly. Such environments are common but not conducive to the development of adequate skills and competencies. A neonatal head phantom used as part of a dedicated study day could help the beginner to learn basic elements of the ultrasound examination within a safe stress-free environment. It offers the opportunity to repeat the examination as often as the trainee wishes without time pressures and the distraction of a moving and potentially very sick baby. The aim of this study is to evaluate the efficacy of a commercial phantom as a means for the practitioner to acquire the fundamental principles of neonatal brain ultrasound. A total of 17 participants attending a one day neonatal ultrasound course aimed at beginners were invited to complete a short two-part questionnaire that assessed their perceived improvement in scanning ability before and after using a commercially available head phantom. Of the 14 returned questionnaires, the overall perceived understanding, ability and confidence improved and anxiety levels about the procedure fell. The median pre-training score was 9.0 compared with the median post-training score of 12.0 (P = 0.005, Wilcoxon signed-rank test). At least 79% (up to 86%) of participants valued their experience with the phantom and would recommend the course to colleagues. Furthermore, about two-thirds reported that they would like to have additional practise with the phantom. Preliminary data from this study suggest that beginners found the head phantom useful for mastering some of the early skills required for neonatal brain ultrasound examinations, which in turn improved their confidence and reduced anxiety.

Suicide-Related Training, Self-Efficacy, and Mental Health Care Providers' Reactions Toward Suicidal Individuals.

Background: Mental health care providers commonly encounter suicide ideation and suicidal behaviors among their patients despite a frequent lack of adequate knowledge and competence regarding suicide risk management. Aims: This study examined the associations among self-perceived sufficiency of training, self-efficacy, anxiety, and attitudes related to working with suicidal individuals. Method: Participants were 289 mental health care providers who completed a self-report survey. Results: Path analysis results indicated that perceived sufficiency of training was indirectly associated with negative attitudes (i.e., avoidance and discomfort) and cognitive and somatic anxiety about working with suicidal individuals through assessment self-efficacy. Limitations: The current study utilized cross-sectional data, and there were occupational heterogeneity and geographical homogeneity among the mental health care providers sampled. Conclusion: These findings suggest that sufficient suicide-related training focused on risk assessment may decrease mental health professionals' negative and anxious reactions toward suicidal individuals and enhance confidence in suicide risk management.

Are the Nurses Competent to Give Spiritual Care?

Introduction: Spiritual care is an inseparable element of nursing. A descriptive study was conducted to assess the spiritual care competence of nurses working in the intensive care units. The objectives were to assess the spiritual care competence of nurses on six domains of spiritual care, namely assessment and implementation of spiritual care, attitude toward patient's spirituality, communication, personal support and patient counseling, referral, professionalization, and improving quality of spiritual care and to associate spiritual care competence with selected demographic variables. Materials and Methods: The study was conducted intensive care units of selected hospitals at Kollam. Fifty staff nurses were selected by purposive sampling technique. The collected data were analyzed using descriptive and inferential statistics. Results: The findings revealed that 74% of subjects reported moderate competence, 22% less competence, and 4% have adequate competence. Conclusion: The study provides evidence to guide the nurse educators and policymakers on the need to focus on preparing nurses to develop spiritual nursing care competence. Nurses' competence in spiritual care gives a holistic perspective to patient care. A well-planned training program gives more clarity to the concept of spiritual care and nurses' role in various domains of spiritual care for patients. Training programs can be planned for nurses and students on spiritual care, policy guidelines on spiritual care can be developed and implemented, which may help the nurses to enable their clients to find meaning in their experience during hospitalization.

Chapter 21 - Social cognition

Social cognition refers to a complex set of mental abilities underlying social stimulus perception, processing, interpretation, and response. Together, these abilities support the development of adequate social competence and adaptation. Social cognition has a protracted development through infancy to adulthood. Given the preponderance of social dysfunctions across neurologic conditions, social cognition is now recognized as a core domain of functioning that warrants clinical attention. This chapter provides an overview of the construct of social cognition, defines some of the most clinically significant sociocognitive abilities (face processing, facial expression processing, joint attention, theory of mind, empathy, and moral processing), and introduces the neural networks and frameworks associated with these abilities. Broad principles for understanding the development of social cognition are presented, and a summary of normative developmental milestones of clinically relevant sociocognitive abilities is proposed. General guidelines for sound social cognition assessment in children and adolescents are summarized.

Science underpinning the safety case of deep geological repositories − challenges in the past and in the future and how to maintain knowledge and competence during operation

Final repositories for spent nuclear fuel are approaching implementation. A prerequisite for these advancements is that it has been shown that the repository can be constructed and operated in practice in such a way that safety can be assured both during operation and over very long time scales. The success rests on decades of structured and objective-driven research and development. A key element of the research strategy has been to ensure adequate in-house competence and expertise. Also, openness and international cooperation are essential. Workable procedures for data qualification, version control as well as internal and external peer review have gained importance. When the programmes now enter a new phase of construction and operation new challenges will arise. Even if the implementing organisations would need to keep a core competence on post closure safety assessment international cooperation will be even more important on developing, sharing and managing the knowledge needed.

Key Technological Competencies and the Economic Efficiency of Space Technology

The influence of technological competencies on the economic efficiency of advanced space technology is considered. The impact of space technology and knowledge acquired in space on the global economy is analyzed. Pressing economic problems may be solved on the basis of such knowledge. The need for objective assessment of space technologies is established, and a model is proposed to describe the economic effectiveness of space technologies and associated products and services in terms of resource constraints, provided adequate technological competencies are available.

Impact of structured training of basic surgical skills in controlled environment for first.year postgraduate students of surgical specialties

BACKGROUND: Appropriate training and obtaining adequate competency in basic surgical skills is very essential for a fresh postgraduate in surgical specialties to deliver effectively various responsibilities. Due to absence of any methodology to assess these skills before entry into the surgical residency program, anxiety and low confidence regarding the skills, there is delay in allotting graded responsibilities by the faculty and seniors. Hence a short structured training program to address these skills was planned and implemented. MATERIALS AND METHODS: One hundred and forty two trainees underwent this course in last five years. The training included very basic surgical skills demonstrated and hands on training in controlled environment of clinical skills laboratory. Secondary outcome was assessed for available forty three trainees. RESULTS: The immediate feedback suggested that the training was necessary, very useful and perception wise the trainees felt their competencies improved significantly from 60 -80%. They also opined that these facilities should be allowed to use regularly and all of them opined that they wish to be assessed after three months to assess internalization of skills obtained. Retention test was conducted for 43 available postgraduates in the form of OSCE .Their scores revealed good improvement in the skills by 60-80% suggesting the utility of the training and improvement in the competencies. CONCLUSION: Training of various basic surgical skills in a controlled environment improves competencies of fresh postgraduates, improves their confidence and reduces time for allotting graded responsibilities

Improving competences of engineers and workers in the AEC industry for delivering NZEBs

Abstract The energy performance of buildings directive requires from the European Union Member States to ensure that by 31 December 2020 all new buildings are nearly zero-energy buildings (NZEBs) and after 31 December 2018, new buildings occupied/owned by the public authorities should also have the NZEB performance. The large-scale deployment of NZEBs represents a challenge for all the stakeholders involved in the construction sector, where the lack of adequate competences is identified as one of the main obstacles. This article aims to provide a solution to overcome the deficient competences related to NZEB to increase them by using roadmaps derived from Horizon projects – Fit-to-NZEB and Net-UBIEP. Fit-to-NZEB aims to increase the knowledge of architecture, engineering and construction engineers and workers in deep energy retrofit through the education in European qualifications framework levels 3–7, while Net-UBIEP seeks to develop the schemes for using building information modelling (BIM) throughout the whole building life cycle to increase energy performance. The results from both projects show that it is inevitable to act soon to make the energy efficiency targets possible to fulfil. The integrated design process and strengthen control on the construction site should be carried out perfectly as they are the most critical parts in delivering NZEBs and all this managed by BIM to minimise information loss and to improve the design of details. To achieve this, professional competences of all the stakeholders in delivering NZEBs must be improved which could be done by implementing the knowledge from these projects.

Facets of the Early Home Literacy Environment and Children’s Linguistic and Socioemotional Competencies

ABSTRACT Research findings Developing adequate socioemotional competencies is of great relevance for later health and academic outcomes. Shared book reading creates valuable social situations that provide opportunities to talk about characters’ emotions and social interactions with children and thus might contribute to children’s socioemotional development. Additionally, shared reading as a key facet of the Home Literacy Environment (HLE) plays a significant role in children‘s language acquisition whereas linguistic abilities, in turn, are an important predictor of children’s socioemotional competencies. Based on a sample of N = 131 children with an average age of M = 37 months (SD = 4.00), this study investigates the association of different facets of the HLE with children’s linguistic and socioemotional competencies. Regression analyses were conducted to predict socioemotional competencies by shared reading habits and a global measure of the HLE while controlling for children’s linguistic abilities and various child and family characteristics. A significant association between families’ shared reading habits and children’s socioemotional competencies mediated by children’s linguistic abilities was found. Practice or policy: Shared reading with children is a beneficial habit that can support children’s linguistic and socioemotional learning. Supporting children’s linguistic abilities may be a beneficial strategy to foster children’s socioemotional competencies.