Adolescent Competence Research Articles

The Italian Adaptation of the Romantic Competence Interview: A Preliminary Test of Psychometrics Properties

Abstract The study examines the preliminary psychometric properties of the Romantic Competence Interview — Italian version (RCI-Iv) for adolescents, a semistructured interview assessing romantic competence adolescents. Participants were 116 Italian adolescents (Mage = 17.61 years) who were administered the RCI-Iv and a survey investigating self-perception, emotion regulation strategies, sexual behaviours, and perceptions of relationship quality. Results showed that the RCI-Iv could be coded reliably. Exploratory factor analysis suggested the one-factor structure and RCI-Iv domains were highly correlated with each other, supporting construct validity. There was evidence of convergent, discriminant, and criterion validity. The study highlights the importance of continuing to study romantic competence in adolescence.

Parenting influence on social competence in adolescents with and without intellectual disability

Belsky?s theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (Mage = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (Mage = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption was confirmed with respect to self-control, cooperation and responsibility, adolescents with ID are more susceptible to influences of parenting status compared with TD adolescents. With respect to externalising problems, our assumption was not confirmed, possibly due to the less supportive parenting environment characterised by more parenting risk factors in families of adolescents with ID. The implications for prevention of externalising problems were discussed in relation to school and family context.

Formation of social competence in adolescence

The article highlights the formation of adolescents’ social competence. The definitions of the concepts “socialization”, “competence”, “social competence” are given. The focus is on the concept of “social competence”, which is important in adolescence. The term “socialization” in the scientific literature of different branches of science is analyzed. The psychological and pedagogical principles of the organization of the pedagogical process aimed at the development of a healthy personality that can learn through life, think critically, set goals and achieve them, work in a team, communicate in a multicultural environment are considered. The conditions for forming social competence of adolescents are defined. The priorities of the educational process at the New Ukrainian School are described. It is determined that the formation of adolescents’ social competence is through the formation of the ability of educators to make their own decisions, with the ability to communicate without conflict and tolerance with others, to admit their mistakes, to defend their dignity, rights, to realize their natural opportunities, to lead a healthy lifestyle, to plan their personal and a professional future. The algorithm of professional activity of pedagogical workers is investigated, which provides for revision of methodology of work with participants of educational process; changing emphasis and priority from process to outcome using effective methods of practical psychology and social work. It is proved that a reboot should be psychologically correct, gradually and gradually, with appropriate explanations and instructions. It is determined that the coordinated work of teachers and parents plays an important role in shaping the social competence of adolescents. It is emphasized that the psychological service is intended to teach how to live in peace with oneself and with others, how to enter into relations with the world, so that life is pleasurable.

Итоги цифровой трансформации: от онлайн-реальности к смешанной реальности

Nowadays, when most people are on the Internet and “connected” most time of the day and night, the Internet becomes a place of the socialization of modern children and adolescents, which requires a rethinking of changes in user activity, digital competence and online risks in recent years. The aim of this study was to compare user activity, online risks, and digital competence in adolescents and parents according to three population studies carried out in 2010, 2013, and 2019. The data of 1219 parents of 12—17-year-old adolescents and 1553 adolescents aged 12-17 years from 15 regions of Russia who replied to the research questions in 2019 were compared with the answers of 1203 adolescents aged 12—17 years and 1209 parents in 2013, as well as with the answers of 685 pairs “parent — teenager aged 12—16 years” in 2010. It was shown that a higher level of user activity by 2019 allows suggesting its transformation into experience of a “combined” reality, manifested at an objective level in complementing the online activity with most of daytime activities and at a subjective level — in adolescents’ experience of reality as combined and not divided into online and offline. Compared to 2010, adolescents are significantly less likely to encounter sexual content and malware online, but more often experience cyber-aggression and public revealing of their personal information without their consent. The overall level of digital competency by 2019 is higher than in 2013 for both adolescents and parents, with the largest changes related to responsibility, and the minimum changes — to motivation to improve their knowledge.

Диагностическая методика оценки способностей к проектированию деятельности в групповой работе «Периметр»

The article describes a tool for assessing the ability to design activity in the process of group work when group members must coordinate to produce a scheme for their joint work. This new game-based technique was developed on the basis of N.Ach’s and Vygotsky-Sacharov’s integrated methods as well as on V. Rubtsov’s and Y.Gromyko’s methodology. It follows the principles of activity approach. The feature of this technique is that it employs the criteria for assessing communication and coordination in group task solving that were specially developed by us for these purposes. The tool can be applied for assessing the outcomes of design activity and developmental levels of design competencies in adolescents and young people in the course of school and university education. Also, this technique can be used for assessing project teams both in education and in other professional areas. The technique is currently being tested.

Supplemental Material for Bilingual Language Broker Profiles and Academic Competence in Mexican-Origin Adolescents

Supplemental Material for Bilingual Language Broker Profiles and Academic Competence in Mexican-Origin Adolescents

РАЗВИТИЕ ИНТЕРПРЕТАЦИОННЫХ УМЕНИЙ СУВОРОВЦЕВ ПРИ ОБУЧЕНИИ ВЫРАЗИТЕЛЬНОМУ ЧТЕНИЮ БАЛЛАДЫ Р. Л. СТИВЕНСОНА «ВЕРЕСКОВЫЙ МЁД»

. The introduction to the paper outlines its aim to find ways of developing interpretative skills of the 5th-grade Suvorovites when teaching expressive reading. Materials and methods. The study is based on the analysis of psychological, pedagogical, and methodological literature, which help to teach the 5th-grade Suvorovites to deeply percept and understand literary text and subtext, and can foster the development of interpretative skills while teaching them to expressive reading. The research involves considering artistic interpretation as one of the most important directions of the literary development of reading Suvorovites. According to the study, the interconnection between the hermeneutic and axiological approaches to teaching expressive reading contributes to the development of recreational and creative imagination in the Suvorovites and reveals the deepest meanings of the work of fiction on a personal level. The results of the study. The study has determined the role of the hermeneutic and axiological aspects in the methodology of expressive reading. It has also considered the ways of building the interpretative competence in the younger adolescents of the Suvorov Military School through the work with the sounding word. Some features of the literary text perception by the Suvorovites have been analyzed, and the problems of the formation of the reader’s competence and interpretative skills have been identified, given a gender aspect. The paper also presents an interpretive analysis of the 5th-grade Suvorovites’ expressive reading of R. L. Stevenson’s ballad “Heather Honey” (translated by S. Ya. Marshak). This analysis of the Suvorovites work focuses on the development of emotional responsiveness, expansion of the intonation range, and teaching the empathetic principle in conjunction with the formation of ideas about the moral conceptual complex, which helps to deepen understanding of the ballad subtext and, therefore, not only improves the acting skills of the students but also cultivates their spiritual qualities (axiological aspect). Conclusion The study proves that the interconnection between the hermeneutic and axiological approaches to teaching expressive reading contributes to the efficient development of the interpretative skills of the Suvorovites-readers, allows them to penetrate the deepest meaning of the text, and forms the emotional intelligence and personal qualities of the first-year students of the Suvorov Military School. Keywords: expressive reading, interpretative abilities, hermeneutic approach, axiological approach, interpretative competence, acting analysis, emotional intelligence, text, subtext.

Technological Structure for Technology Integration in the Classroom, Inspired by the Maker Culture

Technological Structure for Technology Integration in the Classroom, Inspired by the Maker Culture

Психолого-педагогічні аспекти вікової динаміки соціальної компетентності учнів підліткового та юнацького віку сільського закладу загальної середньої освіти

This article reveals the problem of age dynamics of social competence of adolescents and young adults in rural secondary education, due to trends in modern society, internationalization and globalization, economic transformation in the country, social reality and the main ideas of education reform; shows the need for the formation of social competence in students of rural educational institutions, which is associated with the need of young people for self-determination, the desire for self-affirmation, self-improvement; identified: the main indicators of social competence of the adolescent – responsibility; adequate self-esteem, consistent with the level of claims; formation of positive motivation for learning; possession of means of communication; formation of empathy, acceptance of social roles and high school students – adequate self-esteem; values of learning; formation of communicative skills; responsibility; formation of motivation to achieve and socially significant value orientations; self-esteem, self-acceptance, reflection; revealed the age dynamics of the formation of social competence of students by motivational (motives, needs, empathy, values of learning), cognitive (role flexibility, knowledge of personal characteristics, knowledge of norms and rules of interaction in society, goal setting), operational and behavioral, communication skills, possession of the means of organizing their behavior, social behavior skills), reflective (responsibility, self-esteem, social responsibility, conflict regulation, self-control, self-realization, adequate self-esteem, consistent with the level of claims) indicators.

The role of emotional intelligence in the formation of emotional competence of adolescents with mental development

Анотація.Стаття присвячена дослідженню складної, малодослідженої та неоднозначної категорії у спеціальній психології як «емоційний інтелект» та його вплив на формування «емоційної компетентності» у підлітків з порушеннями розумового розвитку. Динамізм сучасного українського суспільство створює нові виклики для навчання, виховання та розвитку осіб, що мають психофізичні порушення, зокрема порушення розумового розвитку. Активно змінюються пріоритети, умови життя, методика освітніх процесів, правила взаємодії між людьми в цілому. Важливим при цьому є створення, соціальних, психологічних та педагогічних умов для відповідного фізичного, інтелектуального, психічного та соціального рівня життєдіяльності дитини з особливими потребами, зокрема для підлітків з порушеннями розумового розвитку. Автором наголошено та розкрито сутність, важливість у формування особистості з порушеннями розумового розвитку саме емоційного інтелекту на формування емоційної компетентності. Оскільки одним із домінантних порушень, що виникає під впливом порушення розумової діяльності, є дисфункція процесів регуляції емоцій. В динамічний та гормонально активний період пубертату саме становлення емоційно-вольової сфери у підлітків з порушеннями розумового розвитку впливає на загальний розвиток особистості, її входження у соціум та адаптацію у ньому. Знання особливостей розвитку емоційно-вольової сфери на етапі становлення особистості, зокрема такої компоненти особистості як емоційний інтелект дає можливість цілеспрямовано управляти емоціями особистості, підбирати відповідний психологічний супровід та сприяти всебічному, повному розвитку цієї сфери. Для розв’язання завдань і забезпечення достовірності положень та висновків було використано загальні (аналіз, синтез) та специфічні наукові методи дослідження, зокрема методи психодіагностики, що дали можливість визначити компоненти емоційної компетентності та вплив на них емоційного інтелекту. Виявлення стану сформованості емоційної компетентності здійснювалося відповідно до виокремлених компонент. За результатами досліджень було констатовано рівень розвитку емоційного інтелекту у підлітків з порушеннями розумового розвитку; визначено стан сформованості емоційної компетентності, шляхом виявлення основних компетенцій; визначено основні чинники становлення емоційної компетентності у підлітків з порушеннями розумового розвитку; встановлено умови та способи впливу емоційного інтелекту на формування емоційних компетенцій, та загалом емоційної компетентності підлітків з порушеннями розумового розвитку.

Physical Activity-Related Health Competence, Physical Activity, and Physical Fitness: Analysis of Control Competence for the Self-Directed Exercise of Adolescents

(1) Background: Individuals have to effectively manage their physical activity in order to optimize the associated physical and psychological health benefits. Control competence allows the individual to structure and pace physical activity in a health-enhancing way. The concept was developed within a model of physical activity-related health competence, and is related to the concepts of health literacy and physical literacy. Therefore, the study firstly aimed to validate a self-report scale to measure the physical and psychological facets of control competence in adolescents. Secondly, relationships between control competence and its basic elements, knowledge and motivation, as well as between control competence, sport activity, and fitness, were investigated. (2) Methods: In two cross-sectional studies, ninth grade adolescents (study A: n = 794, 51% female; study B: n = 860, 52% female) were tested using self-report scales (study A and B), a test for health-related fitness knowledge (study B), and cardiovascular and muscular fitness tests (study B). (3) Results: Confirmatory factor analyses confirmed the two-factor structure of the self-report scale for control competence in studies A and B. In addition, the results of structural equation modeling in study B showed a relationship between motivation (via control competence) and sport activity, and a relationship between control competence and fitness. (4) Conclusion: The questionnaire extends the ability to assess control competence in adolescents. Moreover the findings support the importance of control competence in order to achieve health benefits through physical activity.

Impact of Financial Education on Adolescent Financial Capability: Evidence from a Pilot Randomized Experiment

Financial capability is an important competence for adolescents, and secondary school is a natural setting in which to deliver financial education courses. Currently, however, little empirical evidence has been published on the effects of in-school financial education on financial capability in adolescents. This pilot study brought together a randomized experimental design, a combination of local and non-local financial education courses, comprehensive measurements, and multi-level structural equation modeling for data analysis to evaluate the outcomes of a financial education project in a representative sample of Hong Kong adolescents. Results demonstrated that our financial intervention made a positive impact on objective financial knowledge and financial self-efficacy but a negative one on financial behaviors. Positive effects on financial self-efficacy were stronger in male adolescents than in females. Our findings represent an important contribution to the literature regarding financial education at the secondary school level.

Psychometric Properties and Validity of a Brief Scale Measuring Basic Psychological Needs Satisfaction in Adolescents

Studies have shown that the satisfaction of basic psychological needs, as defined by Self-Determination Theory, has a great impact on adolescents’ well-being, prosocial behavior and academic success. In the present study, we aim to validate a brief scale for adolescents measuring the satisfaction of the three basic needs for autonomy, competence, and relatedness. A preliminary qualitative study was conducted to select and adapt for adolescents a subset of 12 items from the original version of the Basic Psychological Needs Satisfaction Scale (BPNS). This version of the scale was then analyzed in terms of dimensionality, measurement invariance and criterion validity on a sample of 308 Italian adolescents (M age = 14.04 years; 57.1% males). The results of confirmatory factor analyses supported the posited three-factors structure and the measurement invariance of the instrument across gender. Correlations with a measure of psychological well-being provided evidence for criterion validity. The scale proved to be a valid and reliable instrument to measure the levels of satisfaction of the psychological need for autonomy, competence and relatedness in adolescents.

The Mediating Effects of Learning Motivation on the Relationship between Career Development Competencies and Satisfaction of Adolescents’ Career Activity Participation

The Mediating Effects of Learning Motivation on the Relationship between Career Development Competencies and Satisfaction of Adolescents’ Career Activity Participation

Predicting adolescents’ behavioural intentions in adulterated food management

PurposeThe purpose of this paper is to determine the function of adulterated food management (AFM) in the behavioural intentions of adolescents on food safety concerns.Design/methodology/approachThe methodology is exploratory in nature and uses analysis of variance and regression in determining the predictive power of the independent variables (AFM’s mediator variables) on the dependent variables (food safety concern and AFM behaviour intention). For this, a survey was conducted on middle and high school students in South Korea using a five-point Likert scale.FindingsPerceived beliefs on, and competency and behavioural intention in, AFM significantly differed depending on food safety concern level (p<0.01). When perceived beliefs and competencies of AFM were regressed against behavioural intention, the model was highly significant and showed huge variance (R2=0.65). The factors influencing AFM in behavioural intention differed among all three groups: high concern group (efficacy, attitude and situation management), medium concern group (benefits, efficacy, attitude, situation management and hygiene practices) and low concern group (benefits, barriers and situation management). Therefore, AFM education should be observed with emphasis on varying points depending on the level of food safety concern.Research limitations/implicationsAs this study only focused on exploring probable predictors for the criterion (perceived food safety concern), the contributions of each mediator factor to the full model are not covered in this study. Future investigations can include the study of individual variables and residuals to remove biases that may be present in the model.Originality/valueThe study will contribute to the safety of society and the health of adolescents by solving the issue of food safety and the problem of adulterated food in the aspect of the beliefs and competence of adolescents according to their concern level.

Why Do Socially Withdrawn Children Tend to Become Heterosexually Active Later than Their Peers? A Mediation Model

ABSTRACT Socially withdrawn children are more likely to be heterosexually inactive in early adulthood. This study aimed to test a three-mediator model. We hypothesized that social withdrawal during childhood would hinder a sense of social competence in early adolescence, limiting other-gender friendships in mid-adolescence, in turn limiting involvement in romantic relationships in late adolescence, and thus favoring a later transition into sexual activity. This mediation model was tested on a sample of 332 participants assessed annually between the ages of 12 and 22. Structural equation modeling revealed a significant indirect effect of social withdrawal on late transition into heterosexual activity through the three tested mediators. The direct effect of social withdrawal on late transition into heterosexual activity was also significant, suggesting a partial mediation.

Changes in motor competence over four decades in 10 to 14-year-old Austrian boys

Background: Data on secular trends in motor competence in children and adolescents has been equivocal. While several studies have shown a decline in motor competence over the last several decades there is also research that showed no change or even an increase in motor competence in youth.Methods: Motor competence was assessed via 6 test items in 10- to 14-year-old Austrian boys in the years 1972, 1987 and 2015. At each measurement time participants performed 20m sprint, 800m run, sit ups, jump and reach, one-leg stand and stand and reach tests in the school gymnasium during regular school time. Data across measurement times was compared using weighted means across 5 age groups with pooled standard deviations.Results: Average performance on the 20m sprint, jump and reach test and one leg stand improved significantly (p&lt;0.05) from 1972 to 2015 by 0.3 seconds, 3.9 cm and 3.5 seconds, respectively. Time for the 800m run increased significantly by 15% (p&lt;0.01), indicating a decline in endurance. Flexibility, measured by the stand and reach test, also declined significantly (p=0.02) from 1972 to 2015. There was no significant difference in the number of sit ups performed at the 3 measurement times. Conclusion: Results of the present study do not show a general decline in motor competence in male middle-school students over the last 4 decades. Rather, secular trends differ by specific components contributing to overall motor competence with declines in flexibility and endurance but increases in power, speed and balance.

Exploring the influence of self-perceptions on the relationship between motor competence and identity in adolescents.

Background and aimsA relationship exists between an adolescent’s level of motor competence and the health of their identity. As those with low motor competence (LMC) form less healthy identities, the aim of this study was to investigate if self-perceptions mediated the negative impact of LMC on identity health.MethodsAdolescents (N = 160) completed the Adolescent Motor Competence Questionnaire (AMCQ), Assessment of Identity Development in Adolescence (AIDA) and the Self Perception Profile for Adolescence (SPPA). The mediating effect of their self-perceptions on the relationship between motor competence and identity health was examined in several ways: for the total sample, between male and females, and level of motor competence. Two motor competence groups were formed by dichotomizing their AMCQ scores (< 83 = LMC).ResultsThere was an indirect effect of self-perceptions of social competence, physical appearance, romantic appeal, behavioural conduct, close friendships and global self-worth on the relationship between motor competence and identity health for the total sample (N = 160, 64.4% males, Mage = 14.45 SD = .75, 12 to 16 years). No indirect effects were significant for females however close friendships and global self-worth were significant for the males. When the sample was grouped for motor competence, indirect effects of social competence, athletic competence, physical appearance, behavioural conduct, and global self-worth were significant for the high motor competence (HMC) group. The only self-perception significant for the LMC group was close friendships.ConclusionSelf-perceptions in several domains mediated the relationship between motor competence and identity health, and these differed for level of motor competence but not gender. Those with LMC who had a higher self-perception in the close friendships domain had a healthier identity. Designing physical activity programs that focus on skill development and forming close friendships are important for adolescents with LMC.

Co-designing a virtual reality game for alcohol prevention

Abstract Issue/problem Health promotion programmes that train social competencies in situations adolescents commonly encounter are likely to minimise the social influence and social pressure to drink or use other substances. In the Virtual Reality (VR) TestLab project, an innovative VR learning tool is developed that shows a typical party situation for young people. The game user can navigate through the party making their own choices, which result in different outcomes. Description of the problem The Living Lab method guided the development of the VR learning tool. During the four phases of the Living Lab process three groups of 16-25-year-old students were involved, as well as two prevention practitioners, three prevention scientists, three VR game designers and one film production expert. Results At the initial exploration stage of the Living Lab framework a list of key concepts/scenes were co-created with all stakeholders. At the concept stage students were invited to co-create a film script for the VR game. The prototype stage involved students as actors for the scenes, which were then finally recorded in technical collaboration with game developers and the film production expert. Post production, the finalised scenes were integrated into a game engine to develop the interactive branching narrative. At the innovation stage the group was invited to examine, explore and test its usability and share their experiences, thoughts, and attitudes. Lessons The Living Lab framework was useful in order to structure the co-creation process into meaningful phases and to ensure that all stakeholders were consulted throughout the development of the VR game. The Living lab framework gave ‘voice’ for the end-users (young people and practitioners) to actively engage in the co-creation process. Main message This first Living Lab application in drug prevention contributes to a better understanding of the importance of involving users of health promotion products and services through co-creation.

Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program

In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents’ appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.