Aspects Of Social Competence Research Articles

Smart Theology and Social Competency: Navigating Youth Engagement in the Digital Age

Abstract Based on an interdisciplinary study of practical theology, pedagogy, and business education, this article elaborates on aspects of social competence, digitality, engagement, and lived theology. The article further describes in which areas and how often young adults completing vocational training are involved in society and the church and how they use their smartphones. In addition, the young people’s assessment of the opportunities and risks of digital possibilities is discussed as aspects of etiquette regarding manners with the smartphone. Furthermore, it is worked out how young adults perceive themselves as socially competent and what implications this has for social learning. Finally, the authors describe the significance of these findings for hybrid-liquid church life and the extent to which practical action promotes the theological productivity of young adults and supports their development.

High Autistic Traits or Low Social Competence? Correlates of Social Camouflaging in Non-Autistic Adults.

Autistic traits have been linked with the use of social camouflaging behavior by non-autistic people. In addition, low social competence (i.e., poor social skills) has also been posited as a possible explanation for the use of social camouflaging by non-autistic people. In this study, we investigated the comparative influence of autistic traits and social competence on three components of social camouflaging (compensation, masking, and assimilation) in a sample of non-autistic adults. Using a cross-sectional design, we recruited 284 undergraduate students (28.5% male; 69.7% female; 1.8% not specified) who reported that they had never been diagnosed with autism. Participants completed standardized measures assessing social camouflaging, autistic traits, social competence, and psychological distress via an online questionnaire. We found that women reported greater use of social camouflaging, and greater social camouflaging use was associated with worse psychological distress. We also found that both social competence and autistic traits were associated with the use of social camouflaging, with higher autistic traits influencing camouflaging use to a greater degree than low social competence. Compared with the use of compensation- and assimilation-based social camouflaging, masking was the least well explained by the current predictors. We conclude that social competence and autistic traits are important factors influencing the use of social camouflaging by non-autistic adults. However, there are other (unknown) factors that contribute to the use of each aspect of camouflaging by non-autistic individuals, and a deeper understanding of the individual motivations for social camouflaging use is still needed. In turn, this may allow for the development of psychosocial interventions to offset the need for social camouflaging and mitigate the negative psychological consequences often associated with its use.

PENGUATAN KOMPETENSI CALON GURU TERHADAP MAHASISWA PPL DI SMPN 3 KASIHAN BANTUL YOGYAKARTA

This study aims to reveal how the PPL program is able to strengthen / strengthen the competence of prospective educators who have been competently mandated in the Teacher and Lecturer law such as; paedagogic competence, professional competence, social competence, and social competence. The types in this study are qualitative research, with a phenomenological approach, with techniques for collecting interview, observation and documentation data. As for data analysis, it uses interactive analysis. So that the results of this service research produce among others; first in the aspect of paedagogic competence; PPL students are able to understand curriculum terms, learning indicators, prepare lesson materials, master teacher knowledge and students are also able to master the knowledge they teach. Second, aspects of professional competence; PPL students have self-confidence, have consequences and preparation in the profession, and always evaluate themselves. Third, the aspect of social competence; PPL students have the ability to communicate, the ability to organize. Fourth, aspects of personality competence; PPL students are actually skilled in organizing the order of materials, skilled in preparing learning materials, skilled in formulating learning indicators, mastering teacher knowledge, and mastering the knowledge they teach

Developmental trajectories of empathic concern in infancy and their links to social competence in early childhood.

Empathic concern is an important component of children's social competence. Yet, little is known about the role of the development of concern for others during infancy as a predictor of social competence in early childhood. Israeli infants (N = 165, 50% girls) were observed five times, from 3 to 36 months. Empathic concern was assessed at ages 3-18 months using observations, and four components of social competence were assessed at 36 months using observations and teacher reports. Four groups with distinct developmental trajectories of empathic concern from 3 to 18 months were identified: early-onset (starting high and increasing), low-empathy (starting low with minimal increase), rising (starting low and increasing considerably), and a very small group with a negative slope (decreasing). The first three trajectories differed on aspects of social competence at 36 months. Early-onset children continued to exhibit the highest empathic concern. Both the early-onset and rising groups had greater affective knowledge than the low-empathy group. Moreover, the rising group had better peer relations compared with low-empathy trajectory children. Children who exhibit high levels of empathy early in infancy are likely to show high social competence later on. However, even when initial empathy levels are low, subsequent growth in empathy from 3 to 18 months can occur, with positive consequences for children's social competence at 36 months. Only children with low initial empathic concern and minimal growth across infancy are at increased risk of having poorer socioemotional capabilities in early childhood.

АНАЛІЗ ПОНЯТТЯ «СОЦІАЛЬНА КОМПЕТЕНТНІСТЬ ОСОБИСТОСТІ» В УКРАЇНСЬКИХ ТА ЗАРУБІЖНИХ НАУКОВИХ ПРАЦЯХ

New Ukrainian and world realities set new tasks for the higher educational establishments, which are related to the search for new, modern methods that allow to increase the effectiveness of training. Currently, topical are the issues of not only professional but also the personal development of the student forming the priority in the implementation of educational activities in universities, preparation for future professional activities, as well as for successful interaction in society. The concept of «individual social competence» is an important factor in creating a system of educational process which takes into account aspects of professional development, and at the same time the peculiarities of the formation of the student personality. The author analyses the concept of «competence», considers the key competences for lifelong learning, identified by the European Parliament and the Council of the European Union, including social competence, studies the scientific achievements of Ukrainian and foreign scientists, including G. Gedviliene, H. S. Han, K. M. Kemple, U.P. Kanning, M. Horenburg, G.W. Ladd, H. K. Ma, K. Monahan, M. Monnier, O.V. Varetska, N.I. Hlebova, D.V. Hubareva, O.I. Hura, M.O. Doktorovych, I.B. Zarubinska, O.O. Subina, V.M. Shakhrai. They explored different aspects of social competence of different age categories. The author concludes that, despite different interpretations, all scientists agree that social competence is an acquired skill, it can be formed and developed throughout life. It was also determined that the developed social competence determines the status of the individual in society, it affects the success in professional activities. The high level of social competence allows a person not only to be realized in professional activities, but also to influence the processes in society, which in turn determines its stability. The author’s definition of the concept of «individual social competence» is given in the paper; the author concludes that social competence is an integrated ability that contains other competencies: spiritual, civic, communicative, linguistic; the concept of social competence is closely related to professional competence, without the successful interaction of the individual with society it is impossible to acquire the skills and abilities inherent in a qualified specialist. Thus, an important task for modern higher education is the formation and development of social competence of students, which is the key to successful implementation of the future specialist in professional activities. The educational process should be aimed at forming a system of knowledge about interaction in society, understanding the system of social values, ability to cooperate in society, the ability to communicate constructively, because only a socially competent person can.

Developmental Outcomes in Early-Identified Children Who Are Hard of Hearing at 2 to 3 Years of Age.

This study examined the psychosocial, adaptive behavior, and language outcomes of young children who are hard of hearing (HH) without additional disabilities or neurocognitive impairments. Relations between early developmental outcomes and child and parent demographic variables, and parenting stress and self-efficacy were also explored. Participants were 39 children with early identified, permanent mild to severe hearing loss, between the ages of 2 and 3 years, and a comparison group of 47 children with normal hearing (NH). Developmental outcomes were measured using clinician-administered standardized tests and parent-completed behavior rating instruments specific to language, psychosocial functioning, and adaptive behavior. Mothers completed self-report measures that assess parenting stress and maternal self-efficacy. The children who are HH were similar to the children with NH in terms of their psychosocial functioning and adaptive behavior, with the exception of their socialization skills. As a group, the children who are HH performed significantly worse than their peers with NH on all measures of language ability. Among the children who are HH, maternal self-efficacy showed a strong positive correlation with adaptive behavior outcomes; however, it failed to contribute unique variance above that explained by language ability and gender. Maternal self-efficacy was also significantly correlated with better psychosocial outcomes, but only parenting stress proved to be a significant predictor of child behavioral problems once other variables considered were in the model. Early-identified young children who are HH can demonstrate age-appropriate development in multiple domains, including language, psychosocial, and adaptive behavior. However, mild to severe hearing loss places young children with no additional disabilities or neurocognitive impairments at risk for language delays. Although the children who are HH demonstrated no more emotional or behavioral problems than their same-age peers with NH, results suggest that language delays increase their vulnerability for delays in various aspects of social competence.

Analysis of Competency of Educators in Khoirul Ummah School Malang from The Perspective of Law Number 14 of 2005 about Teachers and Lecturers

This study seeks to explain the competence of teaching staff/educators in Islamic education, the Khoirul Ummah School, Malang. The benchmark of change and strengthening teaching skills within the scope of Islamic educational institutions is using the competency analysis. The significance of the research lies in the analysis of the integration of modern science and the Islamic one. It used a descriptive qualitative survey research method with a documentary observation pattern and inquiry-based source tracking method. The findings reveal 1) aspects of personality competence, which characterized by moral and moral indicators, leadership and educational figures. In this competency, educators are highly qualified. The reason is that educators have a social competence enlightened by the kiai or cleric 2) aspects of professional competence. Here, family educators get a small scale. Educators master more the subject matter, compared to methods or learning concepts that are appropriate to the goals of the institution. In this aspect, 70% of educators do not understand concepts and methods, especially digital-based methods. 3) Aspects of social competence. In this aspect, educators become a good one if they can communicate and interact with students, guardians and surrounding communities. 60 % of educators are active in social activities and establish friendships with students’ guardians.

The Mediation Model of Grit Among Chinese College Students

Abstract Aims: This research aimed to test the relationship among Happiness Orientations and four aspects of social competence: initiation, supportiveness, self-disclosure and assertive, and reveal whether grit is a mediating variable between happiness orientations and social competence. Methods: This study used correlational design. Participants are 380 college students from China, aged 18 to 25. Data was collected by 3 self-report questionnaires: happiness orientations (Peterson et al., 2005), social competence (Peter, 2008) and grit (Duckworth et al., 2007). Results: (1) The dimensions of happiness orientation, the dimensions of social competence and the dimensions of grit are significantly related; (2) Happiness orientation can positive predictive influence to social competence; (3)Grit have a positive predictive influence to social competence; (4) Grit play a fully intermediary role between the happiness orientation and the social competence.

NON-GOVERNMENTAL ORGANISATIONS AS A FACTOR OF SOCIAL COMPETENCE FORMATION AMONG THE YOUTH

The topicality of the problem under study is the theoretical underpinning of forms and methods of social competence formation among the youth. The problem acquires its special value in public youth policy and youth work. The aim of the investigation is to make a disclosure on the essence of NGOs activity as a factor of social competence formation among the youth. The theoretical analysis of pedagogical, psychological, sociological and juridical literature; synthesis, contrast and generalization are the methods of our investigation. The main competencies which every citizen should acquire during lifetime have been identified in the article. Some aspects of social competence among the youth in process of NGOs activity have been analyzed. Moreover, the most essential personal traits («soft skills») that are of the paramount importance for life-sustaining activity, youth formation, their social conscience and competence formation have also been revealed. The role of the NGOs that deal with the youth has been determined. The introduction of interactive forms, methods, means of social competence formation is supposed to be essential and appropriate in activity of the NGOs .The various forms and methods of the NGOs activity which positively influence on the formation of important social skills have been considered. Project technologies, festivals, workshops, forums, training, olympiads, camps, meetings with mentors , international programs, online seminars, start-ups, business-incubators, schools and others belong to the platforms of work with young people. Non-governmental organizations can be seen as an important component of the integral educational system of society that provides social competence formation of personality on the basis of the clearly organized practice of introduction of active informal education forms and methods.

Social competence in the 1st grade predicts school adjustment two years later

ABSTRACT This study examined whether social competence at the time of entrance to elementary school predicted school adjustment two years later. The sample consisted of 389 children followed from the 1st to the 3rd grade in Lithuanian urban schools. In the 3rd-grade school adjustment was measured by assessing popularity in class, student-teacher relationships, involvement in bullying, school anxiety, and academic achievement. All school adjustment variables assessed in the 3rd grade were linked to learning-related social competence, while the interpersonal aspect of social competence was related to all indicators of school adjustment except for involvement in bullying in the 3rd grade. Results of structural equation modeling indicated that learning-related social competence measured during the 1st year of schooling was the strongest predictor for academic achievement and teacher-student conflict in the 3rd grade, while interpersonal social competence was the strongest predictor of student-teacher closeness and social school anxiety two years later.

ANALISIS TINGKAT KEPUASAN MAHASISWA TERHADAP KINERJA DOSEN SEKOLAH TINGGI ILMU EKONOMI (STIE) DI WILAYAH KOTA PEKANBARU

This study aims to find out how the level of student satisfaction on the performance of lecturers of the College of Economics (STIE) in the city of Pekanbaru. The population in this study were all students who were still active in lectures at the College of Economics in the city of Pekanbaru which consisted of 7 (seven) campuses of the College of Economics (STIE) with a total of 7,367 students. While the sample was taken as many as 500 respondents with sampling techniques using quota sampling and data analysis techniques used were descriptive analysis methods. Based on the results of the study, it was found that the level of student satisfaction on the performance of lecturers of the Economics College in the city of Pekanbaru, in terms of the pedagogic competence of the majority of 63.5% respondents expressed satisfaction with aspects of pedagogic competence. Judging from professional competence most of the respondents 62.3% expressed satisfaction with the aspect of professional competence. Judging from the personality competencies, most respondents 63.7% expressed satisfaction with the aspect of personality competence. And in terms of social competence most of the respondents, namely 59.80% expressed satisfaction with aspects of social competence.

‘Mindreading’ from primary science: using concept cartoons to develop theory of mind in 5–6-year-olds – a pilot study

ABSTRACTBuilding on Woolman’s [2017. ‘Developing 5–6 Year olds’ Social Competence using Concept Cartoons: A Neurocognitive Approach.’ Journal of Applied Psychology and Social Science 3 (2): 90–123. Retrieved from http://194.81.189.19/ojs/index.php/apass/article/viewFile/437/557] findings of Concept Cartoons (CCs) positively affecting aspects of social competence, I explore the effects of CCs in primary Science lessons by teachers who have no experience with CCs on Theory of Mind (ToM) development in 5–6-year-olds. Two Year 1 teachers took part in a mixed methods pre-test-post-test quasi-experimental design with twenty 5–6-year-olds taking part in a metacognition and false-belief tasks and teachers taking part in semi-structured interviews. Significant findings were found in response latencies in favour of the experimental group. Future research would benefit from a longitudinal study on the effects of CCs on ToM development in young children.

The effect of siblings on children's social skills and perspective taking

AbstractThe current study examined associations between sibling characteristics (being an only child, having an older brother, younger brother, older sister, or younger sister) and two aspects of social competence, and how these processes may differ based on child gender. Participants included 112 children ages 5 to 7 with either one or no siblings. Results suggested that siblings' influence on social competence is complex. For perspective taking, sibling characteristics and child's gender did not have significant main effects. However, interactions between older brother and child gender and between younger brother and child gender showed that girls without a sibling had greater perspective taking than girls with brothers, whereas, boys with brothers seemed to benefit somewhat from their presence. Furthermore, increases in social skills over one year were observed among children with a younger sister compared to only children. Implications of siblings' influence on children's perspective taking and social skills are discussed.Highlights Researchers examined how sibling characteristics influenced social competence based on child's gender. Hierarchical regression analyses suggested girls without a sibling had greater perspective taking than girls with brothers, boys with brothers seemed to somewhat benefit in perspective taking and increases in social skills over one year were observed among children with a younger sister. Findings suggest the influence of siblings are more complex than simply having a sibling or not.

만 4세 유아의 애착 안정성과 놀이성이 사회적 능력에 미치는 영향

The purposes of this study were to examine relations among attachment security, playfulness, and social competence during the preschool period and to investigate relative effects of attachment security and playfulness on preschoolers' social competence. A total of forty eight 4-year-old preschool children participated in the current study. Attachment security was assessed using the Attachment Q-sort during a two- or two and half hour home visit. Preschoolers' playfulness and social competence were evaluated by mothers. First, preschoolers' attachment security was significantly associated with their interpersonal adjustment. Preschoolers with secure attachment were rated by their mothers as having higher interpersonal adjustment. In addition, preschoolers' playfulness was significantly related to popularity/leadership and social participation. Second, when preschoolers' attachment security and playfulness were entered together to predict social competence, attachment security and sense of humor were significant predictors of preschoolers' interpersonal adjustment, and social and cognitive spontaneity significantly predicted popularity/leadership. With respect to social participation, preschoolers' physical spontaneity was a significant predictor. Findings of this study indicate that attachment security and playfulness tap into different aspects of social competence, suggesting that both are needed to be emphasized in the development of social competence during the preschool period.

Promoting Social Competence in Persons with Mental Health Problems and Learning Difficulties

Social competence can be seen as one key aspect in persons with mental health problems and/or learning difficulties towards global functioning and employability (Helson (2010). Diverse clinical attempts highlight the impact of social competence training on persons with learning difficulties or double diagnosis (Margalit and Ronen, 2010). Due to the heterogeneity of the counstruct the operationalization of social competence represents a challenge in current research (Stamatoff 2013). The current European multicentre study (www.games4competence) focuses on the development and test of social competence training tools, especially for persons with mental health Problems and learning difficulties, also using information and communication technology. Subjects (persons with mild learning difficulties and/or mental health Problems) are trained with a specific training curriculum focusing on relevant aspects of social competence (Schoon 2009). This training process is supported by a set of validating serious (computer) games to analyse transferability of the outcomes. Data concerning usage of serious games in the context of social competence (n=873) and preliminary results of the training will be presented.

Persepsi Siswa Terhadap Kinerja Guru Bimbingan dan Konseling yang Bersertifikasi Pendidik

This study aimed to describe the perception of students on teacher performance counseling certified educators (the field of guidance and counseling). the method in this research is descriptive quantitative research. The research was conducted in SMP N 1 Banguntapan, with a population of students of class IX in SMP N 1 Banguntapan with the number of 30 students. Instruments in this study using a questionnaire with data analysis techniques using grouping criteria, moderate, and less. The results obtained in this study concluded that students' perceptions of teacher performance guidance and counseling in both categories on the basis of the data categories of each aspect, among others: aspects of personal competence with the number of 14 students (47%), aspects of social competence with number 25 students (83%), and aspects of professional competence by the number of 23 students (77%). This study may provide information to teachers BK to improve performance related to personal competence, social, and professional, so it can be a teacher BK capable of carrying out its duties and responsibilities in providing guidance and counseling services in schools optimally.

Facial affect recognition in symptomatically remitted patients with schizophrenia and bipolar disorder

Both schizophrenia and bipolar disorder (BD) have consistently been associated with deficits in facial affect recognition (FAR). These impairments have been related to various aspects of social competence and functioning and are relatively stable over time. However, individuals in remission may outperform patients experiencing an acute phase of the disorders. The present study directly contrasted FAR in symptomatically remitted patients with schizophrenia or BD and healthy volunteers and investigated its relationship with patients' outcomes.Compared to healthy control subjects, schizophrenia patients were impaired in the recognition of angry, disgusted, sad and happy facial expressions, while BD patients showed deficits only in the recognition of disgusted and happy facial expressions. When directly comparing the two patient groups individuals suffering from BD outperformed those with schizophrenia in the recognition of expressions depicting anger. There was no significant association between affect recognition abilities and symptomatic or psychosocial outcomes in schizophrenia patients. Among BD patients, relatively higher depression scores were associated with impairments in both the identification of happy faces and psychosocial functioning.Overall, our findings indicate that during periods of symptomatic remission the recognition of facial affect may be less impaired in patients with BD than in those suffering from schizophrenia. However, in the psychosocial context BD patients seem to be more sensitive to residual symptomatology.

The relationships among language ability, emotion regulation and social competence in second-grade students

Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students (N = 67) completed an assessment of receptive vocabulary, and teachers rated emotional and social skills. Results show relationships between emotion regulation and social competence, and between language and aspects of social competence. There were compelling sex differences in the strength of the relationships between these variables. However, language did not act as a mediator. Future research should further investigate the role of language skills in social competence as children mature, and further investigate sex differences in these constructs.

Influence of Maternal Praise on Developmental Trajectories of Early Childhood Social Competence

We aimed to clarify the effects of the praise of mothers on their 18-month-old offspring by tracing the trajectory of the latter’s’ social competence from this time to 30 and 42 months. The participants were 226 mother-child dyads whose interaction was observed when the children were 18, 30, and 42 months old. The features of mother-child interaction, and specifically the social proficiency of the children, were examined using the Interaction Rating Scale (IRS) as an aspect of social competence. Our findings indicate that caregivers’ praise of 18-month-old children is very important in promoting a high-level trajectory of child social competence from that time to 30 and 42 months. It is hoped that caregivers and health care professionals will use these findings appropriately when providing care giving support to parents.

Understanding fear of cancer recurrence in terms of damage to ‘everyday health competence’

Advances in clinical treatments are resulting in cancer patients living longer, but with the threat of the disease returning at some later date. Anxiety associated with this fear of recurrence, which seems widespread among patients, can lead to an enhanced bodily awareness and a pronounced tendency to interpret mundane sensations as symptoms of pathology. Relatively little sociological work has been done to systematically document, understand, and find ways of addressing, this syndrome and its impact on the quality of patients' lives. It is argued that this syndrome is best understood not in cognitive terms, as a form of irrationality, but rather as resulting from damage to certain aspects of social competence, namely one's 'everyday health competence'. In investigating this issue, the author draws upon his personal experience of breast cancer diagnosis, surgery and adjuvant therapy; and on a broadly phenomenological approach to examining the relationship between bodily sensations and practical reasoning about experience. The implications for clinical practice are considered briefly.